New National Educational Policy 2020 is the first education policy of the 21st century and replaces the thirty-four-year-old National Policy on Education, 1986. This policy aims to transform India into a vibrant knowledge society making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student.
- 0.1 Introduction:
- 0.2 Previous Policies:
- 0.3 Principles of this Policy:
- 0.4 The Vision of this Policy:
- 0.5 Holistic development of learners:
- 0.6 Reduce curriculum content to reinforce essential learning and important thinking:
- 0.7 Empower students through flexibility in course choices:
- 0.8 National Curriculum Framework for college Education (NCFSE):
- 0.9 Teachers:
- 0.10 Recruitment and Deployment:
- 0.11 Teacher Eligibility Tests
- 0.12 Professional Standards for Teachers:
- 0.13 Special educators:
- 1 Useful Links:
Education is prime for achieving full human potential, developing an equitable and just society, and promoting national development. Providing universal access to quality education is that the key to India’s continued ascent, and leadership on the worldwide stage in terms of the economic process, social justice and equality, scientific advancement, national integration, and cultural preservation. Universal high-quality education is the best way forward for developing and maximizing our country’s rich talents and resources for the great of the individual, the society, the country, and the world. India will have the very best population of children within the world over the subsequent decade, and our ability to supply high-quality educational opportunities to them will determine the longer term of our country.
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The global education development agenda reflected in Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development; adopted by India in 2015 – seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. Such a lofty goal would require the entire education system to be reconfigured to support and foster learning; in order that all of the critical targets and goals (SDGs) of the 2030 Agenda for Sustainable Development are often achieved.
The implementation of previous policies on education has focused largely on problems with access and equity. The unfinished agenda of the National Policy on Education 1986; modified in 1992 (NPE 1986/92), appropriately addressed during this New Educational Policy 2020. A serious development since the last Policy of 1986/92 has been proper of youngsters to Free and; Compulsory Education Act 2009 which laid down legal underpinnings for achieving universal education. Here we discuss New Educational Policy 2020.
Principles of this Policy:
The purpose of the education system is to develop good citizenry capable of rational thought and; action, possessing compassion and empathy, courage and; resilience, scientific temper and New Educational Policy 2020 creative imagination, with sound ethical moorings and values. It aims at producing engaged, productive, and contributing citizens for building an equitable; inclusive, and plural society as envisaged by our Constitution.
The Vision of this Policy:
This National Education Policy envisions an education system rooted in Indian ethos; that contributes directly to transforming India, that’s Bharat, sustainably into an equitable and vibrant knowledge society; by providing high-quality education to all or any, and thereby making India a worldwide knowledge superpower. The Policy envisages that the curriculum and pedagogy of our institutions must develop; among the scholars a deep sense of respect towards the elemental Duties and Constitutional values; bonding with one’s country, and conscious awareness of one’s roles and responsibilities during a changing world. The vision of the Policy is to instil among the learners a deep-rooted pride in being Indian; not only in thought but also in spirit, intellect, and deeds; also on developing knowledge, skills, values, and dispositions that support responsible commitment to human rights; sustainable development and living, and global well-being, thereby reflecting a very global citizen.
Holistic development of learners:
The key overall thrust of curriculum and pedagogy reform across all stages; is going to be to manoeuvre the education system towards real understanding and; towards learning the way to learn – and far away from the culture of rote as is essentially present today. The aim of education won’t only be cognitive development but also building character and; creating holistic and well-rounded individuals equipped with the key 21st-century skills. Ultimately, knowledge may be a deep-seated treasure and; education helps in its manifestation because the perfection which is already within a private.
All aspects of the curriculum and pedagogy are going to reoriented and revamped to achieve these critical goals. Specific sets of skills and values across domains are going to identified for integration and; incorporation at each stage of learning, from pre-school to education. Curriculum frameworks and transaction mechanisms are going to develop for; ensuring that these skills and values imbibed through engaging processes of teaching and learning. NCERT will identify these required skill sets and; include mechanisms for his or her transaction within the National Curriculum Framework for infancy and faculty education.
Reduce curriculum content to reinforce essential learning and important thinking:
Curriculum content is going to reduce in each subject to its core essentials, to form space for critical thinking and; more holistic inquiry-based, discovery-based, discussion-based, and analysis based learning. The mandated content will specialise in key concepts, ideas, applications, and problem-solving. Teaching and learning are going to conduct during a more interactive manner; questions are going to encourage, and classroom sessions will regularly contain more fun, creative; collaborative, and exploratory activities for college kids for deeper and more experiential learning. Here we discuss New Educational Policy 2020.
Empower students through flexibility in course choices:
Students are going to given increased flexibility and selection of subjects to review; particularly in secondary school – including subjects in education the humanities and crafts; and vocational skills – in order that they will design their own paths of study and life plans. Holistic development and a good choice of subjects and; courses year to year are going to be the new distinguishing feature of lyceum education. There’ll be no hard separation among ‘curricular’, ‘extracurricular’; or ‘co-curricular’, among ‘arts’, ‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’ streams. Subjects such as education, the humanities and crafts, and vocational skills, additionally to science; humanities, and arithmetic, are going to incorporate throughout the varsity curriculum; with a consideration for what’s interesting and safe at each age.
Each of the four stages of a faculty education, in accordance with what could also be possible in different regions; may consider moving towards a semester or the other system that permits the inclusion of shorter modules; or courses that taught on alternate days, so as to permit exposure to more subjects and enable greater flexibility. States may check out innovative methods to achieve these aims of greater flexibility and exposure to and; the delight of a wider range of subjects, including across the humanities, sciences, humanities, languages, sports, and vocational subjects. Here we discuss New Educational Policy 2020.
National Curriculum Framework for college Education (NCFSE):
The formulation of a replacement and comprehensive National Curricular Framework for college Education, NCFSE 2020-21, is going to undertaken by the NCERT – support the principles of this New Educational Policy 2020, frontline curriculum needs, and after discussions with all stakeholders including State Governments, Ministries, relevant Departments of the Central Government, and other expert bodies, and can be made available altogether regional languages. The NCFSE document shall henceforth revisit and updated once every 5-10 years, taking into account the frontline curriculum.
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Teachers truly shape the longer term of our youngsters – and, therefore, the longer term of our nation. It is because of this noblest role that the teacher in India was the foremost respecting member of society. Only the absolute best and most learned became teachers. Society gave teachers or gurus, what they needed to pass on their knowledge, skills, and ethics optimally to students. The standard of teacher education, recruitment, deployment, service conditions, and empowerment of teachers isn’t where it should be, and consequently, the standard and motivation of teachers doesn’t reach the specified standards. The high respect for teachers and therefore the status of the teaching profession must restore so on inspire the simplest to enter the teaching profession. The motivation and empowerment of teachers required to make sure the simplest possible future for our youngsters and our nation.
Recruitment and Deployment:
To ensure that outstanding students enter the teaching profession – especially from rural areas – a large number of merit-based scholarships shall be instituted across the country for studying quality 4- year integrated B.Ed. programmes. In rural areas, special merit-based scholarships are going to establish that also include preferential employment in their local areas upon successful completion of their B.Ed. programmes. Such scholarships will provide local job opportunities to local students, especially female students in order that these students function local-area role models and as highly qualified teachers who speak the local language. Incentives are going to provided for teachers to require up teaching jobs in rural areas, especially in areas that are currently facing an acute shortage of quality teachers. A key incentive for teaching in rural schools is going to be the supply of local housing near or on the varsity premises or increased housing allowances.
The harmful practice of excessive teacher transfers is going to halt in order that students have continuity in their role models and academic environments. Transfers will occur in very special circumstances, as suitably laid down during a structured manner by State/UT governments. Furthermore, transfers are going conduct through a web computerize system that ensures transparency.
Teacher Eligibility Tests
TETs are going to strengthen to inculcate better test material, both in terms of content and pedagogy. The TETs also will extend to hide teachers across all stages (Foundational, Preparatory, Middle and Secondary) of faculty education. For subject teachers, suitable TET or NTA test scores within the corresponding subjects also will be taken under consideration for recruitment. To measure passion and motivation for teaching, a classroom demonstration or interview will become an integral part of teacher hiring at schools and faculty complexes. These interviews would even be wont to assess comfort and proficiency in teaching within the local language in order that every school/school complex has a minimum of some teachers who can converse with students within the local language and other prevalent home languages of scholars. Teachers privately schools also must have qualified similarly through TET, a demonstration/interview, and knowledge of the local language(s).
To ensure an adequate number of teachers across subjects – particularly in subjects like art, physical education, vocational training, and languages – teachers might recruit to a faculty or school complex and therefore the sharing of teachers across schools might be considered in accordance with the grouping-of-schools adopted by State/UT governments.
Professional Standards for Teachers:
A common guiding set of National Professional Standards for Teachers (NPST) are going to developed by 2022, by the National Council for Teacher Education in its restructured new form as a Professional Standard Setting Body (PSSB) under the overall Education Council (GEC), in consultation with NCERT, SCERTs, teachers from across levels and regions, expert organizations in teacher preparation and development, expert bodies in vocational training, and better education institutions. The standards would cover expectations of the role of the teacher at different levels of expertise/stage, and therefore the competencies required for that stage.
It’ll also comprise standards for performance appraisal, for every stage, that might be administered on a periodic basis. The PST will also inform the planning of pre-service teacher education programmes. This might then adopt by States and determine all aspects of teacher career management, including tenure, professional development efforts, salary increases, promotions, and other recognitions. Promotions and salary increases won’t occur supported the length of tenure or seniority, but only on the idea of such appraisal.
There is an urgent need for extra special educators surely areas of faculty education. Some samples of such specialist requirements include subject teaching for youngsters with disabilities/Divyang children at the centre and lyceum level, including teaching for specific learning disabilities. Such teachers would require not only subject-teaching knowledge and understanding of subject-related aims of education but also the relevant skills for the understanding of special requirements of youngsters. Therefore, such areas might develop as secondary specializations for subject teachers or generalist teachers, during or after pre-service teacher preparation. They’re going to offered as certificate courses, within the pre-service also as in-service mode, either full time or as part-time/blended courses – again, necessarily, at multidisciplinary colleges or universities. Greater synergy is going to enabled between the course curriculum of NCTE and RCI to ensure adequate availability of qualified special educators who can handle subject teaching also.