Making Education Inclusive and Equitable under NEP 2020.pdf

PPT on the provisions of of NEP 2020 that make Education Inclusive and Equitable

1. Making Education Inclusive and Equitable under NEP 2020
Sourabh Ghosh

2. National Education Policy (NEP) 2020

3. •TheNationalEducationPolicy(NEP)2020outlinesthevisionoftheneweducationsystemofIndiareplacing
thepreviousNationalPolicyonEducation1986.
•ThevisionofthepolicyistobuildaneducationsystemrootedinIndianethosthatcontributesdirectlyto
transformingIndiabyprovidinghigh-qualityeducationtoall.
•ThevariousprovisionsthatarementionedintheNEP2020areapplicableandimportantforallchildren
includingtheonesfromtheruralbackground.
•TherearealotofinitiativesandprovisionsintheNEP2020whicharenotonlyempoweringforthechildren
fromtheruralbackgroundbutalso,importantforthemtonurturetheirlatentskillssothattheycanlivea
dignifiedlifeasanadult.
•Indirectly,certainprovisionslikeincorporatingdigitaleducation,focusonskillbuildingandleadership
buildingwouldhelpthechildrenfromtheruralbackgroundtocontributeincommunitybuildingandwork
handinhandwiththelocalgovernmenttobringaboutapositivechange.
National Education Policy 2020

4. •FocusonEarlyChildhoodCareandEducation(ECCE),andFoundationalLiteracyandNumeracy(FLN)
•Ensuringuniversalaccessatalllevelsofschooleducationandpreventingdropouts
•MakingLearningHolistic,Integrated,EnjoyableandEngaging
•Capacitybuildingofteachers
•Makingeducationequitableandinclusive
•Standard-settingandAccreditationforSchoolEducation
•Incorporationofpedagogicallysoundteachingandlearningpracticesthatarechild-friendly
•Useoftechnologyinteaching,learningandassessments
✓Theabove-mentionedprovisionsinNEP2020aremeanttocreateanequitableandaninclusiveeducation
ecosystemirrespectiveofthegeography.
✓Theadoptionoftechnologyinteachingandlearningprocessesisawelcomestepinaddressingtheexisting
digitaldivide.
✓Thefocusoncapacitybuildingofteachersisanessentialcomponentincontributingtothedevelopmentof
teachers.
NEP 2020: Important Provisions

5. •5yearsofFoundationalStage:Thisstagewillfocusonteachinginplay-basedoractivity-basedmethodsandon
thedevelopmentoflanguageskills.AnganwadisandBalVatikaswouldbeplayinganimportantroleinensuring
thatthechildreninthisage-groupareequippedwiththerightsetofskillswhicharenotonlyageappropriate
butalsoprovidesanopportunityforthemtopreparethemselvesforthenextlevelofacademicengagement.
•3yearsofPreparatoryStage:Thefocusinthepreparatorystagewillremainonlanguagedevelopmentand
numeracyskills.Here,themethodofteachingandlearningwouldbeplayandactivity-based,andalsoinclude
classroominteractionsandtheelementofdiscovery.Thisstageisespeciallyimportantfortheruralchildren
whoarere-enrolledintheschoolsystemafterbeingdroppedout.
•3yearsofMiddleStage:AsperNEP2020,thisstageofschooleducationwillfocusoncriticallearning
objectives,whichisabigshiftfromtherotelearningmethodsusedinoureducationsystemforyears.This
stagewillworkonexperientiallearninginthesciences,mathematics,arts,socialsciencesandhumanities.This
approachwouldhelpthestudentsfromtheruralareastoutilisetheirtheoreticalknowledgeincommunity
buildingandcontextualisingtheirlivedexperiences.
•4yearsofSecondaryStage:Thisstagewillcovertwophases–Classes9and10,andClasses11and12.
Conceptswillbecoveredingreaterdepthinthisstage.Thiswillbeanempoweringlevelforchildrenfromrural
backgroundtoexperimentandexploreconceptsofscienceandmathematicsfromapracticalvantagepoint.
NEP 2020: New 5+3+3+4 Academic Structure

6. •TheNEP2020hasemphasisedontheuseofmothertongueorlocallanguageasthemediumofinstruction
tillClass5whilerecommendingitscontinuancetillClass8andbeyond.
•NEP2020recommendsthatallstudentswilllearnthreelanguagesintheirschool.Thethreelanguages
learnedbychildrenwillbethechoicesofStates,regions,andofcoursethestudentsthemselves.Atleast,
twoofthethreelanguageshavetobenativetoIndia.
•Therulewillapplytobothprivateandpublicschools.High-qualitytextbooks,includingscience,willbemade
availableinhomelanguages.
•Withtheintroductionofthethreelanguagepolicy,childrenfromtheruralbackgroundwouldgetan
opportunitytostudyandlearnintheirownregionallanguageswithoutgettingboggeddownbecauseof
Englishlanguage.
NEP 2020: The Three Language Policy

7. NEP 2020 & Early Childhood Care and Education (ECCE)

8. •Indiaishometo158millionchildrenaged0-6years,accountingfor13.6%ofthecountry’soverall
population.
•Theearlyyearsofchildhoodareakeyperiodofdevelopmentbecausetheybuildthefoundationforfuture
developmentandlearning.
➢Theseformativeyearsarecriticalforcognitive,linguistic,andmotordevelopment,aswellassocial,
emotional,regulatory,andmoraladvancements.
•Globalcommunityiscommittedtoensuringthatallchildrenhaveaccesstohigh-qualityearlychildhood
careanddevelopmentprogrammes.
➢Target4.2ofSustainableDevelopmentGoals(SDGs)states,“By2030,ensurethatallgirlsandboys
haveaccesstoqualityearlychildhooddevelopment,careandpre-primaryeducationsothattheyare
readyforprimaryeducation.”
Significance of ECCE

9. •NEP2020identifiesthatover85%ofachild’sbraindevelopsbytheageof6andemphasisesonproviding
criticalimportancetoappropriatecareandstimulationofthebraininachild’searlyyearsforhealthybrain
developmentandgrowth.
➢Itstatesthatitis,thereforeoftheutmostimportancethateverychildhasaccesstoqualityEarly
ChildhoodCareandEducation(ECCE).
•TheoverallaimofECCEwillbetoattainoptimaloutcomesinthedomainsofphysicalandmotor
development,cognitivedevelopment,socio-emotional-ethicaldevelopment,cultural/artisticdevelopment,
andthedevelopmentofcommunicationandearlylanguage,literacy,andnumeracy.
•Onthecurricularside,itwillbeextremelyvitaltointroduceanincreasedfocusonfoundationalliteracyand
numeracy–andgenerally,onreading,writing,speaking,counting,arithmetic,andmathematicalthinking–
throughouttheprimaryschoolcurriculum.
NEP 2020 & ECCE

10. •Achievinguniversalprovisioningofqualityearlychildhooddevelopment,care,andeducationassoonas
possible.
•Attainment,byallchildrenofoptimaloutcomesinthedomainof:
➢Physicalandmotordevelopment
➢Cognitivedevelopment
➢Socio-emotional-ethicaldevelopment
➢Cultural/artisticdevelopment
➢Developmentofcommunicationandearlylanguage,literacy,andnumeracy
•Institutionalisationofflexible,multi-faceted,multi-level,play-based,activity-based,andinquiry-based
learningcomprising:
➢languages,numbers,counting,colours,shapes,indoorandoutdoorplay,puzzlesandlogicalthinking,
problem-solving,drawing,paintingandothervisualart,craft,dramaandpuppetry,musicand
movement
➢focusondevelopingsocialcapacities,sensitivity,goodbehaviour,courtesy,ethics,personalandpublic
cleanliness,teamwork,andcooperation
NEP 2020: Specific Goals for ECCE

11. •Everychildiscapableoflearningregardlessofthecircumstancesofbirthorbackground.
•Eachchildisdifferentandgrows,learns,anddevelopsattheirownpace.
•Childrenarenaturalresearcherswithgreatobservationalskills.Theyareconstructorsoftheirownlearning
experiencesandexpressfeelingsandideasthroughdifferentrepresentations.
•Childrenaresocialbeings;theylearnthroughobservation,imitation,andcollaboration.
•Childrenlearnthroughconcreteexperiences,usingtheirsensesandactingupontheenvironment.
•Children’sexperiencesandwaysoflearningmustbeacknowledgedandincluded.Childrenlearnbestwhen
theyarerespected,valued,andfullyinvolvedinthelearningprocess.
•Playandactivityaretheprimarywaysoflearninganddevelopmentwithcontinuousopportunitiesfor
childrentoexperience,exploreandexperimentwiththeenvironment.
•Contentshouldbedrawnfromtheexperiencesofchildren.Thenoveltyofthecontentoritschallenges
shouldbebasedonthefamiliarexperiencesofchildren.
NEP 2020: Guiding Principles for the Foundational Stage

12. •Contentshouldbesuitedtothedevelopmentalneedsofchildrenandshouldprovideseveralopportunities
forfantasy,storytelling,art,music,andplay.
•Equityinissuessuchasgender,caste,classanddisabilityshouldbeemphasisedinthecontent.
•Teachersshouldfacilitateandmediatethelearningofthechildrenbyaskingopen-endedquestions,
enablingexploration.
•Familyandcommunityshouldbetreatedpartnersinthisprocessandinvolvedinmultipleways.
•Careiscentraltolearningsincechildrenatthisagenaturallyperceivefamiliaradultsascaregiversfirst.
Teacherstherefore,shouldbesensitiveandresponsivetotheneedsandmoodsofchildren.
•Classroomactivitiesmustemphasisetheemotionalaspectoflearning(e.g.,throughstorytellingorart).
•Childrenmustengagewithmaterial,activities,andenvironmentsthataredevelopmentallyandculturally
appropriateanddevelopconceptualunderstandingandproblem-solving.
NEP 2020: Guiding Principles for the Foundational Stage (cont…)

13. NIPUNBharat:
•Launchedin2021,NIPUN(NationalInitiativeforProficiencyinReadingwithUnderstandingandNumeracy)
BharatistheNationalMissionforattainingthegoalsofFoundationalLiteracyandNumeracy(FLN)inthe
countryasdirectedbyNEP2020.
•NIPUNBharataimstoachieveFLNby2026-27forallchildreninthecountrybyGrade3.
VidyaPravesh:
•VidyaPraveshisbasedonthedeepemphasisthatNEP2020laysonattainmentofthegoalsofFLNforall
children.
•ThePolicyexpressestheconcernthatsinceweareyettoattainuniversalaccesstoECCE,alargeproportion
ofchildrenalreadyfallbehindwithinthefirstfewweeksofGrade1.
•Tohelpovercomethisgapinlearning,athree-month,play-basedschoolpreparationmodulehasbeen
proposedasaninterimmeasure.
Balvatika:
•TheBalvatikaprogrammeisenvisagedasaone-yearprogrammebeforeGrade1whichismeanttoprepare
childrenwithcognitiveandlinguisticcompetenciesthatareprerequisitesforlearningtoread,writeand
developnumbersensethroughaplay-basedapproach.
•NCERThasdevelopedguidelinesandprocessesforthreeyearsofpre-schoolincludingtheBalvatika.
Key Initiatives based on NEP Priorities

14. NCF for Foundational Learning and ECCE
•TheNationalCurriculumFramework(NCF)fortheFoundationalStageisdevelopedbasedonthevisionof
NEP2020,andtoenableitsimplementation.
•TheFoundationalStagereferstochildrenintheagegroupof3to8years,acrosstheentirerangeofdiverse
institutionsinIndia.Thisisthefirststageinthe5+3+3+4curricularandpedagogicalrestructuringofschool
educationasenvisionedinNEP2020.
•AppropriateECCEathomeforchildrenundertheageof3includes:
➢health,safetyandnutrition
➢cognitiveandemotionalcareandstimulationoftheinfantthroughtalking,playing,moving,listening
tomusicandsounds,andstimulatingalltheothersensesparticularlysightandtouch
•Theabove,attheendofthreeyears,leadstooptimaloutcomesinvarious(overlappingand
interdependent)developmentaldomains,includingphysicalandmotor,socio-emotional,cognitive,
communication,earlylanguage,andemergentliteracyandnumeracy.
•TheFoundationalStagewillcompriseflexible,multi-levelandplay-basedlearning.

15. Recommendations for Quality ECCE programme

16. •Adequateandcapacitatedhumanresourcesresponsiblefordisseminationofplay-basedcontenttothe
childrenandfordeliveryofotherservices.
•Availabilityoflearningandreadingmaterialsrequiredforclassroomengagements.
•ProvisionofHealthandNutritionservicescomprisingnutritiouscookedmeals,regularhealthcheck-ups,
andimmunisation.
•Upgradedinfrastructurewhichissafetycompliant.
•Effectivesystemsofmonitoringanddesignatedhumanresourcesforthesame.
•Engagingwiththecommunitythroughmeetings/dialogues.
Important Components for Ensuring Effective Delivery of ECCE

17. •Multi-stakeholderengagementanddialoguewithapexgovernmentbodiesandcivilsocietyorganisations
(CSOs)forsendingoutsuggestionsandfeedbackstostrengthentheECCEecosystem.
•Creatingtrainingmodulesforthehumanresourcesothatthedeliveryofthecontentinclassroomsare
doneeffectively.
•Creatingpolicybriefsandpositionpaperstopushforenhancedbudgetaryallocationforchildrenunder
ECCE.
•CreatingInformation,Education&Communication(IEC)materialsthatwouldbeusedinraisingawareness
ofthecommunityonimportanceofECCE.
•Holdingdialoguesatthecommunitylevelwithrelevantstakeholdersonvariouscomponentsandservices
availableunderECCEprogramme.
Recommendations for Effective Delivery of ECCE

18. NEP 2020 & Inclusion of Children with Disabilities

19. •EnsuringinclusionandequalparticipationofchildrenwithdisabilitiesinECCEandtheschoolingsystemwill
beaccordedthehighestpriority.
•Enablingchildrentofullyparticipateintheregularschoolingprocessfromthefoundationalstagetohigher
educationincompleteconsonancewiththeprovisionsoftheRightsofPersonswithDisabilities(RPWD)Act
2016.
•Schoolstobeprovidedresourcesfortheintegrationofchildrenwithdisabilities,recruitmentofspecial
educatorswithcross-disabilitytraining,andfortheestablishmentofresourcecentres,whereverneeded,
especiallyforchildrenwithsevereormultipledisabilities.
•Schools/schoolcomplexeswillbesupportedforprovidingallchildrenwithdisabilitiesaccommodationsand
supportmechanismstailoredtosuittheirneedsandtoensuretheirfullparticipationandinclusioninthe
classroom.
NEP 2020 & Inclusion of Children with Disabilities

20. •Assistivedevicesandappropriatetechnology-basedtools,aswellasadequateandlanguage-appropriate
teaching-learningmaterials(e.g.,textbooksinaccessibleformatssuchaslargeprintandBraille)willbe
madeavailabletohelpchildrenwithdisabilitiesintegratemoreeasilyintoclassroomsandengagewith
teachersandtheirpeers.
•NationalInstituteofOpenSchooling(NIOS)willdevelophigh-qualitymodulestoteachIndianSign
Language,andtoteachotherbasicsubjectsusingIndianSignLanguage.
•AspertheRightsofPersonswithDisabilities(RPWD)Act2016,childrenwithbenchmarkdisabilitiesshall
havethechoiceofregularorspecialschooling.
•Resourcecentresinconjunctionwithspecialeducatorswillsupporttherehabilitationandeducational
needsoflearnerswithsevereormultipledisabilitiesandwillassistparents/guardiansinachievinghigh-
qualityhomeschoolingandskillingforsuchstudentsasneeded.
•Home-basededucationwillcontinuetobeachoiceavailableforchildrenwithsevereandprofound
disabilitieswhoareunabletogotoschools.
NEP 2020 & Inclusion of Children with Disabilities (cont…)

21. •Technology-basedsolutionswillbeusedfortheorientationofparents/caregiversalongwithwide-scale
disseminationoflearningmaterialstoenableparents/caregiverstoactivelysupporttheirchildren’slearning
needs.
•Teachersmustbehelpedtoidentifysuchlearningdisabilitiesearlyandplanspecificallyfortheirmitigation.
Specificactionswillincludetheuseofappropriatetechnologyallowingandenablingchildrentoworkattheir
ownpace,withflexiblecurriculatoleverageeachchild’sstrengths,andcreatinganecosystemforappropriate
assessmentandcertification.
•Assessmentandcertificationagencies,includingthenewNationalAssessmentCentre,PARAKH(Performance
Assessment,Review,andAnalysisofKnowledgeforHolisticDevelopment),willformulateguidelinesand
recommendappropriatetoolsforconductingsuchassessment,fromthefoundationalstagetohighereducation
(includingforentranceexams),inordertoensureequitableaccessandopportunitiesforallstudentswith
learningdisabilities.
•Awarenessandknowledgebuildingonhowtoteachchildrenwithspecificdisabilities(includinglearning
disabilities)willbeanintegralpartofallteachereducationprogrammes,alongwithgendersensitisationand
sensitisationtowardsallunderrepresentedgroupsinordertoreversetheirunderrepresentation.
•NEP2020recognisestheimportanceofcreatingenablingmechanismsforprovidingchildrenwithspecialneeds
(CWSN),thesameopportunitiesofobtainingqualityeducationasanyotherchild.
NEP 2020 & Inclusion of Children with Disabilities (cont…)

22. Addressing Children with Special Needs (CWSN) under
Samagra Shiksha Abhiyan

23. CWSN under Samagra Shiksha Abhiyan
•SamagraShikshaAbhiyanlaysemphasisonimprovingthequalityofeducationforallstudents,including
childrenwithspecialneeds(CWSN),andprovidessupportforvariousstudent-orientedactivitiesincluding:
➢IdentificationandassessmentofCWSN
➢Provisionofaids,appliances,correctivesurgeries,Braillebooks,largeprintbooksanduniforms,
therapeuticservices
➢Developmentofteaching-learningmaterial,assistivedevicesandequipment
➢Environment-buildingandorientationprogrammetocreatepositiveattitudeandawarenessabout
natureandneedsofCWSN
➢Purchase/developmentofinstructionalmaterials
➢In-servicetrainingofspecialeducatorsandgeneralteachersoncurriculumadaptation
➢Stipendforgirlswithspecialneeds
•TheCWSNcomponentlaysemphasisonimplementationoftheRightofChildrentoFreeand
CompulsoryEducation(RTE)Act,2009forCWSN(intheagegroup6-14years).
•Inaddition,separateresourcesupport(financialassistancetowardssalaryofspecialeducators)isalsomade
availableinordertoappropriatelyaddresstheneedsofCWSNwithintheschool.

24. Objectives of CWSN Component under Samagra Shiksha Abhiyan
•Identificationofchildrenwithdisabilitiesattheschoollevelandassessmentofher/hiseducationalneeds.
•Provisionofaidsandappliances,assistivedevices,tothechildrenwithspecialneedsasperrequirement.
•Removalofarchitecturalbarriersinschoolssothatchildrenwithspecialneeds(CWSN)haveaccessto
classrooms,laboratories,libraries,play/recreationalareaandtoiletsintheschool.
•Supplyingappropriateteachinglearningmaterials,medicalfacilities,vocationaltrainingsupport,guidance
andcounselingservicesandtherapeuticservicestochildrenwithspecialneedsasperhis/herrequirement
inconvergencewithlinedepartments.
•Generalschoolteacherswillbesensitisedandtrainedtoteachandinvolvechildrenwithspecialneedsin
thegeneralclassroom.
•Forexistingspecialeducators,capacitybuildingprogrammeswillbeundertaken.
•CWSNwillhaveaccesstosupportservicesthroughspecialeducators,theestablishmentofresourcerooms,
vocationaleducation,therapeuticservicesandcounseling,etc.

25. Provisions for CWSN under Samagra Shiksha Abhiyan
•SupporthasbeenenhancedfromRs.3,000perchildperannumtoRs.3,500perchildperannum.
•StipendforgirlswithspecialneedshasbeenexpandedfromthepreviousallocationtogirlsfromClassesIX
toXII(RMSA),toClassesItoXII(SamagraShikshaAbhyan)inordertoencouragegirlsforenrolmentand
retention,andcompletingtheirschooling.ThestipendisprovidedthroughDirectBenefitTransfer.
•Theprovisionforhome-basededucationcoveringchildrenwithsevere/multipledisabilitieshasbeen
extendedforchildrentillClassXIIundertheSamagraShikshascheme.
•Allocationforresourcesupportthroughspecialeducatorshasbeenmadeseparatelyinorderto
appropriatelyaddressthelearningneedsofCWSN(childrenwithspecialneeds)fromelementarytosenior
secondarylevel.
•Thefinancialsupportforhonorarium/salaryforexistingandnewspecialeducators(aspertheSamagra
Shikshanormsforthesalaryofteachers).ThisallocationisoverandabovethenormofRs.3,500towards
student-orientedcomponent.

26. Recommendations for Inclusion of Children with Disabilities

27. Recommendations for Inclusion of Children with Disabilities
•Multi-stakeholderengagementtoraiseawarenessondisability.
•Enhancedbudgetallocationsforinfrastructuraldevelopmentandprocurementofassistivedevices.
•Enhancedcapacitybuildingofhealthcareprovidersandspecialeducators.
•Provisionsformorescholarshipprogrammesforchildrenwithspecialneeds(CWSN).
•Enactmentofstringentlawsforreportingandredressalofcrimesagainstchildrenwithdisabilities.

28. NEP 2020 & Gender Inclusion

29. •NEP2020hastakenintoaccounttheconcernsoftheSocio-EconomicallyDisadvantagedGroups(SEDGs)
whichincludesfemaleandtransgenderindividuals.
•NEP2020prescribestoapproachgenderasacross-cuttingprioritytoachievegenderequalityineducation
withthepartnershipofStatesandlocalcommunityorganisations.
•NEP2020providesforconstitutionofa‘Gender-InclusionFund’tobuildthenation’scapacitytoprovide
equitablequalityeducationforallgirlsaswellastransgenderstudents.
➢ThefundwillbeavailabletoStatestoimplementprioritiesdeterminedbytheCentralGovernment
criticalforassistingfemaleandtransgenderchildreningainingaccesstoeducation(suchasthe
provisionsofsanitationandtoilets,bicycles,conditionalcashtransfers,etc.);
➢ThefundwillalsoenableStatestosupportandscaleeffectivecommunity-basedinterventionsthat
addresslocalcontext-specificbarrierstofemaleandtransgenderchildren’saccesstoandparticipation
ineducation.
•NEP2020recommends‘SpecialEducationZones’toensureeducationfortheSEDGswhichincludes
categorisationbasedongenderidentities(particularlyfemaleandtransgenderindividuals).
NEP 2020 & Gender Inclusion

30. •TheobjectivesofNEP2020forequitableandqualityeducationforgirlchildrenarebeingmetthrough
specificprovisionsunderSamagraShikshaAbhiyanbyallocatingdedicatedresourcesforSocio-Economically
DisadvantagedGroups(SEDGs).
•UnderSamagraShiksha,variousinterventionshavebeentargetedforprovidingqualityeducationtogirls,
whichinclude:
➢Openingofschoolsintheneighbourhoodtomakeaccesseasierforgirls;
➢Freeuniformandtext-bookstogirlsuptoClassVIII;
➢Additionalteachersandresidentialquartersforteachersinremote/hillyareas;
➢Appointmentofadditionalteachersincludingwomenteachers;
➢StipendtoCWSN(childrenwithspecialneeds)girlsfromClassItoClassXII;
➢Separatetoiletsforgirls;
➢Teachers'sensitisationprogrammestopromotegirlsparticipation,andgender-sensitiveteaching-
learningmaterialsincludingtextbooks,etc.
•Toreducegendergapsatalllevelsofschooleducation,KasturbaGandhiBalikaVidyalayas(KGBVs),which
areresidentialschoolsfromClassVItoXIIforgirlsbelongingtoSEDGs,aresanctionedinEducationally
BackwardBlocks.
Key Initiatives taken under NEP 2020 for Gender Inclusion

31. Thank You…