STRATEGIC_CHANGE_IMPLEMENTATION OF NEP -2020.pptx

This Presentation explains the strategic changes that higher education institutions do imbibe in incoming years in the wake of Implementation of National Education Policy 2020

1. National Education Policy - 2020 & Strategic Changes in Higher Education Prof. Anil P. Dongre Dean Faculty of Commerce & Management KBC North Maharashtra University, Jalgaon

2. The National Education Policy (NEP) 2020 envisages a new and Forward-looking Vision for India’s higher education system. It recognizes that higher education plays an extremely important role in promoting human as well as societal well-being and in developing India as envisioned in its Constitution - a democratic, just, socially conscious, cultured, and humane nation upholding liberty, equality, fraternity, and justice for all. The NEP 2020 notes that “higher education significantly contributes towards sustainable livelihoods and economic development of the nation ” and “as India moves towards becoming a knowledge economy and society, more and more young Indians are likely to aspire for higher education.”

3. National Education Policy 2020 envision, making education more holistic and effective and lay emphasis on the integration of general (academic) education, vocational education and Experiential learning including relevant experience and professional levels acquired , it becomes imperative to establish and formalize a national credit accumulation and transfer system which will integrate both general & vocational education while ensuring mobility of candidates between the two systems. Task Force for implementation of National Education Policy – 2020 in Maharashtra - 1) ‘Right to education’ to ‘right education’, to ‘education for all’ 2) Single minded pursuit of excellence, both in teaching and research 3) ‘Best practices’ in governance but also hopefully create the ‘next practices’ 4) Challenge of innovation in education and conversely, education in innovation - The processes of self-learning, interactive learning and lifelong learning will undergo a sea change with all these paradigm shifts Education – Disseminate known knowledge ; Research - Create new Knowledge; Innovation – Convert new knowledge in Social Goods

4. National Education Policy 2020, paving way for transformational reforms in school and higher education systems in the country New Policy aims for Universalization of Education from pre-school to secondary level with 100 % GER in school education by 2030 ; GER in higher education to be raised to 50 % by 2035 NEP 2020 will bring back 2crore out of school children into the main stream and add 3.5 crore seats in higher education New 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi / pre-schooling Emphasis on Foundational Literacy and Numeracy, no hard separation between academic streams, extracurricular, vocational streams in school ; Vocational Education to start from Class 6 with Internships Assessment reforms with 360 degree Holistic Progress Card, tracking Student Progress for achieving Learning Outcomes 4 Highlights of NEP - 2020

5. 5 Higher Education curriculum to have Flexibility of Subjects, Multiple Entry / Exit, and transfer of credit through an Academic Bank of Credits Affiliation System to be phased out in 15 years with graded autonomy to colleges National Research Foundation to be established to foster a strong research culture NEP 2020 advocates increased use of technology with equity; National Educational Technology Forum to be created New Policy promotes Multilingualism in both schools and HEs; Teaching upto at least Grade 5 to be in mother tongue/ regional language. National Institute for Pali, Persian and Prakrit , Indian Institute of Translation and Interpretation to be set up NEP 2020 emphasizes setting up of Gender Inclusion Fund, Special Education Zones for disadvantaged regions and groups. Highlights of NEP - 2020

6. 1. Foundational Years (5yrs)- Ages 3 to 8 Years will cover 3 years of early education comprising Nursery, LKG & UKG along with 2 years of classes I & II 2. Preparatory Years (3yrs)- ages 9-11 will cover classes III, IV & V.  NEP2020 prescribes a more formal yet interactive classroom teaching in the preparatory years with play, discovery and activity-based pedagogy . 3. Middle Years (3yrs)- ages 12-14 will cover classes VI to VIII . In this phase of schooling NEP2020 talks of specialized faculty, meaning subject-wise teachers for learning abstract concepts in sciences, mathematics, social sciences . 4. Secondary Stage (4yrs)- ages 15-18 will cover classes IX to XII in two phases, IX and X in the first phase and XI and XII in the second phase.  This is the most significant academic restructuring that prioritizes learners’ life aspirations by giving them greater flexibility and choice of subjects in deciding their career preferences at the secondary stage . The Provisions of Pedagogical and Curricular Restructuring 

7. NEP Implementation Means - Transforming Existing program or Courses uniformly in accordance with: Four Year Multi Disciplinary programme with Multiple Entry and Exit option Structuring of 1 or 2 Years and 5 – Years Integrated PG Multidisciplinary Programme with Multiple Entry and Exit option Fragmentation of higher education by transforming higher education institutions into large multidisciplinary universities, colleges, and HEI clusters/Knowledge Hubs NEP Implementation: Strategic Changes in Higher Education

8. NHEQF level Qualification & Title Minimum Credit Year & Sem Level 4.5 Under Graduate Certificate 40 1 Years, 2 Sem Level 5.0 Under Graduate Diploma 80 2 Years, 2 Sem Level 5.5 Bachelor’s degree 120 3 Years, 2 Sem Level 6.0 Bachelor’s degree (Honours) 160 4 Years, 2 Sem Level 6.0 Bachelor’s degree (Research ) 160 4 Years, 2 Sem Level 6.5 Post-Graduate Diploma 40 5 Years, 1 Sem Level 7.0 Master’s degree (2 years) 80 5 Years, 2 Sem Level 7.0 Master’s degree (1- Years) 40 5 Years, 1 Sem Level 8.0 5 Years Integrated Bachelor's & Master Programs 200 5 Years, 10 Sem Level 8.0 Doctoral degree The Provisions of Pedagogical and Curricular Restructuring - HEI 

9. Learning Hours Across Academic Classes S . No. Stakeholders of Education, Higher Education, Total Notional Learning Hours in/ by the Institution per year* Remarks 1 UGC: 1-Year Undergraduate Certificate after 12th 1200 This does not include self-study hours but includes industry attachments/ internships 2 UGC: 2-Years Undergraduate Diploma after 12th 1200 3 UGC: 3-Yyears Bachelor’s degree after 12 th 1200 4 UGC: 4-year UG with Honours / Honours with Research, after 12 th 1200 5 UGC: 1-Year Post-Graduate Diploma after 3-years Bachelor’s degree 1200 6 UGC: 2-Years Master’s Degree after 3-years Bachelor’s degree OR 1-Years Master’s Degree 4-year UG with Honours / Honours with Research 1200

10. Total Learning Hours in a Year for Calculation of Credit Accordingly, it has been agreed by all stakeholders that under the National Credit Framework ( NCrF ) the total Notional Learning Hours for assignment of credits across school education, higher education and vocational education & training/skilling have been agreed to be 1200 Hrs per year for which the students shall be awarded 40 Credits. Thus 20 Credits shall be awarded for a six-months semester with 600 Notional Learning Hours. For the purpose of calculations under the National Credit Framework ( NCrF ) 30 notional learning hours will be counted as one Credit. However, the assignment of credits is independent of the streams, subjects or any learning subject to assessment. Break-Up of Credits Theory 1 Credit = 15 hours Practical 1 Credit = 30 hours Experiential learning including relevant experience and professional levels acquired 1 Credit = 40-45 hours • In each theory class, a new concept is taught and the student is learning something new throughout the class. • It also involves self-learning. • The practical is dependent on theory and experiments performed are based on concepts learned in theory class. • Repetition of an already learned concept. Observations are taken again and again Experiential learning including relevant experience and professional levels acquired activities like field visits, industrial visits, etc carry lesser weightage because it is just an observation and/or application of concepts learned in theory.

11. The total Outcome Based Learning hours for credits shall, subject to assessment, Include Classroom teaching/ learning hours Lab work/ innovation labs/ projects Yearly and half-yearly examinations/ class tests/ quiz/ assessments including formative assessments Experiential learning including relevant experience and professional levels acquired activity hours a. Performing arts, music, handicraft work, b. Debate and Discussion/ Essay Writing / Recitation Competition c. Story Writing competition d. Celebration of festivals in institutes, music performance, Drama. e. Other Contests Sports/ games / physical activity / yoga Life skills including employment skills Social/ community work/ NCC/ Shramdan : School cleaning, building, decoration Bag less days, field visits organised by the institution vocational education/ training, skilling, minor/ major project work, assignments Field visits/ Industry attachment by institutions Internship and apprenticeship hours, on the job training (OJT), and Experiential learning including relevant experience and professional levels acquired Blended/ online/ digital learning Any other type of learning as may be notified by the regulators concerned

12. Skilled Based, Choice Based, Cross-Disciplinary, Trans-disciplinary and Multi Disciplinary program through combination of Major and Minor subject based on Subject/School/Faculty Specific Domain and distribution of credits amongst Major Subjects, Minor Course, Vocational Courses, Ability Enhancement Courses, Modules On Indian Knowledge System And Inclusion Of Apprenticeship And Internship (Prof. R. D. Kulkarni Report – NEP : 2020 & NHEQF) There is no hard separation between ART and SCIENCE; between CURRICULAR and EXTRA-CURRICULAR activities; between VOCATIONAL and ACADEMIC STREM

13. The Research-intensive Universities: Those that place Equal Emphasis On Teaching And Research Teaching-intensive Universities : Those that place greater Emphasis On Teaching but still conduct significant research Autonomous Degree- Granting Colleges : W hich are large multidisciplinary institutions of higher learning that could award undergraduate degrees and are primarily focused on undergraduate teaching though it would not be restricted to teaching alone. Autonomous degree-granting Colleges could evolve into Research-intensive or Teaching-intensive Universities, if they so aspire over a period of time Fragmentation of higher education by transforming higher education institutions into large multidisciplinary universities, colleges, and HEI clusters/Knowledge Hubs By 2030, be at least one large multidisciplinary HEI in or near every district W e must open one new university every week, for the next 15 years To bring 2 crore children who are currently not in schools, back into the school system. Whichever way you look at it, accomplishing this over 15 years requires the setting up of around 50 schools every week. Comprehensive Strategic Changes in HEI

14. MERUs : Multidisciplinary Education and Research Universities NAC : National Accreditation Council NAS : National Achievement Survey NCF : National Curriculum Framework NCFSE : National Curriculum Framework for School Education NCFTE : National Curriculum Framework for Teacher Education NCIVE : National Committee for the Integration of Vocational Education NCPFECCE : National Curricular and Pedagogical Framework for Early Childhood Care and Education NETF : National Educational Technology Forum NHEQF : National Higher Education Qualifications Framework NHERC : National Higher Education Regulatory Council Comprehensive Strategic Changes: Supporting Institutions

15. NIOS : National Institute of Open Schooling NPST: National Professional Standards for Teachers PSSB: Professional Standard Setting Body NRF : National Research Foundation NTA : National Testing Agency PARAKH : Performance Assessment, Review and Analysis of Knowledge for Holistic development RCI : Rehabilitation Council of India SAS : State Achievement Survey SCDP : School Complex/Cluster Development Plans SCERT : State Council of Educational Research and Training SCF : State Curricular Framework SCMC : School Complex Management Committee SIOS : State Institutes of Open Schooling SQAAF : School Quality Assessment and Accreditation Framework SSSA : State School Standards Authority Comprehensive Strategic Changes: Supporting Institutions

16. THANK YOU