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New national education policy 2020

1. PRESENTED BY: MS. BINITA MISHRA & MR. PRASANT SAHOO

2. National Education Policy-Journey So Far After independence, a new education system was needed in our country. University education commission (1948-49) and secondary education commission (1952-53) were set up. IITs were setup to impart high-quality science education to students. NCERT was framed as an autonomous organisation that would advise union and state government on formulating and implementing education policies.  The previous policies on education have focused on the issues of access and equity, and the policy of 1986 (modified in 1992) lead to a major development in the form of Right of Children to Free and Compulsory Education (Act 2009).

3. The first national policy on education (1968) was based on recommendations of the Kothari commission. The major points covered under the first national educational policies were Three language formulas to be implemented under secondary education. Compulsory education to all children up to 14 years of age Focus on learning of regional language It also talks about specialised training and qualification of teachers It has also emphasized on the teaching of Sanskrit language

4. Key highlights of NPE (1986) IGNOU Was opened in 1985 It called for a child-centric approach Operation blackboard was launched to improve the condition of primary schools It also called for special emphasis on removal of disparities and to equalise educational opportunity The 1986 National policy on education was introduced in 1992 with certain modifications. It was called program of action. It talked about common entrance examinations for professional and technical education. National Education Policy-1986

5. NEP-2020 Vision of the Policy Develop an education system deeply rooted in Indian ethos which has the capability to provide high quality education to compete in the global world. The curriculum and pedagogy must develop a sense of respect towards Fundamental Duties and Constitution of India and have a deep bond with the country. Develop a sense of pride and respect for the country and be responsible for human rights, sustainable development, global well being thereby reflecting a truly global citizen.

6. Key Principles of NEP-2020 Emphasize Conceptual Understanding Rather than rote learning and learning-for-exams Unique Capabilities Recognizing, identifying them in each student. Critical thinking and Creativity To encourage logical decision- making and innovation Continuous Review Based on sustained research and regular assessment by educational experts . Respect for Diversity & Local Context In all curriculum, pedagogy, and policy. Equity & Inclusion As the cornerstone of all educational decisions. Community Participation Encouragement and facilitation for philanthropic, private and community participation. Use of Technology In teaching and learning, removing language barriers, for Divyang students, and in educational planning and management.

7. Early Childhood Care and Education (ECCE) The Foundation of Learning Over 85% of a child’s cumulative brain development occurs prior to the age of 06- hence it is of utmost importance that every child has access to quality ECCE. Goals: Attain optimal outcome in the domain of physical and motor development, cognitive development, socio-emotional development. Cultural/artistic development, and the development of communication and early languages, literacy, and numeracy.

8. New pedagogical and curricular structure of school education (5+3+3+4): 3 years in Anganwadi/pre-school and 12 years in school Secondary Stage (4) G reater critical thinking, m ultidisciplinary study, flexibility and student choice of subjects Middle Stage (3) experiential learning in the sciences, mathematics, arts, social sciences, and humanities Preparatory Stage (3) play, discovery, and activity-based and interactive classroom learning Foundational stage (5) multilevel, play/activity-based learning Transforming Curricular and Pedagogical Structure

9. SALIENT FEATURES OF STAGES IN SCHOOL Foundational Stage Play/activity-based learning Pedagogy of Early Childhood Care and Education  Focus on good behaviour , courtesy, ethics, personal and public hygiene/cleanliness Focus on teamwork and cooperation Preparatory Stage  Gradual transition from play-based learning to more formal classroom learning Interactive teaching-learning Introduction of subjects, including, physical education, art, languages, science, and mathematics Emphasis on  reading, writing, speaking Middle Stage Subject-oriented pedagogical and curricular methodology Subject teachers for learning/discussion of the more abstract concepts in each subject across the sciences, mathematics, arts, social sciences, and humanities The High School (Secondary) Stage Four years of multidisciplinary study Greater depth, greater critical thinking, greater attention to life aspirations Greater flexibility and student choice Exposure to more subjects and enable greater flexibility More frequent assessment of modules

10. HIGHLIGHTS OF PEDAGOGICAL STRUCTURE

11. Teachers and Teacher Education NEP-2020 “Teachers are the backbone of any country, the pillar upon which all aspirations are converted into realities.” -Dr. APJ Abdul Kalam

12. Quality 4-year integrated B.Ed. Programmes . Teacher Eligibility Tests (TETs) will be strengthened. Recruitment and Deployment Sharing of teachers across schools .

13. Maximizing the ability of teachers to do their jobs effectively . Ensuring vibrant, caring and inclusive communities . Decent and pleasant service conditions . Adequate and safe infrastructure . Service Environment and Culture

14. 50 hours of Continuous Professional Development for teachers every year for their self development. Career growth opportunities will available to teachers Continuous Professional Development (CPD) & Career Management and Progression(CMP)

15. Equitable and Inclusion Education NEP- 2020

16. Focus on Socio-Economically Disadvantaged Groups (SEDGs) SE DG s can be broadly categorized based on: G e nder identities (particularly female and transgender individuals), ● ● Socio-cultural identities ( such as Scheduled Castes, Scheduled Tribes, OBCs, and minorities), ● Geographical identities (Such as students from villages, small towns, and aspirational districts), Disabilities (including learning disabilities), and ● ● Socio-economic conditions (such as migrant communities, low income households, children in vulnerable situations, victims of or children of victims of trafficking, orphans including child beggars in urban areas, and the urban poor).

17. How to ensure equitable and inclusive education? Creating enabling mechanisms for providing Children With Special Needs (CSWN) or Divyang . Separate strategies will be formulated for focused attention on reducing the social category gaps. Special Education Zones (SEZs) will be declared for educationally disadvantaged SEDGS. Government of India will constitute a ‘Gender- Inclusion Fund’ for girls and transgender. ‘Inclusion Fund’ schemes shall also be developed for SEDGs. Free boarding facilities will be built Ensuring the inclusion and equal participation of children with disabilities in ECCE and the schooling system will also be accorded the highest priority. Special attention will be given to reduce the disparities in the educational development of Scheduled Castes and scheduled Tribes.

18. School as units of learning To ensure- adequate number of counsellors/trained social workers and teachers (shared or otherwise) for teaching all subjects including art, music science, sports, languages, vocational subjects, etc ; adequate resources (shared or otherwise), such as a library, science labs, computer labs, skill labs, playgrounds, sports equipment and facilities, etc.; cooperation and support across schools for the education of children with disabilities .