ONLINE MANUAL ON NATIONAL EDUCATION POLICY

OUTLINE

UNIT 1: (Mr Sanjay Yadav)

Introduction
Section 1: Early Childhood Care and Education: The Foundation of Learning
Section 2: Foundational Literacy and Numeracy: An Urgent & Necessary Pre-requisite to
Learning
Section 3: Curtailing Dropout Rates and Ensuring Universal Access to Education at All Levels

UNIT 2: (Ms Pratibha Kohli)

Section 4: Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated,
Inclusive, Enjoyable, and Engaging

UNIT 3: (Ms Priyanka Bhatkoti)

Section 5: Teachers & Teacher's Trainings
Section 6: Equitable and Inclusive Education: Learning for All

UNIT 4: (Mr Boyaz)

Section 7: Efficient Resourcing and Effective Governance through School Complexes/ Clusters
Section 8 Regulation and Accreditation of School Education

(Ms Priyanka)
HIGHER EDUCATION (TO BE TOUCHED UPON VERY BRIEFLY) with special emphasis on
Teacher Education

UNIT 5: OTHER KEY AREAS OF FOCUS

(Ms Pratibha Kohli)- Adult Education
(Mr Boyaz) Promotion of Indian Languages, Arts, and Culture
(Ms Pratibha Kohli) Technology Use and Integration
(Mr Boyaz) MAKING IT HAPPEN

INDEX OF THE MANUAL

UNIT 1:
1.1 Introduction
1.1.1 Previous Policies
1.1.2 Principles of NEP 2020
ning
1.2 Early Childhood Care and Education: The Foundation of Lear

1.3 Foundational Literacy and Numeracy

1.4 Curtailing Dropout Rates and Ensuring Universal Access to Education at all levels
1.5 PPT (Introduction)
1.6 MCQs
1.7 Reflective Question
1.8 Open resources

UNIT 2: Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Inclusive,
Enjoyable, and Engaging
2.1 Reflection on the previous unit
2.2 Restructuring school curriculum and pedagogy in a new design (PPT)
2.3 Holistic development of learners (Video)
2.4 Multilingualism and the power of language (Reading material)
2.5 Curricular integration of essential subjects, skills & capacities ((PPT)
2.6 National textbooks with local content and flavour (Reading Material)
2.7 MCQ
2.8 Transforming assessment for student development (PPT)
2.9 Support for gifted students/students with special talents (Video)
2.10 MCQ
2.11 Reflective Question
2.12 Open Resources

Unit 3: Teachers, Teacher Education, Equitable and Inclusive Education

3.1 Reading Material with focus on:

· Teachers and Teacher Education

· Equitable and Inclusive Education: Learning for all

3.2 PPT

· Ppt 1 Teachers and Teachers Education NEP 2020

· Ppt 2 Equitable and Inclusive Education NEP 2020

3.3 Video Script: Paving the Way for Teacher Development

3.4 Open resources

3.5 Assessment MCQs

3.6 Reflective Questions

UNIT 4: (Mr Boyaz)

4.1 Section 7: Efficient Resourcing and Effective Governance through School Complexes/
Clusters
4.2 Section 8 Regulation and Accreditation of School Educa

tion
>> Vision for India’s Higher Education
UNIT 5: OTHER KEY AREAS OF FOCUS
5.1 Adult Education (Reading Material)
5.2 Promotion of Indian Languages, Arts, and Culture
5.3 Technology Use and Integration (PPT)
5.4 Making it happen

National Education Policy 2020

Unit 1

1.1 Introduction

“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” John Dewey

Inspirations have been drawn from the system of education in world class institutions of ancient India,
to prepare learners for life in this world and life beyond schooling. The rich heritage of ancient Indian
knowledge has laid the foundation of the policy.

1.1.1 Previous policies

Looking back at the history and strengths of our educational systems and policies in the past, we could
list the fundamentals as follows:

Gandhiji’s Buniyadi Taleem focussed on our system of Education leading the development of mind,
body, and soul – not only the mind. Its five guiding principles were:

1. Connecting knowledge to the outside world.

2. Shifting focus from rote learning.
3. Enriching curriculum beyond textbooks.
4. Making evaluation flexible and integrated.
5. Nurturing and overriding identity informed by caring concern.

Spirit behind National Curriculum Framework(NCF) 2005 could be listed as follows:

1. Constructivism: Belief in ability of child to construct the knowledge.
2. Freedom to learn and participate.
3. Teacher – as an autonomous facilitator.
4. Evaluation as a tool to find strength rather than weaknesses.
5. Quality, quantity, and universalisation.
The National Policy on Education education 1986/1992 focussed on access and equity. A major
development has been the Right of Children to Free and Compulsory Education Act 2009.

Now the emphasis has been laid on the quality of education in National Education Policy (NEP) 2020.

1.1.2 Principles of National Education Policy (NEP) 2020

Mandate of NEP 2020 is to make the current Education System holistic, flexible, and multi-disciplinary.
NEP 2020 lays particular emphasis on the development of the creative potential of everyone. Education
must develop not only the cognitive skills which include ‘foundational skills’ like literacy and numeracy;
and ‘higher order’ skills like critical thinking and problem solving; but also soft skills including social and
emotional skills like cultural awareness, empathy, perseverance and grit, teamwork, leadership and
communication. A respect for diversity and respect for the local context in all curriculum, and pedagogy,
full equity and inclusion as the cornerstone of all educational decisions are prerequisite to ensure that all
the students are able to thrive in the education system.

It aims at bringing the best and the brightest into the teaching profession and reinstate teachers as the
most respected and essential members of our society. Empowering them and ensuring them with
livelihood, respect, dignity, and autonomy will make our teachers do their job as effectively as possible,
with quality and accountability.

NEP 2020 is envisioned at transforming Indian Education System by 2040, building it as a global best
education system rooted in Indian ethos, thereby transforming India into a global knowledge superpower.

1.2 Early Childhood Care and Education: The Foundation of Learning

Early childhood is a critical stage of development that forms the foundation for a child’s future learning
and well-being. Research illustrates that investing in a child’s early years education has lasting impact
than in any other time, in their holistic development. Once the standardised, well researched curriculum
of pre -school will be implemented, the pre-schools will have a clear road map drawn by well researched
team. The aim is to ensure that 85% of a child’s cumulative brain development before the age of 06 years
is given due critical importance.

1.3 Foundational Literacy and Numeracy: An urgent and necessary

prerequisite to learning

The relevance of the policy rests on achieving universal foundational literacy and numeracy in primary
schools.

The most prosperous and developed nations around the world are the ones who teach their own language
in the initial years of schooling.

The experiential learning approach brought a radical change in the strategies used by early educators.
For example, prenumber concepts teaching by bringing the learners in the lap of nature or in the open
areas is experiential, as ‘seeing is believing’.

1.4 Curtailing Dropout Rates and Ensuring Universal Access to Education at

All Levels
NEP 2020 emphasises on ensuring universal access to all children to obtain quality holistic education –
including vocational education – from pre-school to Grade 12. Community partnership in terms of
expertise and infrastructural support at alternative and innovative education centres will not only reduce
the dropout rate, but will ensure meeting the learning needs of all young people in India.

1.5 PPT (Introduction) (attached separately)

1.6 MCQs

1. The pursuit of education in the ancient India was

a. Acquisition of knowledge as preparation for life

b. Complete realization and liberation of self

c. Pursuit of knowledge, wisdom, and truth as the highest human goal

d. All of the above.

2. What is the specific recommendation in NEP 2020 to meet the ECCE human resource
requirement with anganwadi workers having 10+2 qualification?

a. One-year diploma covering aspects of ECCE

b. Six-month certificate program in ECCE

c. 02 years diploma in ECCE

d. 12-month certificate program in ECCE

3. What does NEP 2020 recommend for creation of user friendly and quality content?

a. AI based content creation

b. Procurement of equipment for content creation

c. Rating and reviews by the user

d. Identification of better forms of content creation.

Answers (MCQs)

1. d 2. b 3. C

1.7 Reflective Question

Pillars of NEP 2020 can be listed as access, equity, quality, affordability, and accountability. How
do these address the fundamental problems in the education system of India?

1.8 Open Resources:

NEP 2020 – Original policy document

https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

SDG 4: Quality Education

https://sdg4education2030.org/the-goal

https://in.one.un.org/page/sustainable-development-goals/sdg-4/

UNIT 2: Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Inclusive,
Enjoyable, and Engaging

2.1 Reflection on the previous unit: Foundational literacy and numeracy have been considered a
prerequisite for learning. How would you ensure foundational literacy and numeracy outcomes are
achieved by the students of your school in the Primary classes? Take up any one topic of the Primary
level and develop learning outcomes for literacy and numeracy for the topic.

2.2 Restructuring School Curriculum and Pedagogy in a New Design (PPT

attached)

2.3 Holistic Development of Learners (Video)

(VIDEO SCRIPT)
(CONVERSATION BETWEEN TWO TEACHERS )
Teacher 1: Hey, how are you doing, Sumedha ?

Teacher 2: I am fine, Ayesha. What about you?

Teacher 1: I am doing well.

Teacher 2: Where have you been?

Teacher 1: I recently read in National Education Policy about 21st Century skills and holistic
learning. I have been occupied with working on preparing the students for 21st-century skills.

Teacher 2: Wow! That sounds very interesting! What are the 21st-century skills that need to be
incorporated in teaching-learning?

Teacher 1: The four C’s of 21st-century skills are communication, collaboration, critical
thinking and creativity

Teacher 2: How will these skills benefit the students?

Teacher 1: These will help the next generation of students to 'prepare for life' and navigate
uncertain futures. This will equip the students to be successful not only in school but in work
and in life. It will give a renewed vigour to curriculum and pedagogy by making the students
equipped with learning how to learn.

Teacher 2: That sounds interesting. Can you tell me more about it?
Teacher 1: Sure! Presently students have more focus on ‘preparing for exams’- a system
involving years of learning by rote, copious note-taking and narrow adherence to a syllabus.
With the emphasis on National Education Policy, students will learn to organise their learning.
They will learn to manage the information and acquire knowledge themselves. This will
empower them to be lifelong learners.

Teacher 2: Yes, you are right. Curriculum content can be reduced in each subject to its core
essentials, to make room for critical thinking and more holistic learning. One can take up
discovery-based, discussion-based, and analysis-based learning. This will help students grasp
the concepts better and make learning holistic.

Teacher 1: Does this also encourage lifelong learning in learners?

Teacher 2:Yes, teaching and learning will be conducted more interactively; questions will be
encouraged, and classroom sessions will regularly contain more fun, creative, collaborative,
and exploratory activities for students for deeper and more experiential learning.

Teacher 1: How can we play a role in this?

Teacher 2: Teachers have a major role to play in creating an environment that fosters a
mindset of lifelong learning. They have the power and influence to spark curiosity, to help
students develop the ability to explore and ask questions. Teachers can bring this shift by
making learning interactive.

Teacher 1: I agree, moreover teachers can shift to prioritizing multi-disciplinary approach in

curriculum.

Teacher 2: Oh, tell me more about it.

Teacher 1: Students will be given increased flexibility and choice of subjects to study,
particularly in secondary school - including subjects in physical education, the arts, and
vocational crafts – so that they are free to design their paths of study and life plans.

Teacher 2: So, will we be focusing on the holistic development of the child?

Teacher 1: Yes, holistic development and a wide choice of subjects and courses will be the new
distinguishing feature of secondary school education. There will be no hard separation among
‘curricular’, ‘extra-curricular’, or ‘co-curricular’ areas, among ‘arts’, ‘humanities’, and ‘sciences’,
or between ‘vocational’ or ‘academic’ streams. Interdisciplinary approaches will be followed to
make teaching-learning interesting.

Teacher 2: Right! And by guiding students to embrace multi-disciplinary learning early-on,

teachers can eventually lead them to more career opportunities. Training students for an
interconnected world requires teaching them to see the big picture, connect the dots and
analyse problems from different perspectives through an integrated approach to learning.

Teacher 1: By embracing the spirit of NEP, teachers can empower lasting change for a student
that sets them up for future success. In the words of one of India's most famous teachers,
A.P.J. Abdul Kalam, "Learning needs freedom to think and freedom to imagine, and both have
to be facilitated by the teacher."

Teacher 2: Thank you so much for your insights.

(BELL RINGS. TEACHERS GO BACK TO THEIR RESPECTIVE CLASSES)

2.4 Multilingualism and the power of language (Reading Material)

It is a well-known fact that the cognitive development and intellectual development of a
child takes best when he/she is taught in his/her mother tongue. Hence, according to
NEP, wherever possible, the medium of instruction in the school till Grade 5, and
preferably till Grade 8 and beyond will be home language/mother-tongue/local
language. The Eighth Schedule to the Constitution consists of the following 22
languages:-
(1) Assamese, (2) Bengali, (3) Gujarati, (4) Hindi, (5) Kannada, (6) Kashmiri, (7)
Multilingualism is (8)
Konkani, the ability of
Malayalam, (9) a speaker
Manipuri, (10)to communicate
Marathi, effectively
(11) Nepali, (12) Oriya, (13)in three or
more
Punjabi, (14) Sanskrit, (15) Sindhi, (16) Tamil, (17) Telugu, (18) Urdu (19) Bodo,
languages. (20)
Children pick up a variety of languages quickly and comfortably and
Santhali, (21) Maithili and (22) Dogri. article 344
it has
an advantageous effect on the overall development of the children. According to NEP,
children will be exposed to a variety of languages, with emphasis on mother-tongue
from the Foundational Stage. The teaching of languages in an interactive manner,
followed by ample reading and writing cements language learning. The focus should be
on art-integrated learning (visual and performing art) and experiential learning. A
major emphasis will be to train and invest in language teachers, particularly all
Schedule 8 languages. However, the three-language formula will be followed. Students
will learn Science and Math bilingually in home-language and English and this will be
facilitated by high-quality text-books.

The interest of the students will be enhanced in the home-language by taking up

literature from the Indian sub-continent and also by incorporating theatre. Focus on
Indian languages will amplify national integration and make students aware of the rich
languages of the country.

The fun project/activity titled ‘Languages of India’ will be taken up by every student
during Grade 6 to 8 and would not involve any assessment. Students will learn to speak
a few lines of every major language of India which will make them aware of the rich
cultural heritage and diversity of India. This will help them grasp the phonetics and
scientifically-arranged alphabets and scripts of Indian languages.

Sanskrit will be offered at all levels in the school and higher education, keeping in mind
its classical literature, and the treasure of a variety of subjects written by people from
all walks of life and all from socio-economic backgrounds over thousands of years. The
study of Sanskrit can be promoted in Foundational and Middle School by rewriting
books in Simple Standard Sanskrit (SSS) and Sanskrit through Sanskrit (STS).

In addition to Sanskrit, the rich literature of all classical languages like Tamil, Telugu,
Kannada, Malayalam, Odia, Pali, Persian, Prakrit should be preserved for pleasure and
posterity. This will help the future generation develop an appreciation of India’s
extensive classical literature which is full of intellectual and cultural treasures. These
languages will also be available for students to learn through experiential and
innovative approaches, with the use of technology to ensure these languages are
furthered and nurtured well.

Provision will be made for students of all schools to learn a classical language (and its
associated literature) for at least two years, through an experiential and innovative
approach, in Grade 6 to 12, and they will have the option to study the language at the
secondary level and the university level.
To enhance global knowledge and mobility, and to learn the culture of the world, foreign
languages like Korean, Chinese, Japanese, Thai, French, German, Spanish, or Russian
will be offered at the secondary level.
Experiential learning pedagogy will be used to teach the languages, which will include
gamification, apps, films, local literature, theatre, storytelling, art and music,

To facilitate learning by students of hearing impairment, Indian Sign Language (ISL) will
be standardised across the country and National and State curriculum materials
developed.

2.5 Curricular Integration of Essential Subjects, Skills & Capacities (PPT

Attached)

TASK : READ THE CONTENT AND BRING OUT OUR REFLECTION IN THE FORM OF A POEM/ ART/MIND
MAP/STORY ETC.

2.6 National Textbooks with Local Content and Flavour (Reading Material)

It is a known fact that students and teachers are dependent on the text-books for
the teaching-learning process.
The NEP envisages a reduction in the curriculum with greater flexibility in
content. It emphasises on constructivist learning rather than rote learning,
hence this would require parallel changes in textbooks of schools. The text-books
shall have the core material at the national level and will contain supplementary
material as per the local context and need. The content will include discussion,
analysis, examples and application of the concepts. So, the text-book will be a
good blend of national and local flavour. Teachers will be able to teach in a
manner that facilitates better achievement of learning outcomes in students.
Teachers will also have a choice in the textbooks they will use.

NEP envisions that quality textbooks will be printed/published at the lowest

possible cost and on time. This will reduce the burden of text-book prices on the
students and the education system. High-quality textbook materials will be
developed by NCERT in collaboration with the SCERTs. However, additional
textbook material would be funded by the Public-Private Partnership and
crowdsourcing. States will have the freedom (based on NCERT textbook) to
prepare their curriculum and text-book to incorporate the characteristics of the
State. It will be a priority to get the books in all regional languages to give all
learners access to high-quality learning. It will also be ensured that books are
available well in time for the students. The downloadable PDF printable version of
all textbooks will be available to reduce the logistical burden and also to conserve
the environment.

The weight of school bags must be reduced, hence coordinated and collaborative
efforts, through suitable changes in curriculum and pedagogy, will be made by
NCERT, SCERTs, schools and educators.

2.7 MCQs
1. Questions that encourage students to voice opinion and give reasons for
their opinion promote ___________
(a) rote memory
(b) explanation of concepts
(c) assessment of learning
(d) critical thinking
2. Which of the following is not an appropriate tool for formative assessment?
(a) Annual exam
(b) Assignment
(c) Quiz
(d) Oral questions
3. According to NEP, the high school stage will comprise of
(a) three years of study
(b) four years of study
(c) five years of study
(d) Six years of study
4. According to NEP, every student will participate in a fun project/activity on
‘The Languages of India’ in _________ ?
(a) Grades 4 and 5
(b) Grades 6 to 8
(c) Grades 9 and 10
(d) Grades 11 and 12

ANSWERS: 1 (d), 2 (a), 3 (b), 4 (b)

2.8 Transforming Assessment for Student Development (PPT Attached)

2.9 Support for gifted students/students with special talents (Video - Monologue)

The father of the nation, Mahatma Gandhi said, “By education I mean an all-round drawing
out of the best in the child and man-body, mind and spirit."
Dear educators, you would all agree that each student is unique and possesses varied talents
and potential. The innate potential may manifest as aptitude and interest of the student. In
your class you might have come across students, who are particularly high performing or they
may be gifted students. You would note the high achievement capability of certain students in
areas like intellectual, creative, artistic, or leadership capacity, or in academic domain.
According to NEP, the National Council of Education Research and Training and National
Curriculum Framework for Teacher Education will develop guidelines for education of gifted
children. B. Ed.programme may also come up with specialisation on gifted children.
How to empower the gifted students ? I am sure you would agree that Clubs and Circles in
schools that are Topic-centered and Project-based ignite their minds. The Clubs and Circles
could be at the level of school, school complexes, districts and beyond. Examples of Clubs and
circles are Music Performance Circles, Chess Circles,, Language Circles, Drama Circles, Sports
Circles and many more. Now the question is what is going to be the role of teachers in Clubs
and Circles? The teachers will provide supplementary enrichment material and guidance to the
gifted students. NEP also talks about enriching national residential summer programmes for
secondary school students in various subjects.

Talking about Olympiads and competitions for students, these will be coordinated from school
to local to state to national level. It is worth mentioning that according to NEP, Olympiads will
be available in regional languages to encourage mass participation. Premier institutions,
Public and private universities, would be encouraged to use results of these Olympiads for
admission into their undergraduate programmes.
Use if ICT has enhanced and enriched the teaching-learning domains such that use of digital
devices is indispensable to teaching-learning. Apps to provide a variety of enriching material
with online communities of interest will be developed. Smart classroom will provide the latest
digital pedagogy to cater to the needs of learners.
You would agree that ICT-enabled teaching-learning makes it convenient for the teacher to
customise the content to suit the needs of the learners.

2.10 MCQs
1. ICT enabled education is useful for
(a) bright students
(b) average students
(c) children with special needs
(d) all types of students
2. Identify which of the following set of statements is correct:
Use of ICT in school in beneficial for
(i) preparing result of assessment and evaluation
(ii) taking classes online
(iii) conducting online tests
 (iv) increasing workload of students and teachers
(a) (i) and (ii)
(b) (i), (ii) and (iii)
(c) (i) and (iv)
(d) (i), (ii), (iii) and (iv)
3. As per NEP, which of the following is the correct design for the curricular and pedagogical
structure for school education?
(a) 5 + 2 + 3 + 4
(b) 5 + 3 + 2 + 4
(c) 5 + 3 + 3 + 4
(d) 4 + 3 + 3 + 4
4. Select the correct set of options
What is the advantage of having access to downloadable PDF version of all tex-books?
(i) Will introduce scientific temperament
(ii) Helps in conservation of environment
(iii) Reduces logistical burden
(iv) Increases knowledge of students
Options
(a) (i) and (ii)
(b) (ii) and (iii)
(c) (i) , (ii) and (iii)
(d) (i) , (ii), (iii) and (iv)

Answer 1(d), 2 (b), 3(c), 4(b)

2.11 Reflective Question

All schools conduct tests and exams for their students. Consider the subject you teach and
then write how you can suggest changes in the questions you put up during tests and exams
such that rote-learning by the students is avoided. Prepare at least five questions where
students answer on the basis of concepts understood.Also wrote rubrics to evaluate these
questions.
2.12 Open Resources
https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
http://cbseacademic.nic.in/web_material/Manuals/21st_Century_Skill_Handbook.pdf

http://www.unesco.org/new/en/media-services/single-
view/news/multilingualism_a_key_to_inclusive_education/
https://en.unesco.org/themes/ict-education/action
https://soeonline.american.edu/blog/what-is-holistic-education

UNIT 3: Teachers, Teacher Education, Equitable and Inclusive Education

The true creators of the nation are teachers who shape the future by teaching children. They need to be
provided with motivation and empowerment to ensure this. We have learnt in the previous unit about the
curriculum and pedagogy in schools and how it has been strengthened in New Education Policy 2020.
Taking a holistic view on education, there is a huge focus on teacher training as well.

Recruitment and Deployment: Merit-based scholarships will be instituted across the country for
studying quality 4- year integrated B.Ed. programmes, especially for outstanding students from rural
areas. Teacher Eligibility Tests (TETs) will be strengthened and extended to cover teachers across all
stages of school education. Classroom demonstration or interview will become an integral part of teacher
hiring at schools and school complexes. Schools/school complexes will be encouraged to hire local
eminent persons or experts as ‘master instructors’ in various subjects.

Service Environment and Culture: Overhauling the service environment and culture of schools will be
done to maximize the ability of teachers to do their jobs effectively. The first requirement in this direction
will be to ensure decent and pleasant service conditions at schools .In-service training will have inputs
on safety, health and environment at workplace in schools. There will be adoption of innovative formats,
such as school complex, rationalization of schools, for effective school governance, resource sharing, and
community building. Teachers will be more involved in the governance of schools/school complexes,
including as members of the School Management Committees/School Complex Management
Committees. Teachers will be given more autonomy in choosing aspects of pedagogy. Teachers will also
focus on socio-emotional learning.

Continuous Professional Development (CPD): Teachers will be given continuous opportunities for self-
improvement and to learn the latest innovations and advances in their professions. These will be offered
in multiple modes, including in the form of local, regional, state, national, and international workshops
as well as online teacher development modules. School Principals, school complex leaders and teachers
will be expected to participate in at least 50 hours of CPD opportunities every year for their own
professional development.

Career Management and Progression (CMP): A robust merit-based structure of tenure, promotion,
and salary structure will be developed, with multiple levels within each teacher stage that incentivizes
and recognizes outstanding teachers. Vertical mobility of teachers based on merit will also be
paramount

Professional Standards for Teachers

A common guiding set of National Professional Standards for Teachers (NPST) will be developed by
2022.The standards would cover expectations of the role of the teacher at different levels of
expertise/stage, and the competencies required for that stage.

Special Educators: There is an urgent need for additional special educators for certain areas of school
education. Some examples of such specialist requirements include subject teaching for children with
disabilities/Divyang children at the Middle and Secondary school level, including teaching for specific
learning disabilities. Greater synergy will be enabled between the course curriculum of NCTE and RCI
Approach to Teacher Education: By 2030, the minimum degree qualification for teaching will be a 4-
year integrated B.Ed. degree. The 2-year B.Ed. programmes will also be offered and will be intended
only for those who have already obtained Bachelor’s Degrees in other specialized subjects. These B.Ed.
programmes may also be suitably adapted as 1-year B.Ed. programmes, and will be offered only to
those who have completed the equivalent of 4-year multidisciplinary Bachelor’s Degrees or who have
obtained a Master’s degree in a specialty and wish to become a subject teacher in that specialty.
Special shorter local teacher education programmes and shorter post-B.Ed. certification courses will also
be made widely available.

By 2021, a new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021,
will be formulated by the NCTE in consultation with NCERT, based on the principles of this National
Education Policy 2020.

Equitable and Inclusive Education: Learning for All

Inclusive and equitable education is critical to achieving an inclusive and equitable society and this
Policy reaffirms that bridging the social category gaps will continue to be one of the major goals of all
education sector development programmes. Socio-Economically Disadvantaged Groups (SEDGs) can be
broadly categorized based on gender 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). The Policy acknowledges the importance of
interventions to promote education of children belonging to all minority communities, and particularly
those communities that are educationally underrepresented. There will be enabling mechanisms for
providing Children With Special Needs (CWSN) or Divyang, the same opportunities of obtaining quality
education as any other child.

The Government of India will constitute a ‘Gender-Inclusion Fund’ to build the nation’s capacity to
provide equitable quality education for all girls as well as transgender students. Similar ‘Inclusion Fund’
schemes shall also be developed to address analogous access issues for other SEDGs

Free boarding facilities will be built for students. Pre-school sections covering at least one year of early
childhood care and education will be added. Ensuring the inclusion and equal participation of children
with disabilities in ECCE and the schooling system will also be accorded the highest priority.

Alternative forms of schools will be encouraged. Opening NCC wings will be encouraged in schools. The
school curriculum will include, early on, material on human values such as respect for all persons,
empathy, tolerance, human rights, gender equality, non-violence, global citizenship, inclusion, and
equity, detailed knowledge of various cultures, religions, languages, gender identities, etc. to sensitize
and develop respect for diversity.

3.2 PPT

· Ppt 1 Teachers and Teachers Education NEP 2020

· Ppt 2 Equitable and Inclusive Education NEP 2020

3.3 Video Script-Paving the Way for Teacher Development

Scene 1 Staff Room

The Coordinator Vani, Vandana Head of Special Education and Pushpa Teacher Training In charge are
discussing NEP in the staff room.

Vani: I am extremely excited about the newly unveiled NEP. It is like a wish list has been granted to
schools to create tremendous transformations.

Vandana: There is a strong focus on addressing all key areas. I am especially happy for the work being
done for inclusion.

Pushpa: I am equally happy about the efforts taken to improve recruitment and service conditions.

Vani: The whole ecosystem of education is addressed holistically with a vision and all the key components
are developed with a strong focus and vision to address the needs of present times

Pushpa: I am especially glad for the Teachers as the policy seeks to ensure high respect for them along
with inspiring the best to take up this profession. The integrated four year B.Ed will train teachers better
and the merit based scholarships will nurture talent. Recruitment with components of class
demonstrations and interviews will improve the quality of teachers. Incentives for better performance will
boost teacher morale. Transparencies in recruitment, appraisal, hiring local talent and experts, halting
excessive transfers and strengthening of Teacher Eligibility Tests and encouraging school complexes will
all lead to tremendous improvement in the Service environment and Culture in teaching.

Vani: What about Continuous Professional Development and Career management and progression?

Pushpa: There is great focus and clear guidelines here as well. For continuous professional development
(CPD) every school principal, complex leader and teacher will need to have at least 50 hours or more of
continuous professional development modules per year. They will be available in multiple modes in form
of local, regional, national and international workshops on different platforms inclusive of online
platforms. Focus will be on content, pedagogy and sharing of best practices and ideas.

Vandana: I hear there are great measures to recognise and promote teachers to incentivize them!

Pushpa: Yes and I am looking forward to implementation of the same. There will be a robust merit based
structure, every stage of schooling will have career growth and merit based vertical mobility will be
paramount. The formulation of NPST or National Professional Standards for Teachers will create a robust
structure for appraisals. The NEP will truly serve to direct the education system to fulfil the needs of the
present millennia!

3.4 Open Resources

1. www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

2. https://ncert.nic.in/pdf/nep//NEP_Ppt.pdf

3. https://ncert.nic.in/pdf/nep/npe86.pdf

3.5 Assessment MCQs

1) The NEP provides for the school principals, complex leaders and teachers to have Continuous
Professional Development (CPD) every year for at least

a) 5 days

b) 1 week

c) 50 hours
d) 1 fortnight

2) An urgent need is felt for special educators in the following areas of special education:

a) ECCE and Secondary

b) Primary and Middle

c) Primary and Secondary

d) Middle and Secondary

3) The Government of India will build a ‘ Gender Inclusion Fund’ to provide equitable quality
education to

a) girls

b) boys and girls

c) transgenders

d) girls and transgenders

Ans. 1 c, 2 d ,3 d

3.6 Reflective Questions

1. A.P.J Abdul Kalam had said that teachers are the backbone of any country, the pillar
upon which all aspirations are converted into reality. Elaborate on what are three most
important changes in recruitment and service conditions of teachers ,under National
Education Policy, which will positively impact teaching in schools.

2. Equitable and inclusive education is a major goal for the education sector development.
Discuss three measures which have met with great success in mainstream integration of
marginalised sections of society in education.

UNIT 4 :

4.1

Section-7 : Efficient Resourcing and Effective Governance through School

Complexes/Clusters
Introduction

New Education Policy 2020 aims at producing engaged, productive, and contributing citizens for
building an equitable, inclusive, and plural society as envisaged by our Constitution. NEP also aims at
taking care of developmental needs and interests of the learner. Every student has innate talents, which
must be discovered, nurtured, fostered, and developed. These talents may express themselves in the
form of varying interests, dispositions, and capacities.

Understanding the school complexes/clusters for the needs of efficient

resources and effective governance

4.7.1. Establishment of primary schools in every habitation across the country has helped to
ensure near-universal access to primary schools and also led to the development of
numerous very small schools.

4.7.2. Small school sizes have rendered it economically suboptimal and operationally complex
to run good schools, in terms of deployment of teachers as well as the provision of
critical physical resources. Teachers often teach multiple grades at a time, and teach
multiple subjects, including subjects in which they may have no prior background; key
areas such as music, arts, and sports are too often simply not taught; and physical
resources, such as lab and sports equipment and library books, are simply not available
across schools.
 4.7.3. Isolation of small schools also has a negative effect on teachers as they function best
in communities and teams, and so do students, present a systemic challenge for
governance and management. The geographical dispersion, challenging access
conditions, and the very large number of schools make it difficult to reach all schools
equally.

4.7.4. Consolidation of schools must be carried out very judiciously, and ensure that there is
no impact on access. Such measures are nevertheless likely to result only in limited
consolidation, and would not solve the overall structural problem and challenges
presented by the large number of small schools.

4.7.5 Objective behind Grouping:-

Grouping or rationalizing to ensure that every school has: (a) adequate number of
counsellors/trained social workers and teachers teaching all subjects including art (b) adequate
resources (c) a sense of community is built to overcome the isolation of teachers, students, and
schools, through joint professional development programmes, sharing of teaching-learning
content, joint content development (d) cooperation and support across schools for the
education of children with disabilities; (e) improved governance of the schooling system by
devolving all finer decisions, to Principals, teachers, and other stakeholders within each group
of schools and treating such a group of schools, which range from the foundational stage
through the secondary stage, as an integrated semi-autonomous unit.

Mechanism for accomplishing the objectives

1. Better student support, enrolment, attendance, and performance through the sharing of
social workers and counsellors, and School Complex Management Committees (rather than
simply School Management Committees) for more robust and improved governance, monitoring,
oversight, innovations, and initiatives by local stakeholders.

2. The governance of schools will also improve and become far more efficient with school
complexes/clusters. Schools will gain strength, will be able to exercise greater freedom, and will
contribute towards making the complex more innovative and responsive.

3. Further enhance cooperation and positive synergy among schools, the twinning/pairing
of one public school with one private school will be adopted across the country, learn from each
other, and also share resources, if possible. Best practices of private schools will be documented,
shared, and institutionalized in public schools, and vice versa, where possible.

4. Every State will be encouraged to strengthen existing or establish “Bal Bhavans” where
children of all ages can visit boarding school once a week, to partake in art-related, career-
related, and play-related activities.
4.7.6 MCQs

1. Grouping ensures that

a) Adequate number of counsellors and teachers
b) Adequate resources
c) Corporation and support area (d) above all

i) a & b ii) b & c iii) c iv) above all

Ans. (iv) above all

2. What way Governance of schools improve into the formation of complexes

a) Schools will gain in strengths
b) Will be able to access great freedom
c) Schools will become more innovative and responsible
d) Will enhance more positive energy

i) a & b ii) c iii) above all iv) b & c

Ans. iii) above all

3. How does Bal Bhavans help

a) Children come to participate in art related activities
b) Play related activities
c) Career related activities

i) a & b ii) a,b,c iii) c iv) b & c

Ans. ii) a,b,c

4. What are the disadvantages of having small schools.

a) Teachers teach multiple grades
b) Teachers teach multiple subjects
c) Missing of arts, music and sports
d) Missing of physical resources like library books, labs and sports equipments.

i) a & b ii) b & c iii) c iv) above all

Ans. iv) above all

4.7.7 Reflective Question:

 1. How does complexes or cluster build the standard of the institutions?

4.7.8 Reflection learning Log:

1. What did I understand after studying and reflecting on for modes of complexes'?
2. Steps to improve further
3. What resources are needed to enhance quality of activities?

4.7.9 Reflection on:

1. How can we accomplish the activities of complexes?

4.7.10 VIDEO SCRIPT

INDEX
1. UNIT - 4

(a) SECTION - 7 :- Efficient resourcing and effective governance through school complexes/clusters.

(b) SECTION - 8 :- Regulation and Accreditation of school education

2. UNIT -5

(a) SECTION - 2 :- Promotion of Indian languages, arts, culture

(b) MAKING IT HAPPEN :-

a) Financing; affordable and quality education for all

b) Establishing an apex advisory body for Indian education
c) Implementation

3. Bibliography

a) School Education Gateway

b) Draft NEP Program from News18.Com

c) www.mhrd.gov.in/sites/upload/files/mhrd/files/NEP_Final_English_O.Pdf
 UNIT-4
Section-7 : Efficient Resourcing and Effective Governance through School
Complexes/Clusters and Higher Education

Introduction

New Education Policy 2020 aims at producing engaged, productive, and contributing citizens for building an
equitable, inclusive, and plural society as envisaged by our Constitution. NEP also aims at taking care of
developmental needs and interests of the learner. Every student has innate talents, which must be discovered,
nurtured, fostered, and developed. These talents may express themselves in the form of varying interests,
dispositions, and capacities.

Understanding the school complexes/clusters for the needs of efficient

resources and effective governance

4.7.1. Establishment of primary schools in every habitation across the country has helped to
ensure near-universal access to primary schools and also led to the development of numerous very
small schools.

4.7.2. Small school sizes have rendered it economically suboptimal and operationally complex
to run good schools, in terms of deployment of teachers as well as the provision of critical physical
resources. Teachers often teach multiple grades at a time, and teach multiple subjects, including
subjects in which they may have no prior background; key areas such as music, arts, and sports are
too often simply not taught; and physical resources, such as lab and sports equipment and library
books, are simply not available across schools.

4.7.3. Isolation of small schools also has a negative effect on teachers as they function best in
communities and teams, and so do students, present a systemic challenge for governance and
management. The geographical dispersion, challenging access conditions, and the very large number
of schools make it difficult to reach all schools equally.

4.7.4. Consolidation of schools must be carried out very judiciously, and ensure that there is
no impact on access. Such measures are nevertheless likely to result only in limited consolidation,
and would not solve the overall structural problem and challenges presented by the large number of
small schools.

4.7.5 Objective behind Grouping:-

Grouping or rationalizing to ensure that every school has: (a) adequate number of counsellors/trained
social workers and teachers teaching all subjects including art (b) adequate resources (c) a sense of
community is built to overcome the isolation of teachers, students, and schools, through joint
professional development programmes, sharing of teaching-learning content, joint content
development (d) cooperation and support across schools for the education of children with disabilities;
(e) improved governance of the schooling system by devolving all finer decisions, to Principals,
teachers, and other stakeholders within each group of schools and treating such a group of schools,
which range from the foundational stage through the secondary stage, as an integrated semi-
autonomous unit.

Mechanism for accomplishing the objectives

 1. Better student support, enrolment, attendance, and performance through the sharing of social
workers and counsellors, and School Complex Management Committees (rather than simply School
Management Committees) for more robust and improved governance, monitoring, oversight,
innovations, and initiatives by local stakeholders.

2. The governance of schools will also improve and become far more efficient with school
complexes/clusters. Schools will gain strength, will be able to exercise greater freedom, and will
contribute towards making the complex more innovative and responsive.

3. Further enhance cooperation and positive synergy among schools, the twinning/pairing of one
public school with one private school will be adopted across the country, learn from each other, and
also share resources, if possible. Best practices of private schools will be documented, shared, and
institutionalized in public schools, and vice versa, where possible.

4. Every State will be encouraged to strengthen existing or establish “Bal Bhavans” where children
of all ages can visit boarding school once a week, to partake in art-related, career-related, and play-
related activities.

4.7.6 MCQs
1. Grouping ensures that
a) Adequate number of counsellors and teachers
b) Adequate resources
c) Corporation and support area (d) above all

i) a & b ii) b & c iii) c iv) above all

Ans. (iv) above all

2. What way Governance of schools improve into the formation of complexes

a) Schools will gain in strengths
b) Will be able to access great freedom
c) Schools will become more innovative and responsible
d) Will enhance more positive energy

i) a & b ii) c iii) above all iv) b & c

Ans. iii) above all

3. How does Bal Bhavans help

a) Children come to participate in art related activities
b) Play related activities
c) Career related activities

i) a & b ii) a,b,c iii) c iv) b & c

Ans. ii) a,b,c

4. What are the disadvantages of having small schools.

a) Teachers teach multiple grades
b) Teachers teach multiple subjects
c) Missing of arts, music and sports
d) Missing of physical resources like library books, labs and sports equipments.

i) a & b ii) b & c iii) c iv) above all

Ans. iv) above all

4.7.7 Reflective Question:
1. How does complexes or cluster build the standard of the institutions?

4.7.8 Reflection learning Log:

1. What did I understand after studying and reflecting on for modes of complexes'?
2. Steps to improve further
3. What resources are needed to enhance quality of activities?

4.7.9 Reflection on:

1. How can we accomplish the activities of complexes?

4.7.10 VIDEO SCRIPT

Two friends studying in two different schools met in a park. Both the schools have all the
amenities but due to lack of space the first friend faces so many problems which he is
sharing with his friend.

Rahul :- Hello Sumit ! You are looking a little sad.

Sumit :- Not really….. I was looking for a reference book of history in my school’s library
but can’t find it there.

Rahul :- Tell me, I can get it for you, our library is very big and may be we have it available
there.

Sumit :- Thank you so much my friend.

Rahul :- We have a sports event in our school and I know you are a good athlete , I want
you to be there and you can see my school complex also.

Sumit :- Ok I will definitely come.

After the sports event both friends meet again, Rahul congratulates Sumit for attaining
first position in the athletics event.

Sumit :- I was really overwhelmed to visit your school. The event was organized in a
systematic way and you have such big playgrounds.

Rahul :- Yes, we have a great school and many sports facilities.

Sumit :- We have teachers who are highly qualified but not many sports facilities.

Rahul :- My school has fantastic teachers of music and dance. I have also heard that your
School has awesome teachers of Physics and Accountancy.

Sumit :- I wish we also had a football field and basketball court like yours .We have great
Robotics and ATL Tinkering Lab.

Rahul :- My school has a great computer lab and we enjoy working on projects there. But I
wish we had Robotics and hands on labs like yours. I love to tinker with
technology.

Sumit :- I really wish that our schools could have teacher exchange and share resources.
 Rahul :- We have just had a New Education Policy Orientation and my teachers have shared
that very soon there will be School Clusters where regularly such sharing will
happen.

We hope that as and when the NEP 2020 is implemented, our schools will be able to cope up with the
shortcomings and we will also have resources to perform the various activities. We look forward to join
a group or cluster along with other schools.

Video 01- link

https://drive.google.com/file/d/1HzB0wA1OFFYHQ8SP0Vg690oq9iYmWL
_t/view?usp=sharing

Video 02-link

https://drive.google.com/file/d/1jn-
ngLjAywZqB_2q87Gml5kW5BBtUJ6S/view?usp=sharing

4.2

SECTION - 8 (A)
Accreditation is an official recognition that a school is credible. It ensures that the education
provided by the school meets acceptable levels of quality.

4.8A.1 Need and Purpose of Accreditation

 1. Helps to determine whether an institution meets minimum quality of standards.

2. Helps students determine acceptable institutions for enrolment.

3. Assists institutions in determining acceptability of transfer credits.

4. Its purpose is the improvement of academic quality and public accountability.

5. It is a kind of quality control process and a benchmark for measuring the quality of an
organization.

4.8A.2 Types of accreditation

1. National

2. Regional

3. Specialized accreditation that applies to certain academic programmes

4.8A.3 Accreditation Process

1. Self-Assessment: you should familiarise yourself with the Commission’s standards for
accreditation.

2. Application

3. Evaluation

4. Deliberation

5. Accreditation

4.8A.4 Reading Material

Nationally accredited schools are generally for-profit and offer vocational, career, or technical
programs. National accreditation generally offers accreditation to schools that focus on career
or religious education. National accrediting agencies have a slightly different function.

Our education system should cover the ancient cultures and history at the same time modern
technology and next-generation innovation and concept. The central government along with
active participation of State governments across India has created many regulatory and
governing bodies that care about all diverse and scattered concerns, topics, and subjects. They
guide and participate through deep research, meetings, and conferences to design the most
 suitable and well acceptable syllabus for students. Here are some major regulatory bodies for
the regulation of different sectors of the education system.

CBSE, and State Education Boards

It is the premium council for all central and private schools in India. It conducts annual 10th
and 12th examinations through the All India Senior School Certificate Examination (AISSCE).
CBSE also conducts IIT-JEE and NEET examination for Engineering and medical studies in
India. Apart from CBSE many State Boards like Bihar Secondary Education Board (BSEB) also
work on similar lines in their respective States.

NCERT

It is the apex regulatory authority responsible for curriculum-related affairs for schools across
the country. It helps central as well as the state government on education-related policy
making. It is also a helping hand to implement education policy in school in India.

National Council for Teachers Education is the advisory authority under the Ministry of
Human Resource government of India. It is an advisory body for central as well as State
government for all teacher's education related affairs. The main goal of NCTE is to plan and
coordinate the teacher education system in India.

SECTION-8 (B)

Regulation and Accreditation of School Education

Introduction

Many times we find that the quality of education provided by the schools has no relation to
the fee collected. The school education system must focus on educational outcomes, it must
not overly restrict schools, prevent innovation, or demoralise teachers, principals and
students.

We must empower schools and teachers with trust in order to aim for excellence, enabling
them to perform at their very best, while ensuring the integrity of the system through
the enforcement of complete transparency and full public disclosure of all finances,
procedures, and educational outcomes.

4.8B.1 Role and goals of regulatory authorities

 1. All public and private schools meet standards in basic academic and operational aspects
i.e., the number of teachers, and their qualifications, classrooms with all facilities, safety etc.

2. Protect the public from exploitative practices of Schools. In this regard the States must
form an independent, quasi-judicial school regulatory body. At present, the State Education
Departments of education are regulators and also the largest operators of Schools. Hence an
independent body protected from political or bureaucratic interference will enable efficiency
through focus on improving probity, by forcing transparency and increasing accountability.

3. The School regulator must ensure and demand that Schools be not for-profit as required by
the law. For substantiating that, annual financial audits must be required. Accounting
standards need to be developed for Schools with the objective of eliminating practices that
are often used for siphoning money from such non profit entities. Regarding fee, the schools
must publish their fee publicly on their websites every year. There should not be changes
anytime during the academic year. The fee must not be capped as there is no way of
determining appropriate levels for capping, and any such effort will encourage more
corruption.

4. Regulatory authorities will act as a grievance redressal mechanism for parents to have
control over fee, other financial aspects, quality of education and safety. The regulatory
authority with more powers will enable this.

The four distinct roles of governance and regulation, namely (a)policymaking (b)the
provision/operation of education, (c)ensuring professional and quality standards in the
education system and (d)academic work will be conducted by separate independent bodies,
in order to avoid conflicts of interest and concentrations of power, and to ensure due and
quality focus on each role. Specifically: a) The Department of School Education which is the
apex state-level body in school education will be responsible for overall monitoring and
policymaking for continual improvement of the system; however, it will not be involved with
the provision and operation of schools or with the regulation of the stem in order to
eliminate conflicts of interest.

4.8B.2 Vision for India’s Higher Education System

Higher education must aim to develop good, thoughtful, well-rounded and creative individuals. It
must prepare students for meaningful and satisfying lives as well as enable economic independence.
The higher education system will move towards multidisciplinary universities and colleges and a
more multidisciplinary undergraduate education. There will be greater faculty and institutional
autonomy with revamping of curriculum, pedagogy, assessment and student support. There would
be merit based appointments and career progressions along with establishment of National Research
Foundation to actively seed research. A single regulator for higher education is envisioned with
increased access, equity and inclusion through a range of measures like scholarships, online
education and open distance learning.

4.8B.3 MCQ'S
1. What are the benefits of Accreditation
a) To know school’s strength and weaknesses
b) Identifying internal areas of planning
 c) To initiate innovative and modern methods of pedagogy
d) Reliable information on quality education

i) a & b ii) b & c iii) a, b, c iv) above all

Ans. iv) above all

2. Accreditation helps in raising

a) The standards of teaching
b) Infrastructure
c) Qualification of teachers

i) a & b ii) b & c iii) a, b, c iv) a & c

Ans. iii) a, b, c

3. Purpose of Accreditation
a) Having minimum quality of academic standards
b) Acceptable institutions for improvements
c) Improving the public accountability
d) Sets a bench mark for the quality of an organisation

i) a & b ii) b & c iii) a, b, c, d iv) b & d

Ans. iii) a, b, c, d

4. What are the distinct roles of governance and regulation in school education ?
a) Policy making
b) Operation of education
c) Ensuring professional and quality standards in education system
d) above all

Answer : d (above all)

4.8B.4 REFLECTIVE QUESTION

What way parents are going to benefit through school regulatory authority ?

4.8B.5 Reflection QUESTION

1. Understanding the benefits of Accreditation and Regulation

OR
2. Why should an organisation need to have accreditation and Regulation.

4.8B. PPT File Script

https://drive.google.com/file/d/1qrFTLmIDmPgtnlota4AuoPU0S39wOa6J/view?usp=sharing
 UNIT-5
5.1 Adult Education and Lifelong Learning (Reading Material)

Every citizen has the right to be literate, educated and pursue a livelihood and these help
individuals to progress personally and professionally. Undoubtedly, a non-literate member
of the community is at a disadvantage like filling out forms, using technology and
awareness about one’s rights. Involvement of community and volunteers towards adult
education programmes lead to positive social change. In fact, adult education can
expedite 1005 literacy in the society.

FIRST LEVEL:

According to NEP, a constituent body of NCERT would be formed which is fully dedicated
to adult education. The curricular framework for adult education would include:

(a) foundational literacy and numeracy;

(b) critical life skills (including financial literacy, digital literacy, commercial skills, health
care and awareness, child care and education, and family welfare);

(c) vocational skills development (with a view towards obtaining local employment);

(d) basic education (including preparatory, middle, and secondary stage equivalency); and
(e) continuing education (including engaging holistic adult education courses in arts,
sciences, technology, culture, sports, and recreation, as well as other topics of interest or
use to local learners, such as more advanced material on critical life skills).

SECOND: To make available infrastructure for adult education, school

buildings/complexes will be used, after school-hours and on weekends.

THIRD: Educators/Instructors will be trained to deliver Adult Education Curriculum

Framework to adult learners.

FOURTH: Participation of community members will be encouraged and wide publicity for
adult education will be done.

FIFTH: The availability, accessibility and affordability of books, both in print and digital
mode will be made available to all including socio-economically disadvantaged areas, rural
and remote areas

SIXTH: Government and philanthropic initiatives including crowdsourcing will be taken

up to impart quality adult education using technology to promote quality adult education
in online or blended mode.

5.2 PROMOTION OF INDIAN LANGUAGES, ARTS, AND CULTURE

India is a country with a treasure of cultural heritage in the forms of Arts, Custom, Literature, Tradition,
Artefacts, and much more. This makes India one of the most visited countries for tourists who come to
the country to experience the rich culture and heritage. That is why it is important to preserve the culture
and wealth of India for the nation’s identity and its economy. New Education Policy 2020 aims at bringing
the students closer to their culture and heritage.

5.2.1 OBJECTIVES
1. Revival and recognition of Indian Languages

2. Promotion of the languages through various methods i.e. By documenting through various portals

3. Encouraging Multilingual Education

4. Bilingual programmes in School and Higher Education

5. Producing high-quality teachers with expertise in language teaching and music, arts, philosophy
and writing. And should be divided into various departments such as Indian languages, Comparative
Literature, Creative Writing, Arts, Music, Philosophy, etc.

6. To preserve the culture and wealth of India for the nation’s identity and its economy.

7. Preserving and promoting Indian culture.

8. Integration of Sanskrit into mainstream

9. Help the students learn about their diversity, traditions, culture, and knowledge of different parts
of India but also boost Indian tourism.
5.2.2 WHY AND HOW TO IMPLEMENT:-

1. Promotion of Indian Languages by integrating into school Education

India is a country with different languages and dialects . In order to promote Arts & Culture, it is
very important to promote Indian Languages. People in India talk to each other in their native
language which also shows their culture and traditions through their language. Without the
promotion of languages, it is not possible to promote Art, in the form of film, plays, literature, music,
etc.

Indian languages have not received the proper recognition since the beginning which has led to a
loss of over 200 languages in the last 5 years alone. As per UNESCO, over 190 languages have been
declared ‘endangered’ which will become extinct with senior natives who speak the language.

In order to help students learn these languages, there will be ensured availability of high-quality
learning materials in the form of workbooks, textbooks, magazines, videos, poems, plays, novels, etc.
Moreover, the language must have a consistent update to their vocabulary in the dictionary so that
the students can be provided with education in terms of the latest topics and issues of the country.
Teachers with high-level language proficiency of the language will be employed.

Scholarships and Incentives

Students will be provided with scholarships based on the language. Various awards and incentives
will be provided for outstanding poetry and prose in Indian languages in terms of various categories
which will be established to ensure vibrant novels, poetry, nonfiction books, journalism, textbooks,
and other works. Moreover, proficiency in a language will also be considered as a major quality
parameter at the time of employment.

5.2.3 NEP 2020: Multilingual Education

It is also important to emphasize the deliverance of education in different languages which will help
the students to adapt to multilingual education. Moreover, multilingual education must be
improvised in order to provide language education not only in terms of literature, grammar, and
vocabulary of the language but also to interact with the students in the same language. Multilingual
education must foster the extensive use of language for conversation and language-based teaching.

5.2.4 Tourism and Bilingual Learning

Through the policy, introducing students to the rich diversity of India will be emphasised which will
also include enabling students for simple learning activities such as touring different parts of the
country. This will not only help the students learn about their diversity, traditions culture, and
knowledge of different parts of India but also boost Indian tourism.

5.2.5 Sanskrit Language into Mainstream Curriculum

 Sanskrit will be integrated into the mainstream curriculum rather than being restricted to single-
stream Sanskrit Pathshalas and Universities. The language will be provided to higher education in
innovative and interesting ways along with other subjects such as Mathematics, Philosophy,
Astronomy, Linguistics, Yoga, Dramatics, etc. The Department of Sanskrit which is responsible for
teaching and research in terms of the Sanskrit language has to be strengthened in terms of the
multidisciplinary higher education system.

5.2.6 Arts and Culture

Promotion of Indian Arts & Culture is a priority that will benefit not only the nation but also the
individual. It is necessary to introduce students to their culture which will enable them to have a
sense of belonging and identity and will also help them value their culture & traditions. The students
must develop a strong sense of their own cultural history, languages, arts, and traditions which will
also boost their self-esteem and benefit society as a whole. The promotion of Arts & Culture shall
also include the inclusion of native Indian languages including the tribal languages in the curriculum
for Science, Arts, Humanities, and other streams. Moreover, there has to be flexibility for the students
to choose a balanced course; especially in higher education and secondary schools; and formulate
personalised cultural, artistic and academic paths.

5.2.7 MCQ'S
1. How do we promote Indian Languages

a. By documenting through various portals

b. Bilingual programmes in school and higher education

c. Encouraging high quality teachers with expertise in languages

d. Promotion of Indian Arts and Culture

e. Above all

Answer : e.(Above all )

2. How are students encouraged to learn different languages

a. Providing high quality learning materials

b. Preparing high quality dictionaries with update of vocabulary

c. Employjng highly proficient teachers

d. Providing videos,plays ..etc

i) a ii) b iii) c&d iv) above all

Answer iv) above all

3. How should teachers be divided with expertise according to vrious languages,arts, music
and philosophy
 a. Dept. of Indian languages

b. Dept. of comparative literature

c. Dept. of creative writing

d. Dept. of Music and Arts.

e. Above all

Answer : e (above all)

5.2.8 Reflective Question

How do we integrate Sanskrit into mainstream as suggested by NEP 2020?

5.2.9. Reflection Learning Log

· What knowledge/information I get after studying and reflecting on promotion of

Indian Languages?

· What is the impact of the various Indian languages in the field of school education?

· How effectively Languages can be promoted?

5.2.10 Video Script

To express oneself is human. Language is nothing but a code to express. Where there is language,
there exists distinct, vast, and multifaceted literature. This literature may answer those questions
that are being long researched. As Sanskrit was a medium to such thoughts of a particular period,
the literature preserves the unexplored treasures of knowledge that have the potential to be the
greatest invention or discovery of this kind.

Herein is a conversation between a student and a teacher.

Student- Greetings of the day. Ma’am, I am aware that Sanskrit is the most ancient
language, the mother of all languages, and I genuinely love learning the
language. Despite scoring a mile in academics, I am in doubt. What is the
significance of pursuing the language further? What relevance does it
hold for my future endeavours?

Teacher- Let me assure you that your doubt is genuine. Let me tell you something.
Whatever you learned until was just droplets of the sea called Sanskrit
Literature. This sea is dynamic and it constitutes something for every
facet of the world’s knowledge.

Student- Dynamic? How is that?

Teacher- The language is not limited to Vedas, Puranas, Upanishads but is

extended to a multitude of works in Mathematics, Chemistry, Biology,
 Physics , economics, dramatics, aeronautics, astrology, and many other
fields.

Student- I have learned about the contributions of Aryabhata, Bhaskrachrya,

Yaskraharya, Sage Prashar in the field of Maths and Science as part of
my Sanskrit curriculum. I also know about the recent works of the field
prize-winning mathematician Manjul Bhargava. He credits a sutra from
Bhramagupta’s work in his thesis of quadratic equations.

Teacher- This list is not limited to Science and Maths. Chanakya’s contribution to
economics and taxation, Bharatmuni’s contribution to Dramatics,
Charakshurut’s principles of surgery, Patanjali’s Yoga Sutras, and
Ayurveda are other contributions that cannot be overseen. Kalidas, also
known as the Indian Shakespeare, is famous for his dramas that are still
performed worldwide.

Student- I agree with everything you said but I haven't read all about this while
studying other subjects?

Teacher- Yes, the reason behind this is that to date Sanskrit has been taught as
pure literature, not as a medium.

Student- Is it possible? Sanskrit is believed to be one of the most complex

languages to learn.

Teacher- If that is true, why do you like the subject?

Student- I feel that Sanskrit is very similar to maths. My teacher explains the rules
of grammar as formulas. Using them I speak, write, read, and
understand.

Teacher- Did you know? It was the great grammarian Panini who in his book
Ashtadhyayi laid down the rules of grammar in a way that made the
language logical and accurate. This made the language feasible for the
multitude to speak and learn. The language was deemed so logical that
computer specialists consider it the most appropriate as a coding
language. It was on basis of this claim by Rick Briggs that NASA is
researching the field of Artificial Intelligence.

Student- I have also read that in a village called Mattur, Karnataka, Sanskrit is
spoken as a primary language. The same is also in other six villages
across countries.

Teacher- It is because the students learn to read, speak, and write the language
from the very inception. This is the way they keep the long lost culture
alive.

Student- I understand but how can Sanskrit be made a medium in the current
education scenario? How can we tap the potential for the furtherance of
the education?

Teacher- To make this possible, this language must be integrated with other
mainstream subjects so that the language can be seen as
multidisciplinary especially in terms of higher education. The language
needs to be branded innovatively and interestingly.
 Student- How is it possible?

Teacher- To make this integration practical, it is necessary that all the stakeholders
research and strengthen this claim by working with multiple
departments.

Student- What I can understand from our conversation is that the moment we start
looking at Sanskrit as a medium, it opens doors to a whole new avenue
of literature and principles that could become the next big invention or
discovery. Sanskrit after having shown its potential in research in
multiple fields is like Schrodinger’s cat, the outcome will be unknown
until the box opens. Deeming the language dead prima facie without
experimentation is an unscientific and illogical conclusion.

5.2.11 PPT on Indian Languages will have separate attachment

https://drive.google.com/file/d/1FGSN9zNflB6H_mNPRifYUqhDRQoh2J
_J/view?usp=sharing

Video on Sanskrit Language

https://drive.google.com/file/d/1nVx5MJMQdHIu5OKkxuWn0ze9dNkgx
p_D/view?usp=sharing

5.3 Technology Use and Integration (PPT Attached)

5.4 Making it Happen

5.4A.1 Affordable Quality of Education for all

Built on the foundational pillars of access, equity, quality, affordability…ensuring universal access at
all levels of school education, through following measures: NEP 2020 emphasizes on ensuring
universal access to school.
1. NEP 2020 emphasizes on ensuring universal access to school education at all levels- pre-
school to secondary.
2. Infrastructure supports innovative education centres to bring back dropouts into the
mainstream.
3. Tracking of students and their learning levels, facilitating multiple pathways to learning
involving both formal and non-formal education modes.
4. Association of counsellors or well-trained social workers with schools.
5. Open learning for class 3, 5, and 8 through NIOS and State Open Schools.
6. Secondary education programs equivalent to grades 10 and 12, vocational courses, adult
literacy and life-enrichment programs.
7. About 2 Crores out of school children will be brought back into mainstream under NEP
2020.
 Quality of Education can be improved in the following ways:
1. Acknowledge and address over-crowding.
2. Make funding schools a priority.
3. Address the School-to-Prison Pipeline.
4. Raise standards for teachers.
5. Put classroom – learning and curriculum – building decisions in the community.

5.4A.2 Who is responsible for Quality Education?

Quality education is not the responsibility of teachers alone. There must be a public responsibility to
ensure all citizens, the right to receive quality education.

UNDERSTANDING THE ACCREDITATION

Standard setting and accreditation for school education:

1. NEP 2020 envisages clear, separate systems for policy making, regulation, operations and
academic matters; States/UTs will set up an independent State School Standards Authority
(SSSA).
2. Transparent public self-disclosure of all the basic regulatory information, as laid down by
the SSSA, will be used extensively for public oversight and accountability. The SCERT will
develop a School Quality Assessment and Accreditation Framework (SQAAF) through
consultations with all stakeholders.
3. Further, schools can be organised into complexes or clusters which will be the basic unit
of governance and ensure availability of all resources including infrastructure, academic
libraries and a strong professional teacher community.

5.4A.3 PPT ON QUALITY EDUCATION

5.4B.1 Apex Advisory body for Indian Education

 Establishing an Apex Advisory Body for Indian Education and an Indian Education service (IES).
Achieving successful implementation of this policy demands a long-term vision, availability of
expertise on a sustained basis, and concerted action from all concerned stake holders encompassing
national, state, institutional and individual levels. In this context, the policy recommends the creation
of a Rashtriya Shiksha Aayog (RSA), an apex advisory body for elementary to university education in
India duly replacing the Central Advisory Board of Education (CABE). CABE has provided a form for
widespread consultation and examination of issues relating to educational and cultural development.
But, in view of the manifold changes taking place in the country along with the futuristic trends of
education in the global context, it is imperative that Rashtriya Shiksha Aayog (RSA), be formed to lead
to much needed wide-ranging reforms required for a great leap forward. The RSA shall be responsible
for developing, articulating, evaluating and revising the vision of education in the country on a
continuous and sustained basis, in close collaboration with the corresponding apex bodies of states.
It shall also create and continuously review the institutional frameworks that shall help attain this
vision.

Education Minister can have the following members: Ministers of other states, departments, eminent
educationists and professionals senior bureaucrats / administrators as the government may deem
appropriate. The RSA will have Permanent Secretariats for continuous expert analysis and
recommendations for corrective actions. The creation of the RSPs in the states will also facilitate
better coordination with the RSA.

5.4B.2 National Education Policy

The creation of professionally-qualified and competent planners and administrators are needed. A
permanent Indian Education Service (IES) cadre comprising a specialist cadre of the bureaucracy will
be created. The IES will institutionalize a core professional capacity within the state and central
governments in curriculum planning and development, pedagogy, educational policy, planning,
administration and financing under the sub-sector within the education sector, in order to ensure
effective planning, deliver, governance and management and monitoring and evaluation of educational
programmes. In order to attain the goal of world-class education in India, and the corresponding
multitude of benefits to this Nation and its economy this NEP financial support will not be
compromised on the various critical elements and components of education, such as learning
resources, nutritional support, matters of student safety and well-being, adequate staffing, teacher
development, and support for all initiatives to ensure an equitable high-quality education, at least 2%
will be earmarked for research and innovation. In addition to one-time expenditure, primarily related
to infrastructure and resources, this policy identifies the following key longer-term thrust areas for
financing to cultivate a world-class education system:

1. Expanding and continually improving early childhood education

2. Ensuring foundation literacy and numeracy

3. Providing adequate and appropriate resourcing of school complexes

4. Providing food and nutrition (breakfast and midday meals)

5. Investing in teacher education and continuing professional development of teachers

6. Revamping colleges and universities to foster excellence;

7. And cultivating research.

 Financial governance and management will focus on the smooth timely and appropriate flow of funds
and their usage with probity.

5.4C.1 IMPLEMENTATION OF NEP 2020

“The implementation of this policy should be carefully planned so that it is not limited to just a
wonderful idea. It is necessary to put national education policy into practice rather than restricting it
to only wishful thinking."

"This policy talks about spending 6 per cent of GDP on education, it has been said in the 1968 policy
as well but never implemented. Thus, a law should be made so that successive governments are bound
by it and necessary resources needed for effective implementation of the policy can be guaranteed,"

Union Cabinet introduced the 'New Education Policy' in July replacing the 34-year-old National
Policy on Education framed in 1986 and is aimed at paving the way for transformational reforms in
school and higher education systems to make India a global knowledge superpower.

"The National Education Policy talks about vocational education. At present, about 80 per cent of the
youth having a degree are not considered employable. This needs our attention. Even after completing
20 years of education, if our students are not employable then where does the fault lie?

Delhi education minister added, "It is inappropriate to treat vocational degrees differently from an
undergraduate degree in any other subject. These courses should be given equal importance, and
then only we will be able to reap their benefits."

5.4C.2 Road Map for Implementation:

1. Formulation of National Curricular Framework for School Education (NCFSE).

2. National Curriculum Framework for teacher Education (Top priority).

3. Setting National Professional Standards for teachers.

4. Establishing centres for Training the teachers for transformation in the assessment system.

5. Rationalizing the schools or groups such as school complexes or clusters.

6. Giving importance to Vocational Education in the schools and at higher Education levels.

7. Teacher education should gradually be moved into multidisciplinary institutes.

8. Finally, attaining universal foundational literacy and numeracy in all primary schools for all
learners by grade 3 (teachers need proper training and equipped with lot of skills).

Finally, resources should be made available along with the global standard infrastructure. An apex
advisory board should be formed to monitor the implementation of all the above.

5.4.1 MCQ's :-
 1. According to NEP2020, teacher will be able to teach lessons in mother tongue or regional
language up to grade
a. Grade 3
b. Grade 4
c. Grade 5
d. None of these

Answer . c ( Grade 5)

2. __________ will be created as an apex body for fostering a strong research culture and building
research capacity across higher education as per NEP 2020.

a. National Commission Education

b. Higher Commission Education
c. National research Foundation
d. None of the above

Ans. c (National Research Foundation)

Explanation : National research Foundation fosters a strong research culture and building
research capacity across higher Education

3. NEP 2020 envisages broad based in the sense

a. Multi disciplinary
b. Holistic
c. Flexible Curricula
d. Creative combination of subjects with integration of Arts,Sports and Music

i) a&b ii) b & c iii) c&d iv) a, b, c & d

Answer : iv) a, b, c & d

5.4.2 Reflective Question

What impact Nep2020 is going to make in Indian education system. There are many proposals by the
NEP drafting committee and have to visualise the effects.

5.4.3 Reflection Learning Log

· How does NEP effects the Indian Education System.
● What changes it is going to bring/make
● How effectively NEP can be implemented

5.4.4 Reflection Question

 Yes, NEP is going to bring paradigm shift in Indian Education System. How am I going to contribute
in this process?

5.4.5 Separate sheet will be enclosed for PPT content

5.4.6 Sites Referred

a) School Education Gateway

b) Draft NEP Program from News18.Com

c) www.mhrd.gov.in/sites/upload/files/mhrd/files/NEP_Final_English_O.Pdf

PPT link on affordable Quality Education .

https://drive.google.com/file/d/1-
gXcHQZvOVvwifzBZREOlTKQWoRs5lDt/view?usp=sharing