NEP 2020

The teacher must be at the centre of the fundamental reforms in the education system

The fundamental principles that will guide both the education system at large, as well as the
individual institutions within it are:

• recognizing, identifying, and fostering the unique capabilities of each student, by sensitizing
teachers as well as parents to promote each student’s holistic development in both academic and
non-academic spheres;

• according the highest priority to achieving Foundational Literacy and Numeracy by all students by
Grade 3;

• flexibility, so that learners have the ability to choose their learning trajectories and programmes,
and thereby choose their own paths in life according to their talents and interests;

• no hard separations between arts and sciences, between curricular and extra-curricular activities,
between vocational and academic streams, etc. in order to eliminate harmful hierarchies among,
and silos between different areas of learning;

• multidisciplinarity and a holistic education across the sciences, social sciences, arts, humanities,
and sports for a multidisciplinary world in order to ensure the unity and integrity of all knowledge;

• emphasis on conceptual understanding rather than rote learning and learning-for-exams;

• creativity and critical thinking to encourage logical decision-making and innovation;

• ethics and human & Constitutional values like empathy, respect for others, cleanliness, courtesy,
democratic spirit, spirit of service, respect for public property, scientific temper, liberty,
responsibility, pluralism, equality, and justice;

• promoting multilingualism and the power of language in teaching and learning;

• life skills such as communication, cooperation, teamwork, and resilience;

• focus on regular formative assessment for learning rather than the summative assessment that
encourages today’s ‘coaching culture ’;

• extensive use of technology in teaching and learning, removing language barriers, increasing
access for Divyang students, and educational planning and management;

• respect for diversity and respect for the local context in all curriculum, pedagogy, and policy,
always keeping in mind that education is a concurrent subject;

• full equity and inclusion as the cornerstone of all educational decisions to ensure that all students
are able to thrive in the education system;

• synergy in curriculum across all levels of education from early childhood care and education to
school education to higher education;

• teachers and faculty as the heart of the learning process – their recruitment, continuous
professional development, positive working environments and service conditions;
• a ‘light but tight’ regulatory framework to ensure integrity, transparency, and resource efficiency
of the educational system through audit and public disclosure while encouraging innovation and out-
of-the-box ideas through autonomy, good governance, and empowerment;

• outstanding research as a corequisite for outstanding education and development;

• continuous review of progress based on sustained research and regular assessment by educational
experts;

• a rootedness and pride in India, and its rich, diverse, ancient and modern culture and knowledge
systems and traditions;

• education is a public service; access to quality education must be considered a basic right of every
child;

• substantial investment in a strong, vibrant public education system as well as the encouragement
and facilitation of true philanthropic private and community participation.

Currently, children in the age group of 3-6 are not covered in the 10+2 structure as Class 1 begins at
age 6. In the new 5+3+3+4 structure, a strong base of Early Childhood Care and Education (ECCE)
from age 3 is also included, which is aimed at promoting better overall learning, development, and
well-being.

Accordingly, all State/UT governments will immediately prepare an implementation plan for
attaining universal foundational literacy and numeracy in all primary schools, identifying stage-wise
targets and goals to be achieved by 2025, and closely tracking and monitoring progress of the same.

The Annual Status of Education Report (ASER) consistently highlights low foundational
literacy and numeracy skills among primary school children. For example, in 2018, almost
80% of rural children in Grade 3 could not read a Grade 2 text or solve basic subtraction
problems.

https://www.education.gov.in/sites/upload_files/mhrd/files/nep/TS10_1.pdf
this was in 2023

As the UNICEF (2020) report Education for All point out, “on average 40 per cent of children across
all OECD and EU countries do not have basic reading and mathematics skills by age 15” and this is a
concern across the world.

• The gap between expected and actual abilities of students increases further. Only 53% of all 14-
year-olds can read a simple text in English and just 44% can perform a simple division.

1.1. Over 85% of a child’s cumulative brain development occurs prior to the age of 6, indicating the
critical importance of appropriate care and stimulation of the brain in the early years in order to
ensure healthy brain development and growth. Presently, quality ECCE is not available to crores of
young children, particularly children from socio-economically disadvantaged backgrounds. Strong
investment in ECCE has the potential to give all young children such access, enabling them to
participate and flourish in the educational system throughout their lives. Universal provisioning of
quality early childhood development, care, and education must thus be achieved as soon as possible,
and no later than 2030, to ensure that all students entering Grade 1 are school ready.

1.2. ECCE ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and
inquiry-based learning, comprising of alphabets, languages, numbers, counting, colours, shapes,
indoor and outdoor play, puzzles and logical thinking, problem-solving, drawing, painting and other
visual art, craft, drama and puppetry, music and movement. It also includes a focus on developing
social capacities, sensitivity, good behaviour, courtesy, ethics, personal and public cleanliness,
teamwork, and cooperation. The overall aim of ECCE will be to attain optimal outcomes in the
domains of: physical and motor development, cognitive development, socio-emotional-ethical
development, cultural/artistic development, and the development of communication and early
language, literacy, and numeracy.

Literacy is not education. Education is connecting with environment where cognitive as well as
affective aspects develop. Therefore, the three Hs – Head, Hand and Heart should replace the three
Rs – Reading, Writing and Retention in order to move to holistic education. This has been done in
Ladakh under Operation New Hope (with government) in which Village Education Committees take
charge of schools and introducing literacy in a logical way by drawing from nature in order to build
related experience and knowledge. Curiosity software of childhood comes preloaded in the hard
drives i.e. brain by nature linguistic abilities and the inquisitive brain

3.4. Private Educational Institutions

Institutions and school run by private agencies need to be partnered in the national mission of
achieving the goals of FLN. As the deliberations of the conference hinted private agencies can play a
role by sharing the infrastructure, expertise in the development of materials, professional
development of teachers. The initiative of bringing in the students of higher classes to support the
adult education programme by the Bharati Foundation School is an illustration on how schools (not
only private schools) and students can support the government’s initiative of educating all in the
country to realise the vision of the NEP 2020.

https://www.education.gov.in/sites/upload_files/mhrd/files/nep/
ABSS_Report_Session_10.pdf
all from the above link
• Dropout rates are high: 43% before class 8 and only 42% complete high school.

• However, the data for later grades indicates some serious issues in retaining children in
the schooling system. The GER for Grades 6-8 was 90.9%, while for Grades 9-10 and 11-12 it
was only 79.3% and 56.5%, respectively - indicating that a significant proportion of enrolled
students drop out after Grade 5 and especially after Grade 8. As per the 75th round
household survey by NSSO in 2017-18, the number of out of school children in the age
group of 6 to 17 years is 3.22 crore. It will be a top priority to bring these children back into
the educational fold as early as possible, and to prevent further students from dropping out,
with a goal to achieve 100% Gross Enrolment Ratio in preschool to secondary level by 2030.
A concerted national effort will be made to ensure universal access and afford opportunity
to all children of the country to obtain quality holistic education–including vocational
education - from pre-school to Grade 12.
There are two overall initiatives that will be undertaken to bring children who have dropped out
back to school and to prevent further children from dropping out. The first is to provide effective and
sufficient infrastructure so that all students have access to safe and engaging school education at all
levels from pre-primary school to Grade 12. Besides providing regular trained teachers at each stage,
special care shall be taken to ensure that no school remains deficient on infrastructure support. The
credibility of Government schools shall be re-established and this will be attained by upgrading and
enlarging the schools that already exist, building additional quality schools in areas where they do
not exist, and providing safe and practical conveyances and/or hostels, especially for the girl
children, so that all children have the opportunity to attend a quality school and learn at the
appropriate level. Alternative and innovative education centres will be put in place in cooperation
with civil society to ensure that children of migrant labourers, and other children who are dropping
out of school due to various circumstances are brought back into mainstream education. 3.3. The
second is to achieve universal participation in school by carefully tracking students, as well as their
learning levels, in order to ensure that they (a) are enrolled in and attending school, and (b) have
suitable opportunities to catch up and re-enter school in case they have fallen behind or dropped
out. For providing equitable and quality education from the Foundational Stage through Grade 12 to
all children up to the age of 18, suitable facilitating systems shall be put in place. Counsellors or
welltrained social workers connected to schools/school complexes and teachers will continuously
work with students and their parents and will travel through and engage with communities to
ensure that all school-age children are attending and learning in school. Trained and qualified social
workers from civil society organizations/departments of Social Justice and Empowerment and
government functionaries dealing with empowerment of Persons with Disabilities at the State and
district level, could be connected to schools, through various innovative mechanisms adopted by
State/UT Governments, to help in carrying out this important work.
Lack of options at high school level for choosing streams; no guidance or career counselling to choose
streams

4.9 There will be no hard separation among ‘curricular’, ‘extracurricular ’, or ‘co-curricular’, among ‘arts’,
‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’ streams. Subjects such as physical
education, the arts and crafts, and vocational skills, in addition to science, humanities, and
mathematics, will be incorporated throughout the school curriculum, with a consideration for what
is interesting and safe at each age.

Language issue

It is well understood that young children learn and grasp nontrivial concepts more quickly in their
home language/mother tongue. Home language is usually the same language as the mother tongue
or that which is spoken by local communities. However, at times in multi-lingual families, there can
be a home language spoken by other family members which may sometimes be different from
mother tongue or local language. Wherever possible, the medium of instruction until at least Grade
5, but preferably till Grade 8 and beyond, will be the home language/mother tongue/local
language/regional language. Thereafter, the home/local language shall continue to be taught as a
language wherever possible. This will be followed by both public and private schools

Logistics issue

4.12 States, especially States from different regions of India, may enter into bilateral agreements to
hire teachers in large numbers from each other, to satisfy the three-language formula in their
respective States, and also to encourage the study of Indian languages across the country. Extensive
use of technology will be made for teaching and learning of different languages and to popularize
language learning

Imposition issue

4.13

4.18. India also has an extremely rich literature in other classical languages, including classical Tamil,
Telugu, Kannada, Malayalam, Odia. In addition to these classical languages Pali, Persian, and Prakrit;
and their works of literature too must be preserved for their richness and for the pleasure and
enrichment of posterity

4.26. Every student will take a fun course, during Grades 6-8, that gives a survey and hands-on
experience of a sampling of important vocational crafts, such as carpentry, electric work, metal
work, gardening, pottery making, etc., as decided by States and local communities and as mapped by
local skilling needs. A practice-based curriculum for Grades 6-8 will be appropriately designed by
NCERT while framing the NCFSE 2020-21. All students will participate in a 10-day bagless period
sometime during Grades 6-8 where they intern with local vocational experts such as carpenters,
gardeners, potters, artists, etc. Similar internship opportunities to learn vocational subjects may be
made available to students throughout Grades 6-12, including holiday periods. Vocational courses
through online mode will also be made available. Bagless days will be encouraged throughout the
year for various types of enrichment activities involving arts, quizzes, sports, and vocational crafts.
Children will be given periodic exposure to activities outside school through visits to
places/monuments of historical, cultural and tourist importance, meeting local artists and craftsmen
and visits higher educational institutions in their village/Tehsil/District/State.

4.31. The reduction in content and increased flexibility of school curriculum - and the renewed
emphasis on constructive rather than rote learning - must be accompanied by parallel changes in
school textbooks. All textbooks shall aim to contain the essential core material (together with
discussion, analysis, examples, and applications) deemed important on a national level, but at the
same time contain any desired nuances and supplementary material as per local contexts and needs.
Where possible, schools and teachers will also have choices in the textbooks they employ - from
among a set of textbooks that contain the requisite national and local material - so that they may
teach in a manner that is best suited to their own pedagogical styles as well as to their students and
communities’ needs.

4.34. The aim of assessment in the culture of our schooling system will shift from one that is
summative and primarily tests rote memorization skills to one that is more regular and formative, is
more competency-based, promotes learning and development for our students, and tests higher-
order skills, such as analysis, critical thinking, and conceptual clarity. The primary purpose of
assessment will indeed be for learning; it will help the teacher and student, and the entire schooling
system, continuously revise teaching-learning processes to optimize learning and development for
all students. This will be the underlying principle for assessment at all levels of education.

• Added pressure of Board exams in class 1 0 and 1 2, mass copying, leakage of question papers
even at CBSE level are counmajor pain points that need immediate attention .

While the Board exams for Grades 10 and 12 will be continued, the existing system of Board and
entrance examinations shall be reformed to eliminate the need for undertaking coaching classes. To
reverse these harmful effects of the current assessment system, Board exams will be redesigned to
encourage holistic development; students will be able to choose many of the subjects in which they
take Board exams, depending on their individualized interests. Board exams will also be made
‘easier’, in the sense that they will test primarily core capacities/competencies rather than months
of coaching and memorization; any student who has been going to and making a basic effort in a
school class will be able to pass and do well in the corresponding subject Board Exam without much
additional effort. To further eliminate the ‘high stakes’ aspect of Board Exams, all students will be
allowed to take Board Exams on up to two occasions during any given school year, one main
examination and one for improvement, if desired.

Summary of the point: greater flexibility, student choice, and best-of-two attempts

4.44. Teachers will aim to encourage students with singular interests and/or talents in the classroom
by giving them supplementary enrichment material and guidance and encouragement. Topic-
centered and Project-based Clubs and Circles will be encouraged and supported at the levels of
schools, school complexes, districts, and beyond. Examples include Science Circles, Math Circles,
Music & Dance Performance Circles, Chess Circles, Poetry Circles, Language Circles, Drama Circles,
Debate Circles, Sports Circles, Eco-Clubs, Health & Well-being Clubs/ Yoga Clubs and so on. Along
these lines, high-quality national residential summer programmes for secondary school students in
various subjects will also be encouraged, with a rigorous merit-based but equitable admission
process to attract the very best students and teachers from across the country including from socio-
economically disadvantaged groups.

5.2. To ensure that outstanding students enter the teaching profession - especially from rural areas -
a large number of merit-based scholarships shall be instituted across the country for studying quality
4- year integrated B.Ed. programmes. In rural areas, special merit-based scholarships will be
established that also include preferential employment in their local areas upon successful
completion of their B.Ed. programmes. Such scholarships will provide local job opportunities to local
students, especially female students, so that these students serve as local-area role models and as
highly qualified teachers who speak the local language. Incentives will be provided for teachers to
take up teaching jobs in rural areas, especially in areas that are currently facing acute shortage of
quality teachers. A key incentive for teaching in rural schools will be the provision of local housing
near or on the school premises or increased housing allowances.

6%

To ensure an adequate number of teachers across subjects - particularly in subjects such as art,
physical education, vocational education, and languages - teachers could be recruited to a school or
school complex and the sharing of teachers across schools could be considered in accordance with
the grouping-of-schools adopted by State/UT governments.
5.12. To prevent the large amounts of time spent currently by teachers on non-teaching activities,
teachers will not be engaged any longer in work that is not directly related to teaching; in particular,
teachers will not be involved in strenuous administrative tasks and more than a rationalized
minimum time for mid-day meal related work, so that they may fully concentrate on their teaching-
learning duties.

5.15. 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. Platforms (especially online platforms) will be developed so that teachers
may share ideas and best practices. Each teacher will be expected to participate in at least 50 hours
of CPD opportunities every year for their own professional development, driven by their own
interests. CPD opportunities will, in particular, systematically cover the latest pedagogies regarding
foundational literacy and numeracy, formative and adaptive assessment of learning outcomes,
competency-based learning, and related pedagogies, such as experiential learning, arts-integrated,
sports-integrated, and storytelling-based approaches, etc.

• Gender ratio gets highly skewed, 23% girls drop out during adolescence. Lack of separate toilets
is a major factor.

6.2. While the Indian education system and successive government policies have made steady
progress towards bridging gender and social category gaps in all levels of school education, large
disparities still remain - especially at the secondary level - particularly for socio-economically
disadvantaged groups that have been historically underrepresented in education. 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). While overall enrolments in schools decline steadily from Grade 1 to
Grade 12, this decline in enrolments is significantly more pronounced for many of these SEDGs, with
even greater declines for female students within each of these SEDGs and often even steeper in
higher education. A brief status overview of the SEDGs that come within socio-cultural identities is
given in following subsections.

6.4 addition, there have been various successful policies and schemes such as targeted scholarships,
conditional cash transfers to incentivize parents to send their children to school, providing bicycles
for transport, etc., that have significantly increased participation of SEDGs in the schooling system in
certain areas. These successful policies and schemes must be significantly strengthened across the
country.

For example, providing bicycles and organizing cycling and walking groups to provide access to
school have been shown to be particularly powerful methods in increasing participation of female
students - even at lesser distances - because of the safety benefits and comfort to parents that they
provide. One-on-one teachers and tutors, peer tutoring, open schooling, appropriate infrastructure,
and suitable technological interventions to ensure access can be particularly effective for certain
children with disabilities. Schools providing quality ECCE reap the greatest dividends for children
who come from families that are economically disadvantaged. Meanwhile, counsellors and/or well-
trained social workers that work with and connect with students, parents, schools, and teachers in
order to improve attendance and learning outcomes have been found to be especially effective for
children in urban poor areas.

6.8. In addition, 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. FREE
BOARDING FACILITIES TO BE BUILT TOO. All the other points under 6 talk about disabled children
their access and all

7.1 According to U-DISE 2016–17 data, nearly 28% of India’s public primary schools and 14.8% of
India ’s upper primary schools have less than 30 students. The average number of students per grade
in the elementary schooling system (primary and upper primary, i.e., Grades 1–8) is about 14, with a
notable proportion having below 6; during the year 2016–17, there were 1,08,017 single-teacher
schools, the majority of them (85743 ) being primary schools serving Grades 1–5.

7.5. These challenges will, by 2025, be addressed by State/UT governments by adopting innovative
mechanisms to group or rationalize schools. The objective behind this intervention would be to
ensure that every school has: (a) 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; (b) adequate resources (shared or otherwise), such as a library,
science labs, computer labs, skill labs, playgrounds, sports equipment and facilities, etc.; (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, holding joint activities such as art and science exhibitions, sports meets, quizzes and
debates, and fairs; (d) cooperation and support across schools for the education of children with
disabilities; and (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

7.6. One possible mechanism for accomplishing the above would be the establishment of a grouping
structure called the school complex, consisting of one secondary school together with all other
schools offering lower grades in its neighbourhood including Anganwadis, in a radius of five to ten
kilometers. This suggestion was first made by the Education Commission (1964–66) but was left
unimplemented. This Policy strongly endorses the idea of the school complex/cluster, wherever
possible. The aim of the school complex/cluster will be greater resource efficiency and more
effective functioning, coordination, leadership, governance, and management of schools in the
cluster.

8.4. The public education system is the foundation of a vibrant democratic society, and the way it is
run must be transformed and invigorated in order to achieve the highest levels of educational
outcomes for the nation. At the same time, the private/philanthropic school sector must also be
encouraged and enabled to play a significant and beneficial role.
9.2. Some of the major problems currently faced by the higher education system in India include: (a)
a severely fragmented higher educational ecosystem; (b) less emphasis on the development of
cognitive skills and learning outcomes; (c) a rigid separation of disciplines, with early specialisation
and streaming of students into narrow areas of study; (d) limited access particularly in socio-
economically disadvantaged areas, with few HEIs that teach in local languages (e) limited teacher
and institutional autonomy; (f) inadequate mechanisms for merit-based career management and
progression of faculty and institutional leaders; (g) lesser emphasis on research at most universities
and colleges, and lack of competitive peerreviewed research funding across disciplines; (h)
suboptimal governance and leadership of HEIs; (i) an ineffective regulatory system; and (j) large
affiliating universities resulting in low standards of undergraduate education.

10.1. The main thrust of this policy regarding higher education is to end the fragmentation of higher
education by transforming higher education institutions into large multidisciplinary universities,
colleges, and HEI clusters/Knowledge Hubs, each of which will aim to have 3,000 or more students.
This would help build vibrant communities of scholars and peers, break down harmful silos, enable
students to become well-rounded across disciplines including artistic, creative, and analytic subjects
as well as sports, develop active research communities across disciplines including cross-disciplinary
research, and increase resource efficiency, both material and human, across higher education.

10.7. By 2040, all higher education institutions (HEIs) shall aim to become multidisciplinary
institutions and shall aim to have larger student enrolments preferably in the thousands, for optimal
use of infrastructure and resources, and for the creation of vibrant multidisciplinary communities.
Since this process will take time, all HEIs will firstly plan to become multidisciplinary by 2030, and
then gradually increase student strength to the desired levels

10.8. More HEIs shall be established and developed in underserved regions to ensure full access,
equity, and inclusion. There shall, by 2030, be at least one large multidisciplinary HEI in or near every
district. Steps shall be taken towards developing high-quality higher education institutions both
public and private that have medium of instruction in local/Indian languages or bilingually. The aim
will be to increase the Gross Enrolment Ratio in higher education including vocational education
from 26.3% (2018) to 50% by 2035. While a number of new institutions may be developed to attain
these goals, a large part of the capacity creation will be achieved by consolidating, substantially
expanding, and also improving existing HEIs.

At a recent public meeting, Annamalai claimed that Chief Minister MK

Stalin was misleading the public about the fund allocation. “The Chief
Minister has begun to lie and gone to the next level. Rs 1,598 crore has
been allocated to Gujarat for this year, of which the first instalment of Rs
510 crore has been released. Rs 6,971 crore has been allocated, of which
Rs 340 crore has been released. Tamil Nadu is yet to get the first
instalment of the fund. Isn’t claiming that as other two states have gained
but Tamil Nadu did not, a blatant lie? We never said that we will not give
funds to Tamil Nadu. Some states have received the first instalment while
Kerala, West Bengal, and Tamil Nadu will get it,” he stated.
India today
“Recently, the Government of India discussed with the Tamil Nadu
government. A way of compromise was also found in this. If the
Tamil Nadu government agrees to that path, we have no objection
in giving them PM SHRI allocation,” ANI quoted Pradhan as saying
outside the Parliament.
11.11. Model public universities for holistic and multidisciplinary education, at par with IITs, IIMs,
etc., called MERUs (Multidisciplinary Education and Research Universities) will be set up and will aim
to attain the highest global standards in quality education. They will also help set the highest
standards for multidisciplinary education across India.

12.2. First, in order to promote creativity, institutions and faculty will have the autonomy to
innovate on matters of curriculum, pedagogy, and assessment within a broad framework of higher
education qualifications that ensures consistency across institutions and programmes and across the
ODL, online, and traditional ‘in-class’ modes. Accordingly, curriculum and pedagogy will be designed
by institutions and motivated faculty to ensure a stimulating and engaging learning experience for all
students, and continuous formative assessment will be used to further the goals of each
programme. All assessment systems shall also be decided by the HEI, including those that lead to
final certification. The Choice Based Credit System (CBCS) will be revised for instilling innovation and
flexibility. HEIs shall move to a criterion-based grading system that assesses student achievement
based on the learning goals for each programme, making the system fairer and outcomes more
comparable. HEIs shall also move away from high-stakes examinations towards more continuous and
comprehensive evaluation.

12.4. Third, students from socio-economically disadvantaged backgrounds require encouragement

and support to make a successful transition to higher education. Universities and colleges will thus
be required to set up high-quality support centres and will be given adequate funds and academic
resources to carry this out effectively. There will also be professional academic and career
counselling available to all students, as well as counsellors to ensure physical, psychological and
emotional well-being.

13.2. As the most basic step, all HEIs will be equipped with the basic infrastructure and facilities,
including clean drinking water, clean working toilets, blackboards, offices, teaching supplies,
libraries, labs, and pleasant classroom spaces and campuses. Every classroom shall have access to
the latest educational technology that enables better learning experiences. 13.3. Teaching duties
also will not be excessive, and student-teacher ratios not too high, so that the activity of teaching
remains pleasant and there is adequate time for interaction with students, conducting research, and
other university activities. Faculty will be appointed to individual institutions and generally not be
transferable across institutions so that they may feel truly invested in, connected to, and committed
to their institution and community. 13.4. Faculty will be given the freedom to design their own
curricular and pedagogical approaches within the approved framework, including textbook and
reading material selections, assignments, and assessments. Empowering the faculty to conduct
innovative teaching, research, and service as they see best will be a key motivator and enabler for
them to do truly outstanding, creative work. 13.5. Excellence will be further incentivized through
appropriate rewards, promotions, recognitions, and movement into institutional leadership.
Meanwhile, faculty not delivering on basic norms will be held accountable.

14.4. For this purpose, additional actions that are specific to higher education shall be adopted by all
Governments and HEIs: 14.4.1. Steps to be taken by Governments (a) Earmark suitable Government
funds for the education of SEDGs (b) Set clear targets for higher GER for SEDGs (c) Enhance gender
balance in admissions to HEIs (d) Enhance access by establishing more high-quality HEIs in
aspirational districts and Special Education Zones containing larger numbers of SEDGs (e) Develop
and support high-quality HEIs that teach in local/Indian languages or bilingually (f) Provide more
financial assistance and scholarships to SEDGs in both public and private HEIs (g) Conduct outreach
programmes on higher education opportunities and scholarships among SEDGs (h) Develop and
support technology tools for better participation and learning outcomes.

14.4.2. Steps to be taken by all HEIs

(a) Mitigate opportunity costs and fees for pursuing higher education (b) Provide more financial
assistance and scholarships to socio-economically disadvantaged students (c) Conduct outreach on
higher education opportunities and scholarships (d) Make admissions processes more inclusive (e)
Make curriculum more inclusive (f) Increase employability potential of higher education programmes
(g) Develop more degree courses taught in Indian languages and bilingually (h) Ensure all buildings
and facilities are wheelchair-accessible and disabled-friendly (i) Develop bridge courses for students
that come from disadvantaged educational backgrounds (j) Provide socio-emotional and academic
support and mentoring for all such students through suitable counselling and mentoring
programmes (k) Ensure sensitization of faculty, counsellor, and students on gender-identity issue
and its inclusion in all aspects of the HEI, including curricula (l) Strictly enforce all no-discrimination
and anti-harassment rules (m) Develop Institutional Development Plans that contain specific plans
for action on increasing participation from SEDGs, including but not limited to the above items.

15.2. According to the Justice J. S. Verma Commission (2012) constituted by the Supreme Court, a
majority of stand-alone TEIs - over 10,000 in number are not even attempting serious teacher
education but are essentially selling degrees for a price. Regulatory efforts so far have neither been
able to curb the malpractices in the system, nor enforce basic standards for quality, and in fact have
had the negative effect of curbing the growth of excellence and innovation in the sector. The sector
and its regulatory system are, therefore, in urgent need of revitalization through radical action, in
order to raise standards and restore integrity, credibility, efficacy, and high quality to the teacher
education system.

16.5. By 2025, at least 50% of learners through the school and higher education system shall have
exposure to vocational education, for which a clear action plan with targets and timelines will be
developed. This is in alignment with Sustainable Development Goal 4.4 and will help to realize the
full potential of India ’s demographic dividend. The number of students in vocational education will
be considered while arriving at the GER targets. The development of vocational capacities will go
hand-in-hand with the development of ‘academic’ or other capacities. Vocational education will be
integrated in the educational offerings of all secondary schools in a phased manner over the next
decade. Towards this, secondary schools will also collaborate with ITIs, polytechnics, local industry,
etc. Skill labs will also be set up and created in the schools in a hub and spoke model which will allow
other schools to use the facility. Higher education institutions will offer vocational education either
on their own or in partnership with industry and NGOs. The B.Voc. degrees introduced in 2013 will
continue to exist, but vocational courses will also be available to students enrolled in all other
Bachelor’s degree programmes, including the 4-year multidisciplinary Bachelor ’s programmes. HEIs
will also be allowed to conduct short-term certificate courses in various skills including soft skills.
‘Lok Vidya’, i.e., important vocational knowledge developed in India, will be made accessible to
students through integration into vocational education courses. The possibility of offering vocational
courses through ODL mode will also be explored.

Lack of proper education and carrier counselling leads to proliferation of alternate coaching
institutes.

17.8. Thus, this Policy envisions a comprehensive approach to transforming the quality and quantity
of research in India. This includes definitive shifts in school education to a more play and
discoverybased style of learning with emphasis on the scientific method and critical thinking. This
includes career counselling in schools towards identifying student interests and talents, promoting
research in universities, the multidisciplinary nature of all HEIs and the emphasis on holistic
education, the inclusion of research and internships in the undergraduate curriculum, faculty career
management systems that give due weightage to research, and the governance and regulatory
changes that encourage an environment of research and innovation. All of these aspects are
extremely critical for developing a research mindset in the country. 17.9. To build on these various
elements in a synergistic manner, and to thereby truly grow and catalyze quality research in the
nation, this policy envisions the establishment of a National Research Foundation (NRF). The
overarching goal of the NRF will be to enable a culture of research to permeate through our
universities. In particular, the NRF will provide a reliable base of merit-based but equitable peer-
reviewed research funding, helping to develop a culture of research in the country through suitable
incentives for and recognition of outstanding research, and by undertaking major initiatives to seed
and grow research at State Universities and other public institutions where research capability is
currently limited. The NRF will competitively fund research in all disciplines. Successful research will
be recognized, and where relevant, implemented through close linkages with governmental agencies
as well as with industry and private/philanthropic organizations

18.12. Multiple mechanisms with checks and balances will combat and stop the commercialization of
higher education. This will be a key priority of the regulatory system. All education institutions will
be held to similar standards of audit and disclosure as a ‘not for profit’ entity. Surpluses, if any, will
be reinvested in the educational sector. There will be transparent public disclosure of all these
financial matters with recourse to grievance-handling mechanisms to the general public. The
accreditation system developed by NAC will provide a complementary check on this system, and
NHERC will consider this as one of the key dimensions of its regulatory objective

Can use this argument for from where will u get money the public and private instituitions which
generate a surplus which will be pocketed will now be under strict standards which will now be
reinvested back into the education system itself.

18.13. All HEIs - public and private - shall be treated on par within this regulatory regime. The
regulatory regime shall encourage private philanthropic efforts in education. There will be common
national guidelines for all legislative Acts that will form private HEIs. These common minimal
guidelines will enable all such Acts to establish private HEIs, thus enabling common standards for 49
private and public HEIs. These common guidelines will cover Good Governance, Financial Stability &
Security, Educational Outcomes, and Transparency of Disclosures.

18.14. Private HEIs having a philanthropic and public-spirited intent will be encouraged through a
progressive regime of fees determination. Transparent mechanisms for fixing of fees with an upper
limit, for different types of institutions depending on their accreditation, will be developed so that
individual institutions are not adversely affected. This will empower private HEIs to set fees for their
programmes independently, though within the laid-out norms and the broad applicable regulatory
mechanism. Private HEIs will be encouraged to offer freeships and scholarships in significant
numbers to their students. All fees and charges set by private HEIs will be transparently and fully
disclosed, and there shall be no arbitrary increases in these fees/charges during the period of
enrolment of any student. This fee determining mechanism will ensure reasonable recovery of cost
while ensuring that HEIs discharge their social obligations

21.3. Extensive field studies and analyses, both in India and across the world, clearly demonstrate
that volunteerism and community involvement and mobilization are key success factors of adult
literacy programmes, in conjunction with political will, organizational structure, proper planning,
adequate financial support, and high-quality capacity building of educators and volunteers.
Successful literacy programmes result not only in the growth of literacy among adults, but also result
in increased demand for education for all children in the community, as well as greater community
contribution to positive social change. The National Literacy Mission, when it was launched in 1988,
was largely based on the voluntary involvement and support of the people, and resulted in
significant increases in national literacy during the period of 1991–2011, including among women,
and also initiated dialogue and discussions on pertinent social issues of the day.

22.5. Unfortunately, Indian languages have not received their due attention and care, with the
country losing over 220 languages in the last 50 years alone. UNESCO has declared 197 Indian
languages as ‘endangered ’. Various unscripted languages are particularly in danger of becoming
extinct. When senior member(s) of a tribe or community that speak such languages pass away, these
languages often perish with them; too often, no concerted actions or measures are taken to
preserve or record these rich languages/expressions of culture.

First, to develop and teach many of the courses of the type mentioned above, an excellent team of
teachers and faculty will have to be developed. Strong departments and programmes in Indian
languages, comparative literature, creative writing, arts, music, philosophy, etc. will be launched and
developed across the country, and degrees including 4- year B.Ed. dual degrees will be developed in
these subjects. These departments and programmes will, in particular help to develop a large cadre
of high-quality language teachers - as well as teachers of art, music, philosophy and writing - who
will be needed around the country to carry out this Policy. The NRF will fund quality research in all
these areas

22.10. More HEIs, and more programmes in higher education, will use the mother tongue/local
language as a medium of instruction, and/or offer programmes bilingually, in order to increase
access and GER and also to promote the strength, usage, and vibrancy of all Indian languages.
Private HEIs too will be encouraged and incentivized to use Indian languages as medium of
instruction and/or offer bilingual programmes. Four-year B.Ed. dual degree programmes offered
bilingually will also help, e.g. in training cadres of science and mathematics teachers to teach science
bilingually at schools across the country. 22.11. High-quality programmes and degrees in Translation
and Interpretation, Art and Museum Administration, Archaeology, Artefact Conservation, Graphic
Design, and Web Design within the higher education system will also be created. In order to
preserve and promote its art and culture, develop high-quality materials in various Indian languages,
conserve artefacts, develop highly qualified individuals to curate and run museums and heritage or
tourist sites, thereby also vastly strengthening the tourism industry.

22.10. More HEIs, and more programmes in higher education, will use the mother tongue/local
language as a medium of instruction, and/or offer programmes bilingually, in order to increase
access and GER and also to promote the strength, usage, and vibrancy of all Indian languages.
Private HEIs too will be encouraged and incentivized to use Indian languages as medium of
instruction and/or offer bilingual programmes. Four-year B.Ed. dual degree programmes offered
bilingually will also help, e.g. in training cadres of science and mathematics teachers to teach science
bilingually at schools across the country. 22.11. High-quality programmes and degrees in Translation
and Interpretation, Art and Museum Administration, Archaeology, Artefact Conservation, Graphic
Design, and Web Design within the higher education system will also be created. In order to
preserve and promote its art and culture, develop high-quality materials in various Indian languages,
conserve artefacts, develop highly qualified individuals to curate and run museums and heritage or
tourist sites, thereby also vastly strengthening the tourism industry.

.16. India will similarly expand its institutes and universities studying all classical languages and
literature, with strong efforts to collect, preserve, translate, and study the tens of thousands of
manuscripts that have not yet received their due attention. Sanskrit and all Indian language
institutes and departments across the country will be significantly strengthened, with adequate
training given to large new batches of students to study, in particular, the large numbers of
manuscripts and their interrelations with other subjects. Classical language institutes will aim to be
merged with universities, while maintaining their autonomy, so that faculty may work, and students
too may be trained as part of robust and rigorous multidisciplinary programmes. Universities
dedicated to languages will become multidisciplinary, towards the same end; where relevant, they
may then also offer B.Ed. dual degrees in education and a language, to develop outstanding
language teachers in that language. Further, it is also proposed that a new institution for Languages
will be established. National Institute (or Institutes) for Pali, Persian and Prakrit will also be set up
within a university campus. Similar initiatives will be carried out for institutes and universities
studying Indian arts, art history, and Indology. Research for outstanding work in all these areas will
be supported by the NRF. 22.17. Efforts to preserve and promote all Indian languages including
classical, tribal and endangered languages will be taken on with new vigour. Technology and
crowdsourcing, with extensive participation of the people, will play a crucial role in these efforts.

22.18. For each of the languages mentioned in the Eighth Schedule of the Constitution of India,
Academies will be established consisting of some of the greatest scholars and native speakers to
determine simple yet accurate vocabulary for the latest concepts, and to release the latest
dictionaries on a regular basis (analogous to the successful efforts for many other languages around
the world). The Academies would also consult with each other, and in some cases take the best
suggestions from the public, in order to construct these dictionaries attempting to adopt common
words whenever possible. These dictionaries would be widely disseminated, for use in education,
journalism, writing, speechmaking, and beyond, and would be available on the web as well as in
book form. These Academies for Eighth Schedule languages will be established by the Central
Government in consultation or collaboration with State Governments. Academies for other highly
spoken Indian languages may also be similarly established by the Centre and/or States.

Use and integration of technology to improve multiple aspects of education will be supported and
adopted, provided these interventions are rigorously and transparently evaluated in relevant
contexts before they are scaled up. An autonomous body, the National Educational Technology
Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of
technology to enhance learning, assessment, planning, administration, and so on, both for school
and higher education. The aim of the NETF will be to facilitate decision making on the induction,
deployment, and use of technology, by providing to the leadership of education institutions, State
and Central governments, and other stakeholders, the latest knowledge and research as well as the
opportunity to consult and share best practices. The NETF will have the following functions:

a) provide independent evidence-based advice to Central and State Government agencies on

technology-based interventions; b) build intellectual and institutional capacities in
educational technology; c) envision strategic thrust areas in this domain; and d) articulate
new directions for research and innovation.

24.4. Given the emergence of digital technologies and the emerging importance of leveraging
technology for teaching-learning at all levels from school to higher education, this Policy
recommends the following key initiatives:

(a) Pilot studies for online education: Appropriate agencies, such as the NETF, CIET, NIOS, IGNOU,
IITs, NITs, etc. will be identified to conduct a series of pilot studies, in parallel, to evaluate the
benefits of integrating education with online education while mitigating the downsides and also to
study related areas, such as, student device addiction, most preferred formats of e-content, etc. The
results of these pilot studies will be publicly communicated and used for continuous improvement.

(b) Digital infrastructure: There is a need to invest in creation of open, interoperable, evolvable,
public digital infrastructure in the education sector that can be used by multiple platforms and point
solutions, to solve for India’s scale, diversity, complexity and device penetration. This will ensure
that the technology-based solutions do not become outdated with the rapid advances in technology.

(c) Online teaching platform and tools: Appropriate existing e-learning platforms such as SWAYAM,
DIKSHA, will be extended to provide teachers with a structured, user-friendly, rich set of assistive
tools for monitoring progress of learners. Tools, such as, two-way video and twoway-audio interface
for holding online classes are a real necessity as the present pandemic has shown.

(d) Content creation, digital repository, and dissemination: A digital repository of content including
creation of coursework, Learning Games & Simulations, Augmented Reality and Virtual Reality will
be developed, with a clear public system for ratings by users on effectiveness and quality. For fun
based learning student-appropriate tools like apps, gamification of Indian art and culture, in multiple
languages, with clear operating instructions, will also be created. A reliable backup mechanism for
disseminating e-content to students will be provided.

e) Addressing the digital divide: Given the fact that there still persists a substantial section of the
population whose digital access is highly limited, the existing mass media, such as television, radio,
and community radio will be extensively used for telecast and broadcasts. Such educational
programmes will be made available 24/7 in different languages to cater to the varying needs of the
student population. A special focus on content in all Indian languages will be emphasized and
required; digital content will need to reach the teachers and students in their medium of instruction
as far as possible.

(f) Virtual Labs: Existing e-learning platforms such as DIKSHA, SWAYAM and SWAYAMPRABHA will
also be leveraged for creating virtual labs so that all students have equal access to quality practical
and hands-on experiment-based learning experiences. The possibility of providing adequate access
to SEDG students and teachers through suitable digital devices, such as tablets with pre-loaded
content, will be considered and developed.

(g) Training and incentives for teachers: Teachers will undergo rigorous training in learner-centric
pedagogy and on how to become high-quality online content creators themselves using online
teaching platforms and tools. There will be emphasis on the teacher’s role in facilitating active
student engagement with the content and with each other

(h) Online assessment and examinations: Appropriate bodies, such as the proposed National
Assessment Centre or PARAKH, School Boards, NTA, and other identified bodies will design and
implement assessment frameworks encompassing design of competencies, portfolio, rubrics,
standardized assessments, and assessment analytics. Studies will be undertaken to pilot new ways of
assessment using education technologies focusing on 21st century skills.

(i) Blended models of learning: While promoting digital learning and education, the importance of
face-to-face in-person learning is fully recognized. Accordingly, different effective models of blended
learning will be identified for appropriate replication for different subjects.

(j) Laying down standards: As research on online/digital education emerges, NETF and other
appropriate bodies shall set up standards of content, technology, and pedagogy for online/digital
teaching-learning. These standards will help to formulate guidelines for e-learning by States, Boards,
schools and school complexes, HEIs, etc.

26.2. In order to attain the goal of education with excellence and the corresponding multitude of
benefits to this Nation and its economy, this Policy unequivocally endorses and envisions a
substantial increase in public investment in education by both the Central government and all State
Governments. The Centre and the States will work together to increase the public investment in
Poor financial support: Low spending on the Rashtriya Madhyamik Shiksha Abhiya (RMSA), the
government’s flagship programme aimed at providing universal access to quality secondary
education.

Education sector to reach 6% of GDP at the earliest. This is considered extremely critical for
achieving the high-quality and equitable public education system that is truly needed for India's
future economic, social, cultural, intellectual, and technological progress and growth.
26.3. In particular, financial support will be provided to various critical elements and components of
education, such as ensuring universal access, learning resources, nutritional support, matters of
student safety and well-being, adequate numbers of teachers and staff, teacher development, and
support for all key initiatives towards equitable high-quality education for underprivileged and
socioeconomically disadvantaged groups.

26.4. In addition to one-time expenditures, primarily related to infrastructure and resources, this
Policy identifies the following key long-term thrust areas for financing to cultivate an education
foundational literacy and numeracy; (c) providing adequate and appropriate resourcing of school
complexes/clusters; (d) providing food and nutrition (breakfast and midday meals); (e) investing in
teacher education and continuing professional development of teachers; (f) revamping colleges and
universities to foster excellence; (g) cultivating research; and (h) extensive use of technology and
online education.

27.2. Implementation will be guided by the following principles. First, implementation of the spirit
and intent of the Policy will be the most critical matter. Second, it is important to implement the
policy initiatives in a phased manner, as each policy point has several steps, each of which requires
the previous step to be implemented successfully. Third, prioritization will be important in ensuring
optimal sequencing of policy points, and that the most critical and urgent actions are taken up first,
thereby enabling a strong base. Fourth, comprehensiveness in implementation will be key; as this
Policy is interconnected and holistic, only a full-fledged implementation, and not a piecemeal one,
will ensure that the desired objectives are achieved. Fifth, since education is a concurrent subject, it
will need careful planning, joint monitoring, and collaborative implementation between the
Centre and States. Sixth, timely infusion of requisite resources - human, infrastructural, and financial
- at the Central and State levels will be crucial for the satisfactory execution of the Policy. Finally,
careful analysis and review of the linkages between multiple parallel implementation steps will be
necessary in order to ensure effective dovetailing of all initiatives. This will also include early
investment in some of the specific actions (such as the setting up of early childhood care and
education infrastructure) that will be imperative to ensuring a strong base and a smooth progression
for all subsequent programmes and actions.

27.3. Subject-wise implementation committees of experts in cooperation and consultation with

other relevant Ministries will be set up at both the Central and State levels to develop detailed
implementation plans for each aspect of this Policy in accordance with the above principles to
achieve the goals of the Policy in a clear and phased manner. Yearly joint reviews of the progress of
implementation of the policy, in accordance with the targets set for each action, will be conducted
by designated teams constituted by MHRD and the States, and reviews will be shared with CABE. In
the decade of 2030-40, the entire policy will be in an operational mode, following which another
comprehensive review will be undertaken.

The "concurrent list" in the Indian Constitution refers to a list of 52 subjects

(out of the total 100) where both the Union (central) and State governments
have the power to make laws. This list is part of the Seventh Schedule of
the Constitution and aims to avoid rigidity in the division of powers between
 the Union and State governments. In case of a conflict between a Union
and a State law on the same subject, the Union law will prevail.
Key Aspects of NEP 2020 Implementation:
 Phased Implementation: The policy is being implemented in phases, with some
states like Karnataka and Madhya Pradesh already taking action.
 Joint Collaboration: Central and State governments collaborate in planning,
monitoring, and implementation.
 Resource Infusion: Timely provision of human, infrastructural, and financial
resources is crucial.
 Focus on Key Themes: The policy emphasizes learner-centric education, digital
learning, industry-institute collaboration, and Indian knowledge systems.
 Monitoring Progress: Progress is monitored through themes like learner-centric
education, digital learning, etc.
 Early Childhood Education: The policy emphasizes early childhood care and
education for children aged 3-6.
 Foundation Literacy and Numeracy: It focuses on improving foundational literacy
and numeracy skills.
 New Curriculum Structure: The policy introduces a new curricular and pedagogical
structure (5+3+3+4).
 Multidisciplinary Education: The policy promotes interdisciplinary learning and
skill-based education.
 Technology Integration: It encourages the use of technology in education.
 Continuous Assessment: The policy promotes continuous assessment over
traditional year-end exams.
Examples of Implementation:
 Karnataka:
Karnataka was the first state to issue an order regarding NEP implementation.
 Kendriya Vidyalayas (KVs):
KVs have taken significant steps to implement NEP 2020, emphasizing inclusive
education and equitable access.
 NIPUN Bharat:
The National Initiative for Proficiency in reading with Understanding and Numeracy
(NIPUN Bharat) is being implemented in KVs, focusing on improving reading and
numeracy skills.
 NITTTR Chandigarh:
NITTTR Chandigarh has embarked on implementing NEP 2020 for academic and
technical education.

Implentation

https://static.pib.gov.in/WriteReadData/specificdocs/documents/2023/jul/
doc2023726228501.pdf resource for it

The Minister informed that the total budget allocation for the Ministry of Education has reached
₹128,650 crore, marking a 6.22% increase over BE 2024-25.

https://www.education.gov.in/sites/upload_files/mhrd/files/PIB2098805.pdf

In the Indian Union Budget for 2025-26, a total of ₹1,28,650 crore has been
allocated to the Ministry of Education, representing a 6.22% increase over
the previous year. This allocation includes ₹78,572 crore for the
Department of School Education & Literacy and ₹50,078 crore for the
Department of Higher Education. As a percentage of the total budget, this
amounts to roughly 4.6% of India's GDP.

Opening speech

Education is one of the most important sectors in today’s world, and

the growth of this sector ultimately determines the progress of a
nation. As the importance of education continues to rise each day, it
becomes crucial to focus on its development. The National Education
Policy (NEP) 2020 plays a vital role in this regard. It is not merely a
policy aimed at reforming India's education system, but a
comprehensive framework designed to promote quality, accessible,
and equitable education for all. The education system we follow
today is largely a legacy of our colonial past. Therefore, it doesn't just
require minor changes—it demands complete restructuring, which is
exactly what the National Education Policy (NEP) 2020 seeks to
achieve. NEP 2020 aims to recognize, nurture, and develop the unique
capabilities of every student. It promotes flexibility, multi-
disciplinary, and a holistic approach to education. With a strong
emphasis on conceptual understanding, life skills, and overall
development, the policy marks a significant step towards a more
progressive and student-centric education system.
NEP 2020 also expands the scope of education by emphasizing
learning from the age of three and promoting lifelong learning. This
ggmnm bvbyinclusive and forward-thinking approach ensures that
education is not confined to classrooms or specific stages of life but
becomes a continuous journey of growth and self-improvement. In
today’s digital and AI-driven era, it becomes even more important to
implement NEP 2020. The policy envisions an education system that
is not only modern and inclusive but also deeply rooted in Indian
values. It prepares our youth to thrive in a rapidly evolving global
landscape while staying connected to their cultural identity. With its
effective implementation, we move closer to building a more
enlightened, skilled, and empowered nation—one that is ready to
meet the challenges of the future with confidence and innovation.

MOD COC

Education is one of the most important sectors in today’s world, and

the growth of this sector ultimately determines the progress of a
nation. Keeping this in mind, the National Education Policy (NEP)
2020 was drafted with utmost care and consideration.

Let me explain this with an example from the NEP that, in my

opinion, has faced unnecessary controversy—the policy on
multilingualism. According to NEP 2020, the first two languages in
school education are to be English and the respective state’s own
language. The third language, however, is left entirely to the
discretion of the state. It can be any Indian language or even one of
over eight international languages such as Japanese, French, Korean,
Spanish, and others. If a state wishes to introduce something unique,
it even has the freedom to offer Indian Sign Language (ISL) as the
third language. This approach provides complete autonomy to the
state and flexibility to students, promoting diversity and inclusivity in
education. And pls lets not come on the question of logistics as the
nep clearly states that states are encouraged to have bilateral
agreements with other states to procure language teachers giving state
the entire autonomy. And ofc telugu speaking states will have telugu
teachers and so on… And this is one of the many examples on how
the centre wants to collaboarate with the state govts for the
implementation of the NEP. So let us not be misled by false
narratives or divisive propaganda that promote hierarchical hatred.
The facts are clear as day—NEP 2020 is a progressive, inclusive, and
empowering policy that aims to uplift every student, every state, and
ultimately, the entire nation.

4.13 🔹 1. Implementation Challenges

 Federal concerns: Education is on the Concurrent List, so both the Centre and
States must cooperate. But many critics feel the central government may dominate,
affecting state autonomy.
 Funding: NEP suggests increasing education expenditure to 6% of GDP, but critics
argue there's no clear roadmap for how this will be achieved.
🔹 2. Language Policy Controversy

 The three-language formula led to fears of imposing Hindi on non-Hindi-speaking

states, especially in the South.
 Critics argue it could create regional tensions or burden students if not
implemented flexibly (even though the policy claims to provide choice).

🔹 3. Privatization & Inequality

 NEP talks about encouraging public-private partnerships and autonomy for

institutions, which some fear may lead to increased privatization and
commercialization of education.
 This could widen the gap between rich and poor students, especially in higher
education.

🔹 4. Ambiguity in Vocational & Skill Training

 While vocational education is encouraged from an early stage, the details on

implementation (especially in rural and under-resourced schools) are still vague.

🔹 5. Burden on Students & Teachers

 Emphasis on multiple assessments, internships, and multidisciplinary learning is

good in theory, but may overwhelm schools, especially in areas with limited
infrastructure or teacher training.

🔹 6. Digital Divide

 The push for online learning and digital tools has been criticized for ignoring India's
digital divide, particularly in rural and tribal areas.

Its successful implementation requires collaborative efforts from all

stakeholders—central and state governments, union territories,
Kendriya Vidyalayas, NGOs, and other institutions. Only through such
a unified approach can the vision of the NEP truly be realized on the
ground.

Mod coc

Evaluating the implications of the centralisation in educational

governance in nep 2020

Education is one of the 52 subjects (25th one) under the concurrent

list of under 7th schedule. Which essentially states that both centre
and state have the authority to make and pass laws on the subject.
. The main thrust of this policy regarding higher education is to end the fragmentation of higher
education by transforming higher education institutions into large multidisciplinary universities,
colleges, and HEI clusters/Knowledge Hubs, each of which will aim to have 3,000 or more students.
This would help build vibrant communities of scholars and peers, break down harmful silos, enable
students to become well-rounded across disciplines including artistic, creative, and analytic subjects
as well as sports, develop active research communities across disciplines including cross-disciplinary
research, and increase resource efficiency, both material and human, across higher education.

10.7. By 2040, all higher education institutions (HEIs) shall aim to become multidisciplinary
institutions and shall aim to have larger student enrolments preferably in the thousands, for optimal
use of infrastructure and resources, and for the creation of vibrant multidisciplinary communities.
Since this process will take time, all HEIs will firstly plan to become multidisciplinary by 2030, and
then gradually increase student strength to the desired levels

10.8. More HEIs shall be established and developed in underserved regions to ensure full access,
equity, and inclusion. There shall, by 2030, be at least one large multidisciplinary HEI in or near every
district. Steps shall be taken towards developing high-quality higher education institutions both
public and private that have medium of instruction in local/Indian languages or bilingually. The aim
will be to increase the Gross Enrolment Ratio in higher education including vocational education
from 26.3% (2018) to 50% by 2035. While a number of new institutions may be developed to attain
these goals, a large part of the capacity creation will be achieved by consolidating, substantially
expanding, and also improving existing HEIs.

Multi disciplinary universities must be established for logistics purposes.

They will aim to end fragmentation of universities as most uni in india
today are fragmented which means a lack of cohesive structure and
coordination among institutions, leading to disparities in standards,
resource allocation, and a disjointed educational landscape. Clubbing
them into knowledge hubs. This would help build vibrant communities of
scholars and peers, break down harmful silos, enable students to become well-
rounded across disciplines including artistic, creative, and analytic subjects as
well as sports. This doesn’t mean an engineering uni teaches law but basically a
engineering one and law one be clubbed together as knowledge hubs. This
would help in the optimal use of infrastructure and resources and ensure full
access, equity, and inclusion. We shall aim that by 2030, be at least one large
multidisciplinary HEI in or near every district and Steps shall be taken towards
developing high-quality higher education institutions both public and private
that have medium of instruction in local/Indian languages or bilingually. The
aim will be to increase the Gross Enrolment Ratio in higher education including
vocational education from 26.3% (2018) to 50% by 2035. So these instituitions
have multiple benefits a optimum use of resouces along with equity and
inclusion and then make logistics easier. It also improves ger and also help
universities reach every district in india. And these will be headed essentially
by vice chancellor picked by the givernor after consultations by an panel and in
some cases the state government themselves and the ciriculum would be
bilingual and adaptable by the professors of the colleges.

Multidisciplinary universities must be established to streamline logistics

and address the current fragmentation of higher education institutions in
India. At present, many universities operate in isolation, leading to a lack of
cohesive structure, inconsistencies in standards, inefficient resource allocation.
By integrating them into knowledge hubs, we can foster vibrant communities of
scholars and peers, and promote the development of well-rounded students
across artistic, creative, analytical, and athletic disciplines.

This approach does not necessarily mean that an engineering university will
start teaching law, but rather that institutions specializing in different fields,
such as engineering and law, may be grouped together to form interconnected
hubs. Such a model will optimize the use of infrastructure and resources while
ensuring greater access, equity, and inclusion in higher education.

Our goal is to establish at least one large multidisciplinary higher education

institution (HEI) in or near every district by 2030. The broader aim is to raise
the Gross Enrolment Ratio (GER) in higher education, including vocational
education, from 26.3% (as recorded in 2018) to 50% by 2035.

These institutions will deliver multiple benefits: efficient resource utilization,

enhanced equity and inclusion, improved logistics, and expanded higher
education access across India. Leadership of these institutions will be entrusted
to Vice Chancellors appointed by the Governor following consultations with a
designated panel—and in some cases, in coordination with the state
government. The curriculum will be bilingual and adaptable, allowing
professors the flexibility to modify and enhance instructional content as needed.
Every opposition member talks about protecting culture and by taking this as an
example lets see how the nep aims to rather collaborate with state governments
rather than stripping away their power

First and foremost, let me start by telling a fact — the NEP is just a
comprehensive set of guidelines which the states can adapt to their
circumstances, not a rigid law.

Secondly, we will promote Centre-State collaboration rather than any

imposition.
For example, for protecting the culture of states, especially language, we will
establish academies for each of the languages mentioned in the Eighth
Schedule, and these academies will be established by the Central Government in
consultation or collaboration with State Governments.

Another example is the National Educational Technology Forum (NETF).

The aim of the NETF will be to provide the latest knowledge and research, as
well as the opportunity to consult and share best practices with both State and
Central governments, helping us collaborate better.

In the same way, State and UT governments are encouraged to prepare an

implementation plan for attaining universal (FLN) in all primary schools,
identifying stage-wise targets and goals to be achieved, and closely tracking and
monitoring the progress of the same

nep also states that The Centre and the States will work together to increase
the public investment does any of this seem like the center is centralsing or
tryig to impose the policy.

If the centre actually wanted to do so we would have done it long ago as any
tensions between centre and state regarding a subject of the concurrent list
would lead the the central law prevailing didn’t happen here clearly stating we
want to collaborate with state govts rather than imposing anything on them 4.1

A special meeting of CABE on National Education Policy was

held.’ In the meeting, 26 Education Ministers of various States
and UTs, representatives of States and Union Territories,
Members of CABE, Heads of Autonomous Organisations, Vice
Chancellors of Universities, attended the meeting along with
senior officials of the Central and State Governments. Around 2
lakh suggestions on the Draft National Education Policy
received from various stakeholders. A meeting on Draft NEP
2019 of Parliamentary Standing Committee on Education was
held on 07.11.2019.

Draft Cabinet Note on National Education Policy 2020 was

circulated for Inter-Ministerial Consultation on 24.03.2020,
followed by reminders dated 09.04.2020 and 27.04.2020.

After detailed consultations / deliberations with stakeholders,

National Education Policy 2020 was finalised and approved by
the Union Cabinet on 29.07.2020.

 THE CENTRAL ADVISORY BOARD OF

EDUCATION (CABE)
Some Tamil Nadu MPs, especially from DMK like T. R. Baalu and Kanimozhi,
criticized and debated NEP 2020 in Parliament and in committee discussions after
the draft was published — but they did not sit on the original drafting committee.


 Read more at:

https://education.economictimes.indiatimes.com/news/school-education/implementing-nep-2020-
progress-challenges-and-success-stories-in-india/116711149

T.M.A. Pai Foundation v. State of Karnataka (2002)

 Key Principle: Right to establish and administer educational institutions

 Case Summary: The Supreme Court ruled that private educational institutions
have the right to establish and administer their institutions, provided they adhere to
certain regulations. However, the court also emphasized that access to education
should be equitable and the State must regulate private institutions to ensure
quality.
 Relevance to NEP: NEP 2020 emphasizes increased private sector participation in
education, especially in higher education, which aligns with this ruling. The policy
also focuses on ensuring regulation and accountability for private institutions to
maintain quality.
 Overall Allocation:
The total budget allocation for the Ministry of Education in 2025-26 is ₹128,650
crore, a 6.22% increase compared to the previous year.
Major Roadblocks to Achieving the 6% Target
Bridging the gap between the current scenario and the 6% target requires
overcoming several hurdles:
• Competing Priorities: Education often competes with other sectors for
budgetary allocation, making it challenging to secure the desired increase.
• Inefficient Utilization of Funds: Concerns regarding leakages and inefficient use
of allocated funds necessitate robust accountability mechanisms.
• Political Will and Public Support: Sustained political will and public support are
crucial to advocate for increased funding and ensure its effective utilization.
Moving Forward: A Collaborative Approach
Achieving the 6% target necessitates a multi-pronged approach:
• Increased Government Allocation: The government must demonstrate a strong
commitment to education by gradually increasing budgetary allocations towards
the 6% target.
• Focus on Effective Utilization: Robust monitoring and evaluation mechanisms
are essential to ensure that allocated funds are used efficiently and
transparently.
• Public-Private Partnerships: Collaborations with the private sector can leverage
their expertise and resources to improve infrastructure, develop curriculum, and
enhance teacher training.
• Community Engagement: Engaging communities in education governance and
decision-making can foster ownership and ensure accountability.
Investing in education is not just an expenditure; it's an investment in India's
future. By prioritizing the 6% GDP allocation and addressing the existing
challenges, the nation can empower its young minds to become active
participants and leaders in shaping a brighter tomorrow.

Summary of the Judgment

The Supreme Court upheld the Delhi High Court's decision,
affirming that the UGC's 1991 Regulations on qualifications for
teaching staff are both valid and mandatory. The Court
emphasized that the UGC, operating under the constitutional
provision of Entry 66 in the Seventh Schedule, holds the authority
to regulate standards in higher education institutions across India,
including autonomous bodies like the Delhi University.
Consequently, the Delhi University is obligated to adhere strictly
to the UGC's regulations when appointing lecturers. Failure to
comply without securing prior approval from the UGC could
result in the mforfeiture of the University's grants from the UGC.
The Court dismissed the University's appeal, reinforcing the
supremacy of UGC norms over institutional autonomy in the
context of maintaining educational standards.
This judgment has far-reaching implications for higher education
in India:
 Strengthening UGC Authority: Reinforces the UGC's role in
standardizing educational qualifications across all universities,
ensuring consistency and quality in higher education.
 Limiting Institutional Autonomy: Establishes that while
universities enjoy autonomy in various administrative aspects,
they must comply with overarching regulatory standards set by
the UGC.
 Impact on Recruitment Processes: Mandates that all
universities adhere to the UGC's prescribed qualifications for
teaching staff, thereby streamlining recruitment and maintaining
academic standards.
 Financial Implications: Non-compliance with UGC
regulations can lead to the withholding of grants, compelling
universities to prioritize adherence to established standards.

After listening to much of the

National Education Regulatory Authority.
opposition yesterday one thing was clear all of you had doubts on
how can we implement the 6% gdp in education. Let me clarify
that for you today

After listening to much of the opposition yesterday one thing was

clear all of you had doubts on how can we implement the 6% gdp
in education. Let me clarify that for you today
As of now close to 4.6% of the budget or ₹128,650cr has been allocated
for education and to achieve that 6% mark we need an additional approx 4,28,204cr.
So from where does that come from
As of today the education sector is a 225 billion dollar industry and experts estimate
approximately 30-40% of it is profits are pocketed by private entities without going into
reinvesting. While we all know education institutes are to be not for profit organisations
which is even a part of nep the surplus profits never see the light of day. So under nep the
State School Standards Authority (SSSA) and nherc will lay down rigid regulatory guidelines
for these schools and instituitions and any surplus will be taken and reinvested into the
education sector. There will be transparent public disclosure of all these financial matters
with recourse to grievance-handling mechanisms to the general public. When this happens
approximately 5 lakh crore rupees would be reinvested into the education sector there by
effectively reaching the 6% mark

After listening to much of the opposition yesterday, one thing was clear: many
of you had doubts about how we can achieve the 6% GDP allocation for
education. Let me clarify that for you today.

Currently, close to 4.6% of the budget — or ₹128,650 crore — has been

allocated for education. To reach the 6% mark, we need an additional ₹
₹39,154 crore. So, where does that money come from?

As of today, the education sector is a 225 billion-dollar industry, and experts

estimate that approximately 30-40% of it is pocketed as profits by private
entities without reinvestment. While we all know that educational institutes are
meant to be non-profit organizations (as stipulated in the NEP), the surplus
profits often never see the light of day.

However, under the NEP, the State School Standards Authority (SSSA) and
NHERC will establish rigorous regulatory guidelines for these schools and
institutions. Any surplus profits will be taken and reinvested into the education
sector. Furthermore, there will be transparent public disclosure of all financial
matters, with clear grievance-handling mechanisms for the public to ensure
accountability.

When this system is put in place, approximately ₹50000 crore will be

reinvested into the education sector, thereby effectively enabling us to reach the
6% GDP target for education which will be used to improve infrastructure as
one of the many things.

Marking scheme

raj

Quality of the claus

Logic of the clause

Adheres to the foreign policy

Madhya Pradesh Punjab chandigarh Andhra telengana all these states have
schools at different levels where tamil could be taken as a third language.