IMPLEMENTATION PLAN FOR

NATIONAL EDUCATION POLICY

2020

SARTHAQ
Students’ and Teachers’ Holistic Advancement
Through Quality Education
 PART - I

SARTHAQ
Students’ and Teachers’
Holistic Advancement Through
Quality Education
 CONTENTS
INTRODUCTION 17

CHAPTER - 1 23
Early Childhood Care and Education:
The Foundation of Learning

CHAPTER - 2 39
Foundational Literacy and Numeracy:
An Urgent and Necessary Pre-requisite to Learning

CHAPTER - 3 61
Curtailing Dropout Rates and Ensuring Universal Access to
Education at All Levels

CHAPTER - 4 75
Curriculum and Pedagogy in Schools:
Learning Should be Holistic, Integrated, Inclusive, Enjoyable, and Engaging

CHAPTER - 5 119
Teachers

CHAPTER - 6 139
Equitable and Inclusive Education: Learning for All

CHAPTER - 7 157
Efficient Resourcing and Effective Governance through
School Complexes/Clusters

CHAPTER - 8 171
Regulation and Accreditation of School Education

CHAPTER - 9 185
Teacher Education

Chapter - 10 193
Reimagining Vocational Education

01
 CONTENTS
CHAPTER 11 205
Adult Education and Lifelong Learning

CHAPTER - 12 219
Promotion of Indian Languages, Arts, and Culture

CHAPTER - 13 227
Technology - Use and Integration

CHAPTER - 14 235
Online and Digital Education:
Ensuring Equitable Use of Technology

CHAPTER - 15 247
Financing: Affordable and Quality Education for All

CHAPTER - 16 255
Implementation

CHAPTER - 17 261
Mode of Implementation:

CONCLUSION 267

02
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05
07
 PREFACE
In pursuance of the goals and objectives of the National Education Policy (NEP) 2020 and to
assist States and UTs in this task, the Department of School Education and Literacy has developed
an indicative and suggestive NEP Implementation Plan for School Education, ‘Students’ and
Teachers’ Holistic Advancement through Quality Education (SARTHAQ)’. This implementation
plan keeps in mind the concurrent nature of education and adheres to the spirit of
federalism. States and UTs can adopt/adapt this plan with local contextualisation and
also modify as per their needs and requirements. The flexible nature of this implementation
plan will help in cohesive implementation and joint monitoring by the centre and states.
SARTHAQ has been developed through wide and intensive consultative process with
States and UTs, Autonomous bodies and suggestions received from all stakeholders,
around 7177 suggestions/inputs have been received from them. A teacher’s fest,
‘Shikshak Parv’ was especially organised from 8th to 25th September 2020 for discussing
various recommendations of NEP 2020 and its implementation strategies, this attracted
around 15 lakh suggestions. The suggestions/ feedback received in this process have been
analysed by experts groups and important suggestions given by the states and UTs and other
stakeholders have been incorporated in the final implementation plan. Feedback from some
states has not been received; however, the same will be incorporated in this plan as and when
received.
The major focus of SARTHAQ is to define activities in such a manner which clearly delineate
goals, outcomes and timeframe i.e., it links each recommendation of NEP with 297 Tasks along
with responsible agencies, timelines and 304 outputs of these Tasks. Attempt has also been
made to ensure that the activities identified are built upon the existing structure rather than
creating new structures. Thus, SARTHAQ takes care of the spirit and intent of the Policy and is
planned to be implemented in a phased manner.
This NEP Implementation Plan has been prepared as an evolving and working
document and is broadly suggestive/indicative in nature and will be updated from time
to time based on the inputs/feedback received from the stakeholders. Moreover, the
timelines provided in the document are estimated timelines and the actual timelines will
be decided by the Implementing Agency. Further, appropriate care has been taken to make
this NEP Implementation Plan realistic, flexible and collaborative so that expected outcomes can
be achieved in a time bound manner. Further, this indicative implementation plan is expected to
help States and UTs to further fine-tune implementation plans developed by them and to ensure
implementation of the Policy as per the principles laid down in NEP 2020. With an emphasis on
the imbibing of 21st century skills along with India’s tradition, culture and value system, NEP
2020 will prepare our youth to meet the diverse national and global challenges of the present
and the future. Towards this end, it is envisaged that this implementation plan so finalised with the
inputs of all associates will be able to translate the vision of the policy in the field and will reach to
grass root level creating adequate awareness and motivation and competencies among
concerned stakeholders, thereby transforming the school education in the country.

09
Executive Summary
The National Education Policy 2020 has emphasised upon Quality Education across all
stages of School Education. Quality education is not only a life-changing, but also a mind-
crafting and character-building experience, that positively impacts on citizenship.
Empowered learners not only contribute to many growing developmental imperatives of the
country but also participate in creating a just and equitable society. Keeping in view the
ambitious goals of the policy, a detailed Implementation Plan has been developed in
consonance with Policy’s vision of building a globally recognised education system that is
rooted in Indian ethos, and is aligned with the principles enunciated above to transform India
into a global knowledge superpower. Further, the Policy proposes the revision and revamping
of all aspects of the education structure, including its regulation and governance, to create a
new system that is aligned with the aspirational goals of 21st Century education including
SDG 4, while building on India’s traditions and value systems.
In view of the comprehensive nature of the policy and its time bound goals, this
Implementation Plan has been developed by compiling sub-plans on each of the major
actionable areas in consultation with different bureau heads, autonomous institutions of the
MOE, different line Ministries and consultation with states/UTs by circulation of draft plan to
states/UTs, receiving comments and virtual discussions. This plan at the outset presents
overall targets to be achieved/recommendations (as quoted from the NEP 2020) and then
provides a systematic plan of interventions to achieve the stated goals of the policy. Further, it
presents the recommendations of Policy listed under each of the themes such as Early
Childhood Care and Education, Foundational Literacy and Numeracy, Curtailing Dropout
Rates and Ensuring Universal Access to Education at All Levels, Curriculum and Pedagogy,
Teachers, Equitable and Inclusive Education, Efficient Resourcing and Effective Governance,
Regulation and Accreditation of School Education, Teacher Education, Reimagining
Vocational Education, Adult Education, Technology - Use and Integration, Financing:
Ensuring Affordable and Quality Education for All.
The following are the major focus areas and tasks of the Implementation Plan:

1. Early Childhood Care and Education (ECCE):

Universal provisioning of quality early childhood development, care, and education
must be achieved as soon as possible, and no later than 2030, to ensure that all
students entering Grade 1 are school ready. On completion of education prior to the
age of 5 in Anganwadis/pre-schools, every child shall move to a “Preparatory Class”,
leading to improved student learning outcomes and reduced drop outs. Anganwadi
Systems will be strengthened ensuring holistic development of a child’s social,
emotional, cognitive and physical needs.
Major Tasks:
(i) Development of National Curriculum Framework (NCF) for ECCE.

10
 (ii) Integrating ECCE data with UDISE+ for data collection & assessment.
(iii) Strengthening/co-location of of Anganwadis and implementation of ECCE.
(iv) Strengthening of Infrastructure Facilities in primary schools/pre-primary
sections.
(v) Roll-out of ECCE in a phased manner starting with introductory/preparatory
Class Balavatika in anganwadis and primary schools.
(vi) Extending MDM to pre-primary classes in a phased manner for Nutritious Food
and Health for Children.
(vii) Training of ECCE teachers and Anganwadi workers.
(viii) Implementation of ECCE in Ashramshalas.
(ix) Creation of a Joint Task Force including Ministry of Tribal Affairs, WCD, Health
etc.

2. Foundational Literacy and Numeracy:

The ability to read and write, and to perform basic operations with numbers, is a
necessary foundation and indispensable prerequisite for all future school and lifelong
learning. The overall target is to achieve universal foundational literacy and numeracy
in primary school and beyond by 2025.
Major Tasks:
(i) Launch of a National Mission for Foundational Literacy and Numeracy.
(ii) Setting up of goals for foundational literacy and numeracy.
(iii) Strategic Planning for FLN Mission: National Level.
(iv) Strategic Planning by States and UTs: Annual Implementation Plan.
(v) Development of Framework of foundational literacy and numeracy.
(vi) Development of a school preparation module.
(vii) Repository of resources.
(viii) Guidelines for Peer tutoring, community participation, books and libraries.
(ix) Focus on Culture of reading and setting up digital libraries.
(x) Develop measures to ensure nutrition and health of children.

3. Curtailing Dropout Rates and Ensuring Universal Access to

Education at All Levels:
Ensuring universal access and affording opportunity to all children of the country to
obtain quality holistic education including vocational education from pre-school to
Grade 12.
Major Tasks:
(i) Increasing GER at all levels and bringing back out of school children (OoSC).
(ii) Ensuring Universal access to schooling and availability of adequate
infrastructure.

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 (iii) Provision for Counsellors and tracking of students.
(iv) Multiple pathways for education, expansion & strengthening of NIOS & SIOS.
(v) Promoting Non-Govt. Philanthropic activity and engagement and participation
of community.

4. Curriculum and Pedagogy in Schools:

Learning should be Holistic, Integrated, Inclusive, Enjoyable, and Engaging. In order to
minimise rote learning and to encourage holistic development and 21st century skills
such as critical thinking, creativity, scientific temper, communication, collaboration,
multilingualism, problem solving, ethics, social responsibility, and digital literacy,
Curriculum, textbooks, pedagogy and assessment shall be transformed by 2022.
Major Tasks:
(i) Develop National Curriculum Framework (NCF), guidelines and support
materials to restructure school curriculum and pedagogy in a new design
(5+3+3+4).
(ii) Empower students through flexibility in course choices
(iii) Promoting Multilingualism, in order to harness the power of language
(iv) Integration of essential subjects and skills in the curriculum
(v) Development of Textbooks with local content and flavour
(vi) Transform assessments in elementary education for student development
(vii) Holistic Progress Cards
(viii) Transformation of assessments in secondary education for student development
(ix) Tracking progress of learning among the students
(x) Setting up National Assessment Centre PARAKH and its functions
(xi) Review of entrance exams by NTA
(xii) Support for gifted students/student with special talent
(xiii) Development of SCF by States on the lines of NCF.

5. Teachers:
Ensure that all students at all levels of school education are taught by passionate,
motivated, highly qualified, professionally trained, and well-equipped teachers.
Major Tasks:
(i) Recruitment and deployment of Teachers
(ii) Improving Service environment and culture
(iii) Continuous Professional Development and Career Progression for teachers
(iv) Development of National Professional standards for teachers
(v) Need for additional special educators for certain areas of school education
(vi) Detailed action plan for implementation of the key aspects related to Teacher
Education Institutions (TEI)

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6. Equitable and Inclusive Education:
Achieve an inclusive and equitable education system so that all children have equal
opportunity to learn and thrive so that participation and learning outcomes are
equalised across all genders and social categories by 2030.
Major Tasks:
(i) Identification of SEDGs and SEZs
(ii) Setting up of Gender inclusion fund
(iii) Inclusion and Equal participation of CWSN
(iv) Provisions for special education or home-based opportunities
(v) Alternative forms of schools and other measures for SEDGs

7. Efcient Resourcing and Effective Governance through

School Complexes/Clusters:
States to adopt innovative mechanisms to group and rationalize schools to facilitate
the sharing of resources and render school governance more local, effective, and
efficient by 2025.
Major Tasks:
(i) Review the existing school ecosystem status to facilitate transition to new
structures
(ii) Setting up of School Complexes, guidelines for the same to be prepared by the
concerned states and UTs.
(iii) Twinning of Schools, Strengthening/setting up of Bal Bhavans, Samajik Chetna
Kendras.

8. Regulation and Accreditation of School Education:

India’s school education system is invigorated through effective regulation and
accreditation mechanisms that ensure integrity and transparency and foster quality
and innovation for continually improving educational outcomes.
• To achieve the SDG goal 4 of universalization secondary education by 2030 for
all, continuous efforts will be made to universalise pre-primary to secondary
education for the next 5 years i.e. 2025 and simultaneously increasing access to
Higher Secondary level.
• Establishment of National Assessment Centre PARAKH by the end of 2021
• Establishment of SSSA as a regulatory body that sets the standards and provides
certification to private schools, in States and UTs
Major Tasks:
(i) Improvement in regulatory and governance system
(ii) Setting up of SSSA by the Centre and states and UTs

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 (iii) Online and public disclosure by Government/ Private schools
(iv) Regulatory Mechanism for Central/Government Schools
(v) Universal, free and compulsory access to high-quality and equitable schooling
(vi) Assessment of the system through NAS
(vii) School safety framework
(viii) Development of School Quality Assessment and Accreditation Framework
(SQAAF) by SCERTs.

9. Teacher Education:
Ensuring that teachers are given the highest quality training in content, pedagogy, and
practice, by moving the teacher education system into multidisciplinary colleges and
universities, and establishing the four-year integrated Bachelor’s Degree as the
minimum qualification for all school teachers.
Major Tasks:
(i) All Teacher education programmes will be conducted within composite multi-
disciplinary institutions by 2030
(ii) Work out the modalities for phasing out the standalone/dysfunctional/
substandard TEIs
(iii) Areas specific to the capacities required by teachers to implement the NEP 2020
will be identified in a comprehensive in-service annual teacher training plan for
conducting CPD and other training programmes.

10. Vocational Education :

By 2025, at least 50% of learners through the school and higher education system shall
have exposure to vocational education.
Major Tasks:
(i) Expansion and strengthening of vocational education
(ii) Curriculum and assessment
(iii) Teachers, trainers and training
(iv) Guidance for making Informed Choices
(v) ODL to expand the coverage

11. Adult Education and Lifelong Learning :

Achieve 100% youth and adult literacy rates by 2030, and significantly expand adult
and continuing education programmes.
Major Tasks:
(i) Community Participation and Awareness
(ii) Adult Education Curriculum Framework to be developed by NCERT
(iii) Ensuring infrastructure, Resources and technology
(iv) Accessibility of books, reading and Technology

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12. Promotion of Indian Languages, Arts and Culture:
The overall target is to ensure the preservation, growth, and vibrancy of all Indian
languages.
Major Tasks:
(i) Develop guidelines, textbooks and other material to aid the promotion of Indian
languages in the light of multilingualism of India.
(ii) Children will be encouraged to undertake excursion/ online or e-tourism, have
pen pals in link states, learn the language of the link states, etc. under EBSB to
have exposure to the diversity, natural resources and rich heritage of India.
(iii) Online repositories of the rich language, arts, music, indigenous
textiles/food/sports, culture and ethos, etc. shall be created.

13. Technology Use and Integration:

Appropriate use of technology at all levels of education - to improve student learning
outcomes, teaching learning and evaluation processes at scale; enhance educational
access to disadvantaged groups; increase availability of data to enhance
understanding of how children learn and streamline educational planning,
administration and management.
Major Tasks:
(i) CIET in NCERT will be strengthened to become the central hub for promoting,
developing and expanding all initiatives related to education technology for
school education sector.
(ii) National Digital Library (NDL) will be linked to the e-resources of NCERT and
SCERTs for effective utilization of available contents.
(iii) The ICT scheme under Samagra Shiksha will be strengthened giving greater
flexibility for States on the type of technology to deploy and accommodate
differential funding for schools based on student enrolment.
(iv) UDISE+ will be further strengthened and expanded by DoSEL to include District
level and School level Performance Grading Indices.

14. Online and Digital Education:

Appropriate use of technology at all levels of education – to improve student learning
outcomes, teaching learning and evaluation processes at scale; enhance educational
access to disadvantaged groups; increase availability of data to enhance
understanding of how children learn and streamline educational planning,
administration and management.
Major Tasks:
(i) Pilot studies to evaluate the benefits of integrating education with online
education

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 (ii) Addressing the digital divide by ensuring that e-learning resources are accessible
to all
(iii) Integrating schools in the Special Education Zones and Aspirational districts with
digital devices under the strengthened ICT scheme
(iv) To produce and market a useful, affordable, maintainable digital device.
(v) To provide open, interoperable, evolvable, public digital infrastructure in the
education sector that can be used by multiple platforms and point solutions.
(vi) Facilitating development of online teaching platform and tools
(vii) Content creation, digital repository, and dissemination
(viii) Leverage existing e-learning platforms such as DIKSHA, SWAYAM and
SWAYAMPRABHA for creating virtual labs
(ix) Creating a Dedicated Unit for Building of World Class, Digital Infrastructure,
Educational Digital Content and Capacity

15. Financing: Affordable and Quality Education for All

Efficacy and efficiency of fund flow will be ensured through a robust online mechanism;
Focus of provision of funds will be on providing access, infrastructure facilities,
improving learning outcomes, nutrition, professional development of teachers,
strengthening of teacher education institutions, expansion of vocational education etc.
Major Tasks:
(i) Effective and efficient use of funds
(ii) Focusing on outcomes and delivering better value for money
(iii) Seek greater private participation through a robust PPP framework

16. Implementation:
(i) Implementation of the National Education Policy, 2020 in a synchronized and
systematic manner by all stakeholders.
(ii) Yearly joint review of the progress made in the implementation of the Policy to be
undertaken
(iii) Evaluation of the Policy and fine tuning as well as major changes, if called for, to
be done by 2030
(iv) Comprehensive review of the Policy to be undertaken after 2040.
Major Tasks:
(i) Setting up subject-wise implementation committee
(ii) Undertake amendments in certain sections of the RTE Act, 2009
(iii) Prepare yearly reports on the progress of different themes/subjects
(iv) Generate awareness and for wide dissemination.

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INTRODUCTION
With the formulation of National Policy on Education, 1986 India initiated a range of
programmes for achieving the goal of Universalisation of Elementary Education (UEE). These
efforts were intensified in the 1980s and 1990s through several schematic and programme
interventions, such as Operation Black Board (OBB), Shiksha Karmi Project (SKP), Andhra
Pradesh Primary Education Project (APPEP), Bihar Education Project (BEP), U.P. Basic
Education Project (UPBEP), Mahila Samakhya (MS), Lok Jumbish Project (LJP), District Primary
Education Programme (DPEP) and the Sarva Shiksha Abhiyan (SSA) – the flagship Centrally
Sponsored Scheme in partnership with State Governments for UEE across the country. This
was further strengthened with the passage of the Right of Children to Free and Compulsory
Education (RTE) Act, 2009 which gave a legal mandate to provide free and compulsory
elementary education to every child in the age group of 6-14 years.
A successful programme of UEE is the precondition for taking the first reliable step towards
Universal Secondary Education. The NPE emphasised improving equitable access to
secondary education and the enrolment of girls, SCs and STs, particularly in science,
commerce and vocational streams (Para 5.13 of the NPE, 1986). The Rashtriya Madhyamik
Shiksha Abhiyan (RMSA) scheme initiated in 2009, demonstrated the government’s ambition
for a secondary education system that can support India’s growth and development. In the
year 2013-14, four other Centrally-sponsored Schemes for secondary education viz., ICT in
Schools, Girls’ Hostel, Vocationalisation of Secondary and Senior Secondary Education and
Inclusive Education for Disabled at Secondary stage were subsumed under RMSA. The
Centrally Sponsored Scheme of Restructuring and Reorganization of Teacher Education
(CSSTE) was initiated in 1987 pursuant to the formulation of the National Policy on Education
(NPE, 1986). The NPE stated that improvement in the status and professional competence of
teachers is the corner stone of educational reconstruction and envisaged teacher education
as a continuous process with pre-service and in-service training being its inseparable
components. District Institute of Teacher Education (DIETs), Colleges of Teacher Education
(CTEs), and Institutes of Advanced Studies in Education (IASEs) were, therefore, established.
Thus, the CSSTE Scheme aimed to provide infrastructural and institutional support to
Government Teacher Education Institutions (TEIs).
The SSA, RMSA and CSSTE were the three major flagship school education development
programmes of the Ministry Of Education (MOE), Government of India being implemented in
partnership with State/UTs. In the year 2018-19, the Samagra Shiksha Scheme was launched
with the aim to universalize quality school education from pre-school to class 12 which
subsumes the erstwhile schemes of SSA, RMSA and CSSTE. It endeavours to support States
and UTs in effective implementation of the RTE Act, 2009, besides targeting Universal Access,
Equity and Quality at all levels of school education including Vocational Education and
strengthening of TEIs.
The Samagra Shiksha Scheme has been formulated in accordance with the Sustainable
Development Goal for Education (SDG-4) that is to ensure inclusive and equitable quality
education and promoting lifelong learning opportunities for all. The Goal SDG-4.1 states

17
that “By 2030, ensure that all boys and girls complete free, equitable and quality primary and
secondary education leading to relevant and effective learning outcomes”. Further, the SDG
4.5 states that “By 2030, eliminate gender disparities in education and ensure equal access
to all levels of Education and vocational training for the vulnerable, including persons with
disabilities, indigenous peoples and children in vulnerable situations”.
The National Education Policy, 2020 is the third in the series of National Education Policies
(1968 and 1986 modified in 1992) in India and is the first education policy of the 21st
century. The NEP 2020 envisions a massive transformation in school education through–“an
education system rooted in Indian ethos that contributes directly to transforming India, that is
Bharat, sustainably into an equitable and vibrant knowledge society, by providing high-
quality education to all, thereby making India a global knowledge superpower.”
The National Education Policy, 2020 (NEP) is founded on the five guiding pillars of Access,
Equity, Quality, Affordability and Accountability. It will prepare our youth to meet the diverse
national and global challenges of the present and the future. The recommendations in the
policy have been arrived at after extensive consultations at several levels. At grassroots level --
villages, blocks, urban bodies, districts and States were consulted. Online consultations with
citizens and discussions with thematic experts were also undertaken throughout the process of
preparation, alongside presentations and dialogues with MPs, Education Ministers, GOI
Ministries, autonomous bodies, stakeholder representatives, the Central Advisory Board on
Education and Parliamentary Committee, etc. All discussions, including suggestions received
online from citizens, were examined thoroughly and value additions were made to prepare
the new National Education Policy 2020.
NEP 2020 looks at school and higher education as a single organic continuum, and is rooted
in the Indian ethos and constitutional values with simultaneous emphasis on the imbibing of
21st century skills. It inter alia includes universalisation of pre-primary education; national
mission for achieving foundational literacy and numeracy; flexibility in the choices of courses
for students in schools and higher education; examinations, governance and regulation
reforms along with accreditation for quality both in public and private educational
institutions; a systematic focus on inclusion of all sections of the society; innovative and
extensive use of technology for education; embedding of vocationalisation and Open and
Distance Learning at all levels; developing a policy for gifted children; revamping of teachers’
education; and creation of National Research Foundation for a renewed and futuristic
prioritisation on cutting edge research, among others. This learner centric NEP shall not only
ensure the holistic development of students by accentuating their creative potential, but will
also develop India as a global study destination and promote internationalisation of higher
education through student, faculty and institutional mobility.
In school education, the National Education Policy 2020 stresses on the core values and
principle that education must develop not only the cognitive skills - both ‘foundational skills’
of literacy and numeracy and ‘higher-order’ skills such as critical thinking and problem
solving – but also social and emotional skills - also referred to as ‘soft skills’ -including cultural
awareness and empathy, perseverance and grit, teamwork, leadership, communication,
among others.

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The Policy aims and aspires to universalize the pre-primary education and provides special
emphasis on the attainment of foundational literacy/numeracy in primary school and beyond
for all by 2025. It recommends plethora of reforms at all levels of school education which
seeks to ensure quality of schools, transform the curriculum including pedagogy with
5+3+3+4 design covering children in the age group 3-18 years, reform in the current
exams and assessment system, strengthen teacher training, and restructure the education
regulatory framework. It seeks to increase public investment in education, strengthen the use
of technology and increase focus on vocational and adult education, among others. It
recommends that the curriculum load in each subject should be reduced to its essential core
content by making space for holistic, discussion and analysis-based learning. It also proposes
the revision and revamping of all aspects of the education structure, including the school
regulation and governance, to create a new system which is aligned with the aspirational
goals of 21st century education along with India’s tradition, culture and value system.
Technology will be integrated with education through several initiatives includingenergized
text books, high quality e-content for capacity building of teachers and learners, question
banks based on learning outcomes, etc. The policy also notes that establishing primary
schools in every habitation across the country has helped increase access to education.
However, it has led to the development of very small schools (having low number of students)
which makes it operationally complex to deploy teachers and critical physical resources.
Therefore, the Policy recommends that multiple public schools can be brought together to
form a school complex as an innovative mechanism for efficient governance.
Emphasizing on the critical area of teacher education, the policy has taken note of various
core areas such as approach to teacher education, teacher shortage, lack of professionally
qualified teachers, recruitment and deployment, Continuous Professional Development
(CPD) etc. The Policy recommends that the Teacher education system will be transformed and
the existing B.Ed. programme will be replaced by a four-year integrated B.Ed. programme
that combines high-quality content, pedagogy, and practical training and subject-specific
programmes will be offered in multi-disciplinary institutions. An integrated continuous
professional development programme will also be developed for all subjects and Teachers
will be required to undergo a minimum of 50 hours of continuous professional development
every year.
The policy has emphasised upon Quality Education across all stages of School Education.
Quality education is not only a life-changing, but also a mind-crafting and character-building
experience, that positively impacts on citizenship. Empowered learners not only contribute to
many growing developmental imperatives of the country but also participate in creating a just
and equitable society. Keeping in view the ambitious goals of the policy, a detailed
Implementation Plan has been developed in consonance with Policy’s vision of building a
globally recognised education system that is rooted in Indian ethos, and is aligned with the
principles enunciated above to transform India into a global knowledge superpower.
This Implementation Plan has been developed by compiling sub-plans on each of the major
actionable areas in consultation with different bureau heads, autonomous institutions of the
MOE, and consultation with states/UTs by circulation of draft plan to states/UTs, receiving

19
comments and virtual discussions. This plan at the outset presents overall targets to be
achieved/recommendations (as quoted from the NEP 2020) and then provides a systematic
plan of intervention to achieve the stated goals of the policy. Further, it presents the
recommendations of Policy listed under each of the themes such as Early Childhood Care
and Education, Foundational Literacy and Numeracy, Curtailing Dropout Rates and Ensuring
Universal Access to Education at All Levels, Curriculum and Pedagogy, Teachers, Equitable
and Inclusive Education, Efficient Resourcing and Effective Governance, Regulation and
Accreditation of School Education, Teacher Education, Reimagining Vocational Education,
Adult Education, Technology - Use and Integration, Financing: Ensuring Affordable and
Quality Education for All.
The sub-plans for each of the aforementioned heads detail out an implementation plan that
includes activities to be undertaken, suggested time-lines and proposed achievements,
institutions responsible for carrying out those activities and also the estimated financial
implications for the implementation of recommendations in each of the areas included in the
Policy.

Principles to inform implementation of the Policy

The implementation of the National Education Policy 2020 must be guided by a set of
principles. These principles are categorised as fundamental and operational – those which
are a set of core non-negotiables related to achieving the purpose of good education and
those which are core non-negotiable related to the processes of achieving this purpose.
I. Fundamental Principles
a) The purpose of education is to develop good human beings (capable of
independent rational thought and action, with compassion and humaneness,
with courage and creative imagination, based on sound ethical moorings) and a
good society (as envisaged by our Constitution based on equity, justice,
inclusion, economic dynamism, sustenance and a true democracy).
b) Every person is capable of learning regardless of the circumstances of birth or
background.
c) Care is central to learning. A good educational institution is one where every
student feels welcomed, a safe and stimulating learning environment exists, a
wide range of learning experiences are offered and good physical infrastructure
with appropriate resources are available.
d) People are the real wealth of any society or country - education has a critical role
to play in building people’s capabilities and values and, therefore, a strong
economy & better society, and a vibrant country. All students will be prepared to
become engaged and contributing citizens, and, to become economically
productive and independent, both today and in the future.
e) Every child and adult is capable of learning regardless of the circumstances of
birth or background. The institutional environment must be responsive to

20
 differences, to ensure that high-quality education for all becomes a reality.
f) Equity is the cornerstone of good education - in education systems quality follows
equity, but equity does not necessarily follow quality. Thus, our approach must be
focussed ensuring equity with the highest quality.
g) We have a rich heritage of knowledge in India spanning several thousand years
which must anchor our overall approach to education.
h) A strong, vibrant public education system is the foundation of democracy. Our
public education system must be of the highest quality and complete equity.
i) The culture of the education system must be reflective of the purpose of
education and in consensus with it. An enabling and empowering culture
with high integrity is fundamental to attaining the aims of education as
stated above.
II. Operational Principles
a) There will be seamless integration of education in a continuum across all stages
of education. This is fundamentally different from the current structure where the
early school years are completely separated from high school which is
completely separated from higher education.
b) Overall educational approach, including the curricular and pedagogical
approach, will be informed by and continually responsive to relevant knowledge
from various sources, including child development, neurosciences, and the full
range of basic disciplines and fields of study.
c) There will be flexibility in curriculum and programme structures such that
students get the broadest possible exposure and life-long learning is enabled for
all people of India.
d) There will be no hard separation of different disciplines and fields of study – such
separation is disconnected from the integrity of knowledge and how human
beings learn. There will be an integrated approach towards all disciplines and
fields of study. There will also be no hierarchies across disciplines and fields,
including sports, arts, and, vocational education.
e) An integrative, broad-based education giving flexibility in subject choice, will be
adopted from the beginning of secondary school up to and including higher
education.
i. Vocational education will be an integral part of this vision.
ii. This will have imaginative and flexible curricular structures, creative
combinations of study with multiple entry/exit points.
iii. This will be followed by rigorous specialisation at the graduate and
doctoral levels.

21
 f) Curriculum, classroom processes, culture and practises of institutions, will
together enable development and growth of conceptual understanding (i.e.
avoid rote learning), critical thinking, human and constitutional values, and life
capacities and skills (e.g. resilience, ability to work in groups, communication)
across all stages of education.
g) Both the curriculum and the culture of institutions will be responsive to the local
context and its needs. Diversity and context would be used as resources for better
education.
h) Online/digital education shall be integrated with the curriculum and with the
process of curriculum transaction at all levels. All stakeholders shall be trained to
deliver and receive online/digital education.
i) Knowledge creation and its application is integral to the enterprise of education;
thus, high quality research and research mindset will be core to our education
system. Institutions will develop a culture of research.
j) Equity and inclusion are foundational principles - every student will get the same
high-quality education. To ensure equity and inclusion, the per student
expenditure and investment for students from disadvantaged backgrounds will
be proportionally more.
k) Teachers are at the heart of good education - they must be valued and
empowered through rigorous preparation, continuous professional
development, positive working environment and enabling service conditions.
l) The overall design of the system will be decentralized at every level - at the
individual institution level and the block, the district and the State.
m) Good education requires autonomy and empowerment - all education
institutions will be fully empowered.
n) Regulation will ensure financial probity, transparent disclosure, good
governance, and public-spiritedness. There will be separation of functions -
standard setting, funding, accreditation, and regulation will be conducted by
independent bodies to eliminate conflicts of interest. The regulatory system will
have multiple dimensions of checks and balances each working in tandem to
ensure public-spirited high-quality institutions.
o) Resource efficiencies will be targeted without any compromise on equity and
quality. Administrative and structural reforms to enable higher impact of every
rupee spent will be designed-in, while being fully consonant with fundamental
educational and normative principles.
p) Education is a public service and public-good, not a commercial activity or a
source of profit. Public education will be adequately funded and fully supported.

22
Chapter 1
Early Childhood Care and Education:
The Foundation of Learning

23
1.1. OVERALL TARGET
Universal provisioning of quality early childhood development, care, and
education must be achieved as soon as possible, and no later than 2030, to
ensure that all students entering Grade 1 are school ready. On completion of
education prior to the age of 5 in Anganwadis/pre-schools, every child shall
move to a “Preparatory Class”, leading to improved student learning outcomes
and reduced drop outs. Anganwadi Systems will be strengthened ensuring
holistic development of a child’s social, emotional, cognitive and physical
needs.

1.2. BACKGROUND
Early Childhood Care and Education (ECCE) is an integrated program of nutrition,
health and pre- primary education for children 3 to 6 years of age. According to
UNICEF, early childhood care and education (ECCE) aims at the holistic development
of a child’s social, emotional, cognitive and physical needs in order to build a solid and
broad foundation for lifelong learning and well-being. Evidence from neuroscience
shows that 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 a child’s early years for healthy brain development and growth. It is therefore of
utmost importance that every child has access to quality early childhood care and
education (ECCE).
Thus, investment in ECCE has the potential to give access to all young children to
participate and flourish in the educational system throughout their lives. There are
various research studies that have found the positive impact of ECCE on later year life
outcomes.
• James Heckman’s 20-year study of children in Jamaica showed that ECCE
interventions increased their future earnings by 25%1
• The Heckman Equation says that every dollar spent on ECCE yields a return on
investment of 13% per annum.
However, currently a large proportion of children do not receive quality ECCE,
particularly those from economically disadvantaged families. Pre-schooling is one of
six services delivered through the Anganwadi system, but only slightly more than a
quarter of children (~27%) in the 5-6 age cohort were in Anganwadis in rural India.
Most of the children move out of the Anganwadi system to either attend private
kindergartens and nursery schools (unregulated and emphasizing almost completely
on rote learning), or enter school directly in Grade 1, unready and unprepared to face
the rigours of formal schooling. In India, at least 21 States have starting age of 5 years
in Grade 1, which adds to the complexity. Therefore, this lack of a developmentally
appropriate pre-primary education leads to poor school readiness, which gradually
balloons into a learning crisis at a national level.
1
For more details, see https://heckmanequation.org/resource/research-summary-the-jamaican-study/

24
 Distribution of 5-6-year olds across different model2

8.4% 27.6%

Anganwadi
23.9% Private (Pre-school & Grade 1)
Govt. pre-school
Govt. Grade 1
Home & Others
2.8%

37.2%

Separately the following States/UTs allow the age 5 children to enter Class 1
States/ UTs which allow entry in Class 1 (of age 5 children)
1. Andhra Pradesh 8. Madhya Pradesh 15. Andaman and Nicobar
2. Goa 9. Maharashtra 16. Chandigarh
3. Gujarat 10. Manipur 17. Dadra and Nagar Haveli
4. Himachal Pradesh 11. Odisha 18. Daman and Diu
5. Jammu & Kashmir 12. Rajasthan 19. Delhi
6. Karnataka 13. Tamil Nadu 20. Lakshadweep
7. Kerala 14. Uttar Pradesh 21. Puducherry

Table 1: Present Scenario

Total number of Government and aided schools 11,68,370
Total Govt. and aided Schools with Primary sections 9,34,187
Total Primary Govt. and aided schools with pre-primary sections 1,94,772
Total number of Govt. and aided primary schools/sections with 2,68,703
co-located Anganwadis
Total No. of Schools to be covered for preparatory class (Schools excluded 4,70,712
having already pre-primary sections or co-located Anganwadis)
Pre-primary Govt. teachers available 1,01,470
Pre-Primary Govt. Aided teachers available 22,921
Total no. of children enrolled in the attached Govt. and aided 28,45,054
pre-primary section with primary section/schools
Source: UDISE+ 2018-19 (Provisional) *Pre Primary Teachers data is for year 2017-18
2
As per NGO Pratham’s ASER Report | 3Based on State’s admission policies

25
A study conducted (CECED and ASER Centre) also validated that most of the children due to
enter grade 1 show low levels of school readiness, resulting in poor learning outcomes. More
specifically, school readiness competencies have seen to have strongly influenced a child’s
early grade outcomes (refer to table below). The India Early Childhood Education Impact
Study (CECED and ASER Centre) has also shown that a students’ early primary grade
outcomes (literacy and math) improved significantly as a result of quality ECCE. Hence, there
is an urgent need to focus on early childhood care and education.
4
TABLE 2: Lack of School Readiness Competencies to Access Learning in Grade 1
Pre-Literacy and Language Concepts
Children were asked to identify the beginning Only 10.7% could identify all sounds
sound of words and to match the two words and pictures beginning with same
with the same beginning sound
Cognitive and Conceptual Concepts
Children were asked to repeat and complete Only 17.5% could complete patterns
a pictorial pattern
Pre-Math and Number Concepts
Children were asked to point to a number Only 29.5% could accurately do
(among 9, 3, 7, 8) that was less than the number comparison
number 5

1.3. NEP RECOMMENDATIONS

• 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 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.
(NEP Para 1.1)
• 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,

4
Source: 1. IECEI Study tracked 13K students across 3 States (Assam, Telangana and Rajasthan)

26
 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. (NEP Para 1.2)
• A National Curricular and Pedagogical Framework for Early Childhood Care
and Education (NCPFECCE) for children up to the age of 8 will be developed by
NCERT in two parts, namely, a sub-framework for 0-3 year-olds, and a sub-
framework for 3-8 year-olds, aligned with the above guidelines, the latest
research on ECCE, and national and international best practices. In particular,
the numerous rich local traditions of India developed over millennia in ECCE
involving art, stories, poetry, games, songs, and more, will also be suitably
incorporated. The framework will serve as a guide both for parents and for early
childhood care and education institutions. (NEP Para 1.3)
• The overarching goal will be to ensure universal access to high-quality ECCE
across the country in a phased manner. Special attention and priority will be
given to districts and locations that are particularly socio-economically
disadvantaged. ECCE shall be delivered through a significantly expanded and
strengthened system of early-childhood education institutions consisting of (a)
stand-alone Anganwadis; (b) Anganwadis co-located with primary schools; (c)
pre-primary schools/sections covering at least age 5 to 6 years co-located with
existing primary schools; and (d) stand-alone pre-schools - all of which would
recruit workers/teachers specially trained in the curriculum and pedagogy of
ECCE. (NEP Para 1.4)
• For universal access to ECCE, Anganwadi Centres will be strengthened with
high-quality infrastructure, play equipment, and well-trained Anganwadi
workers/teachers. Every Anganwadi will have a well-ventilated, well-designed,
child-friendly and well-constructed building with an enriched learning
environment. Children in Anganwadi Centres shall take activity-filled tours - and
meet the teachers and students of their local primary schools, in order to make
the transition from Anganwadi Centres to primary schools a smooth one.
Anganwadis shall be fully integrated into school complexes/clusters, and
Anganwadi children, parents, and teachers will be invited to attend and
participate in school/school complex programmes and vice versa.
(NEP Para 1.5)
• It is envisaged that prior to the age of 5 every child will move to a “Preparatory
Class” or “Balavatika” (that is, before Class 1), which has an ECCE-qualified
teacher. The learning in the Preparatory Class shall be based primarily on play-
based learning with a focus on developing cognitive, affective, and psychomotor

27
 abilities and early literacy and numeracy. The mid-day meal programme shall
also be extended to the Preparatory Classes in primary schools. Health check-
ups and growth monitoring that are available in the Anganwadi system shall also
be made available to Preparatory Class students of Anganwadi as well as of
primary schools.(NEP Para 1.6)
• To prepare an initial cadre of high-quality ECCE teachers in Anganwadis, current
Anganwadi workers/teachers will be trained through a systematic effort in
accordance with the curricular/pedagogical framework developed by NCERT.
Anganwadi workers/teachers with qualifications of 10+2 and above shall be
given a 6-month certificate programme in ECCE; and those with lower
educational qualifications shall be given a one-year diploma programme
covering early literacy, numeracy, and other relevant aspects of ECCE. These
programmes may be run through digital/distance mode using DTH channels as
well as smartphones, allowing teachers to acquire ECCE qualifications with
minimal disruption to their current work. The ECCE training of Anganwadi
workers/teachers will be mentored by the Cluster Resource Centres of the School
Education Department which shall hold at least one monthly contact class for
continuous assessment. In the longer term, State Governments shall prepare
cadres of professionally qualified educators for early childhood care and
education, through stage-specific professional training, mentoring
mechanisms, and career mapping. Necessary facilities will also be created for
the initial professional preparation of these educators and their Continuous
Professional Development (CPD).(NEP Para 1.7)
• ECCE will also be introduced in Ashramshalas in tribal-dominated areas and in
all formats of alternative schooling in a phased manner. The process for
integration and implementation of ECCE in Ashramshalas and alternative
schooling will be similar to that detailed above.(NEP Para 1.8)
• The responsibility for ECCE curriculum and pedagogy will lie with MOE to ensure
its continuity from pre-primary school through primary school, and to ensure due
attention to the foundational aspects of education. The planning and
implementation of early childhood care and education curriculum will be carried
out jointly by the Ministries of HRD, Women and Child Development (WCD),
Health and Family Welfare (HFW), and Tribal Affairs. A special joint task force
will be constituted for continuous guidance of the smooth integration of early
childhood care and education into school education. (NEP Para 1.9)
1.4 IMPLEMENTATION PLAN
To achieve universalization of quality early childhood development, care and
education (ECCE), there is an urgent need to strengthen the existing Anganwadi
systems and introducing 1 year of preparatory class in primary schools for all children

28
 across India in a phased manner. Following are the key activities required to implement
a holistic ECCE program.
1.4.1. National Curriculum Framework (NCF) for ECCE (ref para 1.1 to 1.4)
1.4.1.1 NCFECCE and modalities (ref para 1.3 and 1.4 of NEP):
• Task 1: NCERT will undertake development of an activity-based multifaceted
National Curriculum and pedagogical Framework for ECCE including
indigenous toys and games, puppetry, art, stories, indigenous poetry/songs,
physical, motor and cognitive development. This will comprise:
o Sub-framework-1/guidelines for 0-3-years: in consultation with the
MHFW and MWCD; Toy based pedagogy may be incorporated
appropriately at relevant places. (Timeline: 2022-23)
o Sub-framework-2 for 3-8 year (Foundational Stage): based on latest
research, International/National best Practises. (Timeline: 2022-23)
o Sub-framework-2 will also consist of a framework for the one-year
preparatory class for 5-6-year olds.
o Sub-framework-2 will become the basis for implementation of the National
Mission for Foundational Literacy and Numeracy
o These two sub-frameworks must in addition also come out with a detailed
mapping of indigenous toys that can be used at every stage of growth for
developing cognitive and psychomotor skills, learning skills (such as,
critical thinking, creativity, problem-solving, etc.) ethics and values, life
skills (such as environmental awareness, courage, hygiene,
communication, etc.), etc. The toy-based pedagogy should henceforth
become an important aspect of experiential learning from early stages
right up to primary level.
o Para 4.11 of NEP states – “All efforts will be made early on to ensure that
any gaps that exist between the language spoken by the child and the
medium of teaching are bridged. In cases where home language/mother
tongue textbook material is not available, the language of transaction
between teachers and students will still remain the home language/mother
tongue wherever possible. Teachers will be encouraged to use a bilingual
approach, including bilingual teaching-learning materials, with those
students whose home language may be different from the medium of
instruction.” The NCFECCE will bring more clarity to this issue by detailing
how the language spoken by the child or L1 can be used by teacher in the
oral domain as the link language to help the child establish a link with the
local/regional language which is the medium of instruction. It will also
suggest for remote areas, where local/regional language have not

29
 reached, how the medium of instruction and the language of instruction by
teacher can be the same, that is, the language spoken by the child.
• Task 2: SCERT to develop SCFECCE with local contextualization. The local
contextualization will include mapping of indigenous toys and indigenous
games, puppetry, art, stories, poetry/songs, etc. in the ECCE curriculum and
mechanisms for bridging the gaps that exist between the language spoken by the
child and the medium of teaching. (Timeline: 2022-24)
• Task 3: NCERT will prepare model playbooks and other TLM for the
Foundational stage which includes pedagogy, curriculum and classroom
material, teacher training, monitoring and field support, assessments; learning
outcomes will be defined for the Foundational stage (Timeline: 2022-24)
• Task 4: The model TLM of NCERT can be adopted/adapted by states/UTs by
adding local flavour or states/UTs can prepare afresh based on the curricular
framework. States and UTs need to develop this locally contextualised teaching
learning materials in local languages/dialects spoken by the children of that
region, with the help of SCERTs and DIETs. (Timeline: 2022-24).
1.4.1.2 Integrating UDISE+ for data collection & assessment (ref para 1.4 of NEP):
• Task 5: Data Capture Format (DCF) will be developed for integrating ECCE in
UDISE+ portal as an immediate priority. (Timeline: 2021-22).
• Task 6: Data related to implementation of ECCE will be collected from States and
UTs in 2021. MOE will issue detailed letter to States in this regard.
(Timeline: 2021-23).
• Data to be collected shall include among others:
a) No of AW Centres
b) No. of AW Workers
c) Location of AW Centers – standalone or co-located
d) Primary schools near AWCs that are standalone - distance
e) Schools with pre-primary section – public and private
f) Teachers in pre-primary section
g) Teachers in primary section
h) Nearby Secondary Public School
i) Demographic profile of districts
j) Status of URG
k) Qualifications of AWWs
l) Enrolment of children
m) Status of 5-year olds – whether in Anganwadis/pre-primary or class 1
n) Status of children with disabilities, etc.

30
 • Task 7: After data collection, data analysis shall be undertaken by the States/UTs
to identify gaps in access to ECCE and resource requirements, both in
Anganwadi systems and in Primary schools for introducing 1 year of preparatory
class. (Timeline: 2021-23).
• Universal access to high-quality ECCE and education shall be undertaken in a
phased manner through four modalities as mentioned here on:
• Stand-alone Anganwadis
• Co-location of Anganwadis with primary schools
• Pre-primary schools/sections covering at least age 5 to 6 years co-located with
existing primary schools
• Stand-alone pre-schools
• Of these, the modalities related to Aanganwadis will be undertaken by the
MWCD, while the pre-schools will be undertaken by the DoSEL.
• States/UTs will make efforts to prevent duplication of access. For example, where
there is a co-located Anganwadi in a Primary school, the same will be
strengthened by concerned department, rather than opening a pre-primary
section in the same school.
• Task 8: Meanwhile, from academic year 2021-22 itself, States/UTs shall
undertake rationalisation of existing resources to initiate 1 year of preparatory
class immediately in those areas where classrooms and other resources are
available. (Timeline: 2021-23).
• Task 9: Development of Position Paper on ECCE: Based on the above data
and information, a position paper will be developed by NCERT and SCERTs to
highlight the present status, issues, challenges and enablers of ECCE in India
(Timeline: 2022-23).
1.4.1.3 Strengthening of Anganwadis and implementation of ECCE (reference para 1.5):
• Task 10: For universal access to ECCE, Anganwadi Centres will be strengthened
by the Ministry of Women and Child Development with high-quality
infrastructure, play equipment, and well-trained Anganwadi workers/teachers.
Every Anganwadi will have a well-ventilated, well-designed, child-friendly and
well-constructed building with an enriched learning environment. (Timeline: to
be decided by MWCD).
• Task 11: All Anganwadi Centres and pre-primary schools will be linked by
States/UTs, if not physically then formally/pedagogically, to a primary school in
the area, as the lowest rung in the School Complex. States/UTs to prepare
guidelines for integration of Anganwadis into school complexes/clusters, in
which participation of Anganwadi children, parents, and teachers in

31
 school/school complex programmes and vice versa will be elaborated.
(Timeline: 2021-22 onwards).
• Task 12: Community sensitization and parental advocacy is crucial in ECCE.
Community mobilisation, awareness generation will be taken up in a targeted
manner by States/UTs to enhance the community and parental involvement.
(Timeline: From 2021-22)
1.4.1.4 Infrastructure Facilities in primary schools/pre-primary section (ref para 1.5):
The focus of ECCE will be on activity/play based learning. Therefore, the infrastructure
is required to be designed appropriately to promote this approach while ensuring the
safety of young children.
• Task 13: Strengthening/Improvement/expansion of existing Infrastructure in
Primary Schools to accommodate pre-primary sections/classes. Infrastructure
will be developed including BALA (Building as Learning Aids) features, child
friendly furniture, out-door play materials (such as see-saw, slides) and other
required Infrastructure such as Dari/Mattress/ Pillows/ Storage etc.
(Timeline: 2021-22 onwards).
1.4.1.5 Roll-out of ECCE and preparatory Class/Balavatika (ref para 1.6):
• Universalizing ECCE in the country to be done in a phased manner keeping in
mind the additional financial resources (additional teachers, mid-day meal and
infrastructure) required for roll-out.
• Task 14: A long-term perspective plan for next 10 years including a
roadmap and guidelines will be prepared by States/UTs in collaboration with
State Departments of WCD for 3 years of ECCE including at least one year of
preparatory class in Aanganwadis/schools. In pre-schools it will also include
school selection criteria (e.g., no. of primary students, number of teachers
present within a district, large consolidated high enrolment schools etc.), staffing
models that can be followed to allocate dedicated teachers for preparatory
class. e.g. redeployment/teacher rationalization. (Timeline: 2022-23).
• Following activities may be undertaken for this purpose:
o Task 15: In the initial phase, the preparatory class/Balavatika will be
introduced in all pre/primary/elementary schools by states/UTs where
support under Samagra Shiksha has already been given for pre-primary
classes. Similarly, Departments of WCD in states/UTs, under guidance of
MWCD, can introduce preparatory class/Balavatika in all Anganwadis
with a qualified AWW. Co-location of Anganwadi in primary schools will
be encouraged so that optimum sharing of human resource/infrastructure
is ensured. (Timeline: 2022-2025).

32
 o Task 16: In the next phase, from 2025 onwards, the rest of the
pre/primary/elementary schools will be covered. State/UT DWCD will also
take up the coverage of rest of AWs under the guidance of MWCD.
(Timeline: from 2025-30).
o ECCE framework as developed by NCERT will be followed by
pre/primary/elementary schools and Anganwadis.
1.4.1.6 Nutritious Food and Health for Children (ref para 1.6):
• Mid-Day Meal: Universal access to ECCE by 2030 will be ensured by
emphasising on health, nutrition and growth monitoring services for children
aged 3-6 years as required. Special emphasis to be given to the socio-
economically disadvantaged districts. Nutrition and health (including mental
health) of children will be addressed, through healthy meals and the introduction
of well-trained social workers, counsellors, and community involvement into the
schooling system.
• Task 17: The mid-day meal programme to be extended to the Preparatory
Class/pre-primary section in primary schools along with other primary school
children. Guidelines in this regard will be framed by MOE in consultation with
relevant stakeholders and States. States/UTs will initiate implementation on the
basis of these guidelines. (Timeline: 2021-22)
• Task 18: Monitoring of Health status of Children: Periodic health check–up
and growth of the children (height, weight, etc.) will be tracked. Health check-ups
and growth monitoring available in Anganwadi system shall also be made
available to Preparatory class students of Anaganwadi as well as of primary
schools. Guidelines will be reviewed and finalised by the MOE and MWCD in
consultation with MoHFW and Ministry of Sports, Youth and Culture, under the
oversight of the Joint Task Force, and adapted as needed by States/UTs within
one year. (Timeline: 2021-22).
1.4.1.7 Training of ECCE teachers and Anganwadi workers (ref para 1.7):
• Task 19: SCERTs will consult experts to design a six-month online certificate
programme for Anganwadi workers with qualifications of 10+2 and above, and
a one-year online Diploma Programme in ECCE with qualifications below
10+2. The course will ensure curricular literacy and skills related to NCFECCE
are an integral part of the programme. (Timeline: 2021-23).
• Task 20: States/UTs under the guidance of the Ministry of WCD will assess the
educational qualification of Anganwadi workers and will enrol them in 6
months/1-year diploma course whichever is applicable. (Timeline: 2021-23).
• For Anganwadi workers with lower educational qualifications than 10+2, the
Joint Task Force will take a view regarding additional relevant skilling after
stakeholder consultation.

33
 • Task 21: The states/UTs to train master trainers through SCERTs and monitor and
mentor the acquisition of ECCE qualifications of AWWs through digital/distance
modes and/or using DTH channels as well as smartphones so as to ensure
minimal disruption to work. (Timeline: 2021-23).
• Task 22: Once trained in ECCE, the Anganwadi workers/teachers will be
provided periodic in-service trainings through their respective departments.
Therefore, necessary facilities will be created by the SCERTs for the initial
professional preparation of ECCE educators in primary schools and their
Continuous Professional Development (CPD), and relevant arrangements will be
made in this regard by State/UT DWCD also. For this, capacity of CRCs, BRCs,
and DIETs to support implementation of ECCE and build capacity of personnel
will be strengthened in parallel by the SCERTs. They will also hold at least one
monthly contact class for continuous assessment. (Timeline: 2022-30).
• Task 23: In the longer term, State Governments will have to prepare cadres of
professionally qualified educators for Early Childhood Care and Education in
primary schools, through stage-specific professional training, mentoring
mechanisms, and career mapping. This will be carefully planned as a part of
Task 14 above. (Timeline: In phases from 2022-30)
1.4.1.8 Implementation of ECCE in Ashramshalas (ref para 1.8):
• Task 24: To introduce ECCE in Ashramshalas, Ministry of Tribal Affairs will
prepare the plan for implementation in consultation with Joint Task Force
(Timeline: 2022-24).
• Task 25: Capacity building of Master trainers for teachers in schools under Ministry
of Tribal Affairs Areas to be undertaken by SCERTs. (Timeline: 2022-24)
1.4.1.9 Creation of a Joint Task Force/JTF (ref para 1.9)
• Task 26: The Joint Task Force will be constituted by the MOE to develop a
detailed implementation plan, and to give continuous guidance for smooth
integration of early childhood education with the school education system.
(Timeline: 2020-21)
• This JTF would include members from Ministries of Education (including NCERT,
NIOS, KVS, CBSE), Women and Child Development (WCD), Health and Family
Welfare (HFW) and Tribal Affairs. Skill Ministry, MoRD and MoSYCA shall also be
invited to be a part of the JTF.

34
1.5 MAJOR TASKS AND TIMELINES
Task Task Responsibility Timeline
number
Task 1 Development of National Curriculum and NCERT 2022-23
pedagogical Framework for ECCE. This will include
focus on using indigenous toys and games, puppetry,
art, stories, indigenous poetry/songs, etc. for
cognitive and psychomotor development, and
mechanisms for bridging the gap between language
spoken by child and language used in class/AW.

Task 2 S C E R T t o d e v e l o p S C F E C C E w i t h l o c a l SCERT 2022-24

contextualization. The local contextualization will
include mapping of indigenous toys and indigenous
games, puppetry, art, stories, poetry/songs, etc. in
the ECCE curriculum and mechanisms for bridging
the gaps that exist between the language spoken by
the child and the medium of teaching.
Task 3 (i) NCERT will prepare TLM for the Foundational NCERT 2022-24
stage including ECCE
(ii) Learning outcomes will be defined for the
Foundational stage to include a range of knowledge, 2021-22
skills and aptitude, etc. areas.
Task 4 States and UTs will develop locally contextualised States/UTs, 2022-24
teaching learning materials for ECCE with the help of SCERTs, DIETs
SCERTs and DIETs. Material may also be developed
in languages/dialects spoken in the region, aside
from the local/regional languages.
Task 5 Data Capture Format (DCF) will be developed for MOE 2021-22
integrating ECCE in UDISE+ portal
Task 6 Data related to ECCE implementation will be MOE 2021-23
collected from States and UTs in 2021. MOE will
issue detailed letter to States in this regard.
Task 7 Data analysis shall be undertaken by the States/UTs States/UTs 2021-23
to identify gaps in access to ECCE and resource
requirements for implementing one -year
Balvatika/Preparatory class and ECCE

35
Task Task Responsibility Timeline
number
Task 8 From academic year 2021-22 itself, States/UTs will States/UTs 2021-23
undertake rationalisation of existing resources to
initiate 1 year of preparatory class immediately in
those areas where resources are available
Task 9 Position paper will be developed by NCERT and NCERT, SCERT 2022-23
SCERTs to highlight the present status, issues,
challenges and enablers of ECCE in India
Task 10 For universal access to ECCE, Anganwadi Centres MWCD To be
will be strengthened by the Ministry of Women and decided
Child Development by MWCD
Task 11 States/UTs to prepare guidelines for integration or States/UTs 2021-22
linking of Anganwadis into school complexes/ through their onwards
clusters Departments
of WCD
Task 12 Community sensitization, parental advocacy and States/UTs From
leveraging parents as a resource on ECCE will be 2021-22
taken up for ECCE implementation by States/UTs.
Task 13 Strengthening/Improvement/expansion of existing States/UTs 2021-22
Infrastructure in Primary Schools to accommodate onwards
pre-primary sections/classes
Task 14 A long-term perspective plan for next 10 years on MWCD, 2022-23
ECCE will be developed States/UTs
Task 15 Phase 1: Preparatory class/Balavatika will be States/UTs, 2022-25
introduced in all pre/primary/elementary schools MOE, MWCD
where support under Samagra Shiksha has already
been given for pre-primary classes; similarly,
Balvatika will be introduced by MWCD in those AWs
where trained AWWs are available.
Task 16 Phase 2: States/UTs will introduce preparatory States/UTs, 2025-30
class/Balavatika in the rest of the primary schools. MWCD
State/UT DWCD will introduce Balvatika in rest of the
Anganwadis with a qualified AWW, under guidance
of MWCD
Task 17 The mid-day meal programme will be extended to MOE 2021-22
the Preparatory Class in primary schools
Guidelines in this regard will be framed by MOE.

36
Task Task Responsibility Timeline
number
Task 18 Guidelines for Monitoring and tracking of Health MOE, MWCD, 2021-22
status of Children through periodic health check–up MoHFW and
will be finalised and adapted as needed by Sports Ministry/
States/UTs within one year. States/UTs
Task 19 A six-month online certificate programme for SCERT 2021-23
Anganwadi workers/teachers with qualifications of
10+2 and above, and a one-year online Diploma
Programme in ECCE with qualifications below 10+2
will be designed.
Task 20 Departments of WCD of States/UTs under the States/UTs, 2021-23
guidance of the Ministry of WCD will assess the MWCD
educational qualification of Anganwadi workers and
will enrol them in 6 months/1-year diploma course.

Task 21 The States/UTs monitor and mentor the acquisition of States/UTs, 2021-23
skills of AWWs through digital/distance mode and/or SCERT
using DTH channels as well as smartphones.
Task 22 SCERTs/DIETs/BRCs/CRCs will be strengthened to SCERT 2022-30
enable them to take up the initial professional
preparation of ECCE educators in primary schools
and their Continuous Professional Development
(CPD) for the implementation of ECCE.
Task 23 Preparation of cadres of professionally qualified SCERT In phases
educators for early childhood care and education in from
primary schools by 2030 to cover all primary 2022-30
schools.
Task 24 Ministry of Tribal Affairs will prepare the plan for Ministry of 2022-24
introduction of ECCE in Ashramshalas and Tribal Affairs
implementation in consultation with Joint Task Force
Task 25 Capacity building of Master trainers for teachers in SCERT 2022-24
schools under Ministry of Tribal Affairs Areas
Task 26 The Joint Task Force will be constituted by the MOE MOE 2020-21
for smooth integration of early childhood
education with the school education system.

37
1.6 ESTIMATED LONG-TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• 100% States/UTs to develop SCFECCE as • Review of position paper and framework
per local context for introducing changes in NCFECCE as
• 100% SCERTs to develop TLM for per latest developments
Foundational stage
• All states to implement ECCE as per NEP
• 50% AWs and pre-primary integrated and • 100% Strengthened/ Improved/expanded
strengthened as per para 1.5 of NEP existing Infrastructure in Anganwadis/
Primary Schools
• 50% of the total government schools will • Review of long-term perspective plan
have 1 year of preparatory class (States & (MOE, MoWCD, States & UTs)
UTs) • 100% of the total government schools will
• Implementation of long-term plan in all have 1 year of preparatory class. (States
States and UTs (States & UTs) and UTs)
• Training of 100% AWWs completed • Availability of qualified ECCE teachers/
(MWCD) Anganwadi workers in pre-primary
schools/sections/Anganwadis in 100%
AWs/pre-primary schools
• MDM introduced in 100% pre-primary • MDM to all ECCE beneficiaries
schools
• 50% of the total Ashramshalas will have 1 • 100% of the total Ashramshalas will have
year of preparatory class with trained 1 year of preparatory class with trained
teachers (States & UTs) teachers (States & UTs)
• Review of implementation in Ashramshalas
(Ministry of Tribal Affairs MOE and
MWCD)
• ECCE Implementation Plan in force by all • Review of long-term implementation plan
states/UTs (MWCD, MHFW, Tribal, MOE, (MWCD, MHFW, Tribal, and MOE)
States & UTs

38
 Chapter 2 Foundational Literacy and Numeracy:
An Urgent and Necessary Pre-requisite to Learning

39
2.1 OVERALL TARGET
To achieve universal foundational literacy and numeracy in primary school
by 2025

2.2 BACKGROUND
The ability to read and write, and to perform basic operations with numbers, is a
necessary foundation and indispensable prerequisite for all future school and lifelong
learning. Numerous studies in the current educational system show that, once students
fall behind on foundational literacy and numeracy, they tend to maintain flat learning
curves for years, perpetually unable to catch up. So many capable students have found
themselves in this unfortunate black hole, unable to emerge. For many students, this
has become a major reason for not attending school, or for dropping out altogether. At
the same time, teachers have explained the extreme difficulty they currently face - due
to the sheer size of the problem today - in covering the mandated curriculum while also
simultaneously paying attention to the large numbers of students who have fallen vastly
(often several years) behind. Attaining foundational literacy and numeracy for all
children must become an immediate national mission. Students, along with their
schools, teachers, parents, and communities, must be urgently supported and
encouraged in every way possible to help carry out this all-important target and
mission, which indeed forms the basis of all future learning.
In the last two decades, we have reached near universal access to schooling. However,
learning levels have remained consistently low. Research suggests that most of the
foundational skills are acquired in grades 1 and 2, where children ‘learn to read’.
Grade 3 is the inflection point where children are expected to ‘read to learn’ and this is
where children who have not made it essentially get left behind and maintain flat
learning trajectories . Research shows that foundational learning forms the
cornerstone to successful academic development in later grades (Duncan et. al, 2007)
and is considered to be the gateway to learning (World Bank 2019). Moreover, there
are several associated long-term benefits from investing in foundational learning, such
as better life outcomes (Graham and Kelly, 2018) and higher economic growth. This
makes it essential to take necessary steps to address this crisis on an urgent basis.
The National Achievement Survey, 2017 conducted for classes III, V, and VIII by NCERT
highlights the problem of low learning levels which declines as the child progresses in
schools as shown in the given graph:

5
Muralidharan and Zieleniak, 2013

40
 As can be seen from the above graph that almost 13 to 18% students from Class III, V
and VIII are below basic learning levels, and only 39 to 53% have achieved proficiency.
This situation requires urgent and focused attention to ensure that the students are able
to achieve desired learning competencies at each grade.
The National Education Policy 2020 highlights that India could lose a large proportion
of the 5 crore or more students from the learning system to illiteracy if foundational
literacy (and numeracy) is not achieved, and goes on to state that the universal
acquisition of foundational literacy (and numeracy) for all children must receive urgent
national attention.

2.3 NEP RECOMMENDATIONS

• The ability to read and write, and perform basic operations with numbers, is a
necessary foundation and an indispensable prerequisite for all future schooling and
lifelong learning. However, various governmental, as well as non-governmental
surveys, indicate that we are currently in a learning crisis: a large proportion of students
currently in elementary school - estimated to be over 5 crore in number - have not
attained foundational literacy and numeracy, i.e., the ability to read and comprehend
basic text and the ability to carry out basic addition and subtraction with Indian
numerals. (NEP Para 2.1)
• Attaining foundational literacy and numeracy for all children will thus become an
urgent national mission, with immediate measures to be taken on many fronts and with
clear goals that will be attained in the short term (including that every student will attain
foundational literacy and numeracy by Grade 3).The highest priority of the education
system will be to achieve universal foundational literacy and numeracy in primary
school by 2025. The rest of this Policy will become relevant for our students only if this

41
 most basic learning requirement (i.e., reading, writing, and arithmetic at the
foundational level) is first achieved. To this end, a National Mission on Foundational
Literacy and Numeracy will be set up by the Ministry Of Education (MOE) on priority.
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. (NEP Para 2.2)
• First, teacher vacancies will be filled at the earliest, in a time-bound manner - especially
in disadvantaged areas and areas with large pupil-to-teacher ratios or high rates of
illiteracy. Special attention will be given to employing local teachers or those with
familiarity with local languages. A pupil-teacher ratio (PTR) of under 30:1 will be
ensured at the level of each school; areas having large numbers of socio-economically
disadvantaged students will aim for a PTR of under 25:1. Teachers will be trained,
encouraged, and supported - with continuous professional development - to impart
foundational literacy and numeracy. (NEP Para 2.3)
• On the curricular side, there will be an increased focus on foundational literacy and
numeracy - and generally, on reading, writing, speaking, counting, arithmetic, and
mathematical thinking - throughout the preparatory and middle school curriculum,
with a robust system of continuous formative/adaptive assessment to track and thereby
individualize and ensure each student's learning. Specific hours daily - and regular
events over the year-on activities involving these subjects will be dedicated to
encourage and enthuse students. Teacher education and the early grade curriculum
will be redesigned to have a renewed emphasis on foundational literacy and
numeracy.(NEP Para 2.4)
• Currently, with the lack of universal access to ECCE, a large proportion of children
already fall behind within the first few weeks of Grade 1.Thus, to ensure that all
students are school ready, an interim 3-month play-based ‘school preparation
module’ for all Grade 1 students, consisting of activities and workbooks around the
learning of alphabets, sounds, words, colours, shapes, and numbers, and involving
collaborations with peers and parents, will be developed by NCERT and SCERTs.
(NEP Para 2.5)
• A national repository of high-quality resources on foundational literacy and numeracy
will be made available on the Digital Infrastructure for Knowledge Sharing (DIKSHA).
Technological interventions to serve as aids to teachers and to help bridge any
language barriers that may exist between teachers and students, will be piloted and
implemented. (NEP Para 2.6)
• Due to the scale of the current learning crisis, all viable methods will be explored to
support teachers in the mission of attaining universal foundational literacy and
numeracy. Studies around the world show one-on-one peer tutoring to be extremely
effective for learning not just for the learner, but also for the tutor. Thus, peer tutoring

42
 can be taken up as a voluntary and joyful activity for fellow students under the
supervision of trained teachers and by taking due care of safety aspects. Additionally, it
will also be made far easier for trained volunteers - from both the local community and
beyond - to participate in this large-scale mission. Every literate member of the
community could commit to teaching one student/person how to read, it would
change the country’s landscape very quickly. States may consider establishing
innovative models to foster such peer-tutoring and volunteer activities, as well as
launch other programmes to support learners, in this nationwide mission to promote
foundational literacy and numeracy. (NEP Para 2.7)
• Enjoyable and inspirational books for students at all levels will be developed, including
through high-quality translation (technology-assisted as needed) in all local and
Indian languages, and will be made available extensively in both school and local
public libraries. Public and school libraries will be significantly expanded to build a
culture of reading across the country. Digital libraries will also be established. School
libraries will be set up - particularly in villages - to serve the community during non-
school hours, and book clubs may meet in public/school libraries to further facilitate
and promote widespread reading. A National Book Promotion Policy will be
formulated, and extensive initiatives will be undertaken to ensure the availability,
accessibility, quality, and readership of books across geographies, languages, levels,
and genres. (NEP Para 2.8)
• Children are unable to learn optimally when they are undernourished or unwell.
Hence, the nutrition and health (including mental health) of children will be addressed,
through healthy meals and the introduction of well-trained social workers, counsellors,
and community involvement into the schooling system. Furthermore, research shows
that the morning hours after a nutritious breakfast can be particularly productive for the
study of cognitively more demanding subjects and hence these hours may be
leveraged by providing a simple but energizing breakfast in addition to midday meals.
In locations where hot meals are not possible, a simple but nutritious meal, e.g.,
groundnuts/chana mixed with jaggery and/or local fruits may be provided. All school
children shall undergo regular health check-ups especially for 100% immunization in
schools and health cards will be issued to monitor the same.(NEP Para 2.9)

2.4 IMPLEMENTATION PLAN

2.4.1 Launch a National Mission for Foundational Literacy and Numeracy
(Ref para 2.2)
• Task 27: MOE to establish and launch a National Mission in 2021-22 to implement
Foundational Literacy and Numeracy (FLN) program in all States and UTs. (Timeline:
2021-22)
Key elements of the mission will be as follows:
• Governance Structure and Mission Objectives

43
 o A governance structure will be outlined for both, centre and states
o The Mission document outlining the vision and objectives, with clear and
measurable metrics (e.g. indicators of success) for each class and level will
be prepared
o A roadmap for States to implement the mission will be released
• Ensure adequate funding for States/UTs under Samagra Shiksha for FLN
• Creation of Technical Support Unit (TSU) and a National Resource Group (NRG)
for FLN within the Mission to:
o Provide technical and advisory assistance to States and UTs
o Share guidelines and tools with States and UTs
o Codify best practices from India and across the world
o Create public goods

(i) Strategic Planning for FLN Mission: National Level - (Timeline: 2021-22):
• Task 28: The Mission will be responsible for setting national and state-level
targets till 2025-26, independently measuring progress against them, providing
funding to States under Samagra Shiksha, and providing technical and advisory
support to the States and UTs, including creation of public goods and resources.
The Ministry will accordingly prepare and develop a detailed framework for
implementation of the FLN Mission.
• States would be responsible for creating multi-year Action plans to achieve their
respective FLN targets by 2025-26, and identifying and working with
appropriate partners (NGOs and others) for achieving foundational literacy and
numeracy in grade 3 by 2025.
• The Strategic planning will include the following broad focus areas for
the mission.

44
• The programme will be implemented in a mission mode, will be outcome-
oriented, where each outcome will be measurable, and it will serve the goal of
attaining foundational literacy and numeracy for all children by Grade 3.
• The Department of School Education and Literacy, Ministry of Education will be
the implementing agency at the national level.
• A National road map will be prepared by the National FL&N Mission, and
States/UTs in turn will develop their yearly action plans covering the following
aspects:
(ii) Goal Setting (Time line: 2021-22)
• Task 29: National Mission will declare in 2021-22 the overall national target
with year wise outcomes to be achieved by the year 2025-26 by each State/UT;
tools for measurement of yearly progress will also be disseminated in the form of
guidelines.
• Among the major goals to be achieved, the following shall be prominent;
o Trained teachers/heads of Schools/Principals/education administrators
o TLM in all languages, including mother tongue/home languages
o Defined and coded/measurable Learning Outcomes (based on NCERT
Learning Outcomes)
o Learning Outcomes mapped to curriculum.
o Preparation of stage-wise and subject-wise learning matrix of simple
measurable learning outcomes, which can be used by teachers to
benchmark levels of achievement by each child.
o National Achievement Surveys and State Achievement Surveys to be held in
alternate years (NAS in 2021 to 2027; SAS in 2022, 2024 and 2026)
o Identification of life skills to be acquired at each stage, and its integration
with learning matrix and classroom transactions through innovative
teaching learning processes.
o Holistic Progress Cards consisting of teacher, parent, self and peer review.
(iii) Pedagogical Aspects and Curriculum: (Time line: 2022-23)
• Task 30: A Curriculum Framework focusing on FL&N with learner-centric
pedagogy will be developed by NCERT as a part of the NCF for ECCE and NCF
for School education, for Pre-school to Grade 3, which will include curriculum
and classroom materials, teacher training, and desired learning outcomes.
• Children will also be encouraged to read different books and print material
which are not part of their regular syllabus and keep a record of the same, this
will help in promoting regular reading habit among the children.

45
 • Some of the focus areas are given below:
o Curriculum to focus on joyful and experiential learning.
o Combine content in each subject into inter-related portions, Prepare
Lesson Plans keeping in view learning with real-life situations for the
student to be able to attain competency in a given area.
o Experiential learning (integrating art, sport, ICT, story-telling, etc.) where
students are self-directed learners
o Pedagogy must include focus on 21st century learning skills: Critical
thinking, Communication, Collaboration and creativity. (States/UTs may
like to refer to http://cbseacademic.nic.in/web_material/Manuals/21st_
Century_Skill_Handbook.pdf)
o Teacher Manuals, online resources to be prepared for teachers from ECE
to grade 5.
(iv) Capacity building: (Time line: 2021-22 onwards)
• Task 31: Extensive capacity building of teachers will be undertaken by states/UTs
to implement Foundational Literacy and Numeracy in mission mode. The
capacity building will aim to shift focus from a teacher-led process to learner-led,
activity and experience-based learning process, where the learning of concepts
and topics is considered complete only if the learner is able to demonstrate its
application to solve problems in real-life situations.
• Partnerships with experts will be encouraged for capacity building and with
experts and Civil Society organisations for development of resources.
• There will be an emphasis on strengthening the capacities of implementing
agencies for capacity building, that is, SCERT, DIETs, BRC, CRC, etc., to roll out
the programme in a time-bound manner and to measure collective outcomes.
• Some of the focus areas under this head will include:
o Head teachers to take the lead as Pedagogical leaders, aside from being
administrative Head of school. (States/UTs may like to refer to
http://cbseacademic.nic.in/web_material/Manuals/Principals_Handbo
ok.pdf)
o Teachers to be trained specifically on pedagogical techniques required for
teaching foundational skills to students. Teachers shall be empowered to
develop their own innovative teaching aids and tools with local resources
for making their classroom transactions engaging and joyful. (States/UTs
may like to refr to http://cbseacademic.nic.in/web_material/Manuals
/Art_Integration.pdf, and http://cbseacademic.nic.in/web_material/
Manuals/ExperientialLearning.pdf)

46
 o Advanced and blended training course will be designed to enhance the
capacities of teachers.
o Schools to focus on building specific capacity of teachers for preparing
Lesson Plans.
(v) Teaching Learning Materials and Classroom Practices:
(Time line: 2021-23)
• Task 32: NCERT, CBSE and KVS will develop online and blended teacher
training modules and content as exemplar. This content will be used by Kendriya
Vidyalayas for implementing the mission objectives.
• Task 33: At State level, SCERT will develop extensive online teacher training
modules and other resources for teachers in local language.
• Task 34: Aside from core learning material, (that is, textbooks aligned to
learning outcomes), NCERT and SCERT to develop highly engaging, joyful and
innovative additional learning resources for grades 1 to 5. For example, for
languages, additional material could include, jokes and proverbs, short stories
and anecdotes, cartoons and caricatures, even simple newspaper articles,
television programmes and films, online resources, podcasts, rap songs,
concepts set to music, etc. as long as they are designed for instructional
purposes.
• To achieve the FLN goals, classroom transactions shall include:
o All defined Learning Outcomes that are to be achieved by the class in all
subjects – should be exhibited in the class through charts / posters.
o Inclusion is the key to imparting several Life Skills; it shall be the
responsibility of the Teacher to ensure it.
o Several activity-based teaching learning exercises.
o Teaching and learning should be such that it is linked to the daily life
situations of the children and their environment/area/art and
culture/language/ethnicity/gender/inclusion/diversity, etc. that they are
from
o Teaching and learning should not only focus on the child acquiring
knowledge, but also on the child acquiring life skills, learning skills, values,
etc.
o Toys, Games, Sports, Puzzles, Quizzes, Worksheets/workbooks, Story
books etc. to be used extensively.
o School/public libraries/digital libraries/toy libraries will be made integral
part of teaching learning process and will be made available after school
hours also to the students.

47
 o Every child from class 1 onwards should be able to read given age-
appropriate text (both, known and unknown).
o Children should be encouraged to read the written word, wherever it is
available, school name board, bus stand name and number,
advertisements, hoardings, wall slogans, writings on packaged goods,
newspapers, TV programmes, etc.
(vi) Learning Assessments:
• The prime objective of assessment is to decipher the learning needs of children to
allow them to build on their strengths, and support them to overcome the gaps in
learning, if any. Assessment needs to be multiple-evidence based which requires
tapping different sources to collect information using a range of activities that the
child participates in, both inside and outside the classroom, on different aspects
of learning, i.e. knowledge, performance, skills, interests, attitude and
motivation.
• Although independent third-party periodic assessment (NAS and SAS) will be
carried out to find unbiased gaps in learning of the students, school based
assessments (SBA) will form an integral part of the teaching learning
environment and it will be embedded in the teaching learning process so as to
ensure a non-threatening, stress free, participatory conducive learning
environment in the school.
• Task 35: Assessment of progress and achievements by students in FL&N, schools
and states/UTs will be at the following levels:
o School based Assessments through Holistic Progress Cards
o State level assessment through SAS
o Third party assessments by State
o National level surveys or NAS
For school-based assessment of FL&N, a student progress card will be designed
by NCERT (for CBSE schools) and SCERTs which would be holistic, 360-degree,
multidimensional report of progress, that reflects in great detail the progress as
well as the uniqueness of each learner in the cognitive, affective, socio-
emotional, and psychomotor domains as well as in acquiring of life and learning
skills, and values. This progress report will be based on self, peer, teacher and
parent assessment of various skills and competencies acquired by the child.
(Time line: 2021-22)
• Task 36: NCERT and SCERTs will continuously develop item banks for classes 1
to 5, that are related to the measurement or achievement of each learning
outcomes, including standardised criterion referenced tests (at least 500 items
per grade, per subject). These should be administered by the school teachers to

48
 the children at a pre-defined periodicity in a non-threatening environment.
(Time line: 2021-22 onwards)
(vii) Stakeholders engagement and IEC (Information, Education and
Communication) Materials (Time line: 2021-22 onwards):
• Task 37: For generating greater awareness amongst the community and to
garner their support, IEC material such as infographics, school to parent
communication material, state/UT to teachers/schools communication
material, etc., will be designed in simple formats in regional languages by
states/UTs and disseminated as letters, WhatsApp and social media messages,
Radio and TV talks, etc.
• Social Media platforms will be utilised as an important tool to create awareness
among all stakeholders.
• The objectives behind this awareness programme include:
o States/UTs/SCERTs/DIETs/Students/Parents/PTAs/SMCs/PRIs/etc. to be
clear on the level of desired proficiency at each grade for students to
achieve.
o Schools, School Heads and Teachers to be clear about the Outcomes of
Learning to be achieved through their classroom transactions in each of
their grades/subjects, and the mechanisms for achieving it.
o Periodic feedback from self/peers/parents through questionnaires to
gauge the level of parental involvement in their child’s progress and to
indicate the areas that require more focus.
(viii) Robust IT system
A robust IT (Information Technology) system embedded with big data analytics
will be an integral part of National Mission on Foundational Literacy and
Numeracy. It will not only be a critical enabler but also an important tool to
ensure the success of the mission.
• The design of the IT system will have three components as follows:
o At national and state level - IT for enhancing capabilities of stakeholders
i.e. teachers, students, educational administrators, SMCs, Parents,
Community etc.; and IT for monitoring state/UT progress
o At state level going down to school level - IT as a monitoring tool to track
the progress of each child subject wise, class wise, school wise, block wise,
district wise and state wise, and
o At school level - IT as a tool for assessment and child tracking for progress
in achieving FLN through Holistic Progress Card.

49
 • The existing digital platform such as DIKSHA will play an important role in
enhancing the capacities at each level.
• Task 38: A National level IT based monitoring tool with dashboards, will be
developed by the Ministry, which will have aggregated data from national, state,
district and block level. (Time line: 2021-23)
• Task 39: States/UTs will map and create database of each child enrolled in
foundational grades in each school, for individual tracking of progress of each
child in achieving grade level proficiency in learning outcomes; this will be linked
to national IT platform. States/UTs will ensure allocating unique identity codes
to each child to maintain anonymity while tracking at levels higher than school
level. (Time line: 2021-23)
• Task 40: States will also provide anonymized aggregated data on progress of
the FL&N mission within the periodicity specified on the national monitoring
platform. For ensuring that data is filled within time limit, the states/UTs will make
specific systems to respond to the requirements of DoSEL. (Time line: 2021-22)
(ix) Enabling Processes
• Before launching the mission, every State and UT is required to ensure certain
enabling processes/conditions at schools which may also require reforms in
governance processes particularly related to a transparent, robust and
preferably online system of teacher’s recruitment and transfer.
• The critical enablers are as follows:
o Task 41: The NAS sample survey of schools and students in 2021 will
create a data base of ‘as is’ situation in grade level proficiency and will
enable to track the future progress. This will be conducted by NCERT and
CBSE in collaboration with states/UTs. (Time line: 2021-22)
o Task 42: Ensuring availability of adequate number of Teachers at the
Foundational stages in each school at each grade from pre-primary to
grade 5. For grades 1 to 3 in particular, and also for grades 4 and 5,
states/UTs will have to make extra efforts to ensure that trained teachers
are made available for carrying the mission forward. This will require a
particular focus on rationalisation of teachers and their capacity building.
(Time line: 2021-23)
o Task 43: Ensuring delivery of text books and uniforms to students before
the start of academic session. (Time line: 2021-22)
o Task 44: States/UTs will identify on priority a pool of mentors to render
academic support to teachers who will be delivering the FLN mission
objectives. These mentors maybe identified from both public and private

50
 schools, SCERTs, DIETs, CRCs, BRC, and Higher Education Institutions.
(Reference Task 226) (Time line: 2021-25)
o Task 45: States/UTs will take up a concerted effort to map all requirements
and ensure basic facilities at primary schools. Basic facilities will include –
separate functional toilets for boys and girls, potable drinking water,
ramps and rails, etc. for ensuring accessibility, hygienic and clean
environs, safe school infrastructure and environment, spacious
classrooms with requisite logistics, ICT tools, etc. (Time line: 2021-23)
2.4.2 Strategic Planning by States and UTs: Annual Implementation Plan
(Timeline: 2021-22)
• Task 46: An Implementation Framework consisting of roadmaps and action
plans for implementing of activities covering all the focus areas of FL&N Mission
will be prepared by each State/UT. This will include the plan mentioned at task
41. On the basis of the long-term Implementation Framework of each State/UT,
the Annual Implementation Plans will be prepared by state/UT. States may
prepare a plan for various aspects including filling of vacancies, engaging of
Counsellors and rationalising schools/school infrastructure/teachers/resources
to achieve the targets in a phased manner. The main objective of the Annual
Implementation Plan (AIP) is to provide a definite direction to attain the
objectives of the mission in a time bound manner. (Time line: 2021-22)
• It will be also required to provide for monthly and quarterly monitoring of
physical and financial progress during the course of the financial year vis-à-vis
the planned activities.
• Achievements against the AIPs shall be the basis to incentivize States who
perform well. The State AIPs should include detailed sections on the planning,
implementation, and sustainability phases.
• The following information shall be required in the AIP:
o States to contextualise National Mission and prepare state specific, stage-
wise-targets-based Annual Action Plans by 2021. This will take into
account gaps identified in the base line survey/NAS. The yearly targets
developed by states/UTs (based on national target for 2025) will be
measured by tools developed at central level.
o For achieving these targets, prepare State-wise, District-wise, Category-
wise (Govt, Aided, Private), Stage-wise (Primary, Middle, Secondary) Fact
Sheets to identify critical areas for improvement. Identify the gaps,
associated causal factors and formulate State specific strategies to
achieve the specified goals by allocating resources and taking state-
specific actions.

51
 o A plan of activities with physical and financial estimates under each
component of the mission for the financial year with agreed timelines.
o A summary of district level Plans is to be provided.
o Monthly/quarterly projected targets, so as to be able to monitor progress;
o Plans to ensure sustainability of the interventions made and risk mitigation;
o Details of plans for monitoring and evaluation to be carried out at the State
level.
o Write-up/documentation of success stories, best practices, innovations
introduced, new technologies used etc.
• States/UTs shall have to ensure augmenting the capacity of SCERTs, DIETs,
principals, head teachers and teachers to enable them to provide academic
support so that the AIP can be implemented and learning outcomes of students
can be improved by 2025-26.
2.4.3 Teachers and Framework foundational literacy and numeracy
(ref para 2.3 and 2.4)
• Task 47: In SEZ and Aspirational districts, States and UTs will assess teachers’
vacancy specifically and take up PTR rationalisation on priority for these areas.
States and UTs will fill teacher vacancy in a time bound manner; with qualified
teachers including local teachers, who are qualified. (Time line: 2021-23)
• Task 48: Teachers from SEZ and Aspirational districts will be trained on priority,
specifically on how to bridge the gaps in language spoken by child and that used
as medium of instruction. Teachers in these areas will be mentored and
supported for imparting foundational literacy and numeracy in primary schools
through various mechanisms to be adopted by states/UTs.
(Time line: 2021-23)
• Task 49: NCTE will redesign teacher education curriculum to put more
emphasis on foundational literacy and numeracy, based on curriculum and
pedagogical framework developed by NCERT for pre-school to grade 3.
(Time line: 2021-23)
2.4.4 Develop a school preparation module (Ref para 2.5):
• Task 50: NCERT will develop the 3-months play based school preparation
module for grade 1 students in order to make sure that all students that are
joining school in grade 1 are school-ready. (Timeline 2021-22)
• Task 51: SCERT to adopt/adapt in local language and add local context to the
above school preparation module for grade 1 students for implementation in
states/UTs. (Timeline 2021-23)

52
• Task 52: States/UTs to ensure that these modules are ready before the start of
new academic session in 2022. Therefore, States/UTs to ensure that this is
implemented from 2022-23 academic session onwards in all schools.
(Timeline 2022-23)
2.4.5 Repository of resources (Ref para 2.6):
• Extensive use of DIKSHA portal shall be integrated with the new Curriculum
Framework by the states/UTs, by focusing on teaching-learning e-content in
local language/s on FL&N with learner-centric, outcome-centric pedagogy.
• Access to technology will contribute to equity and will help standardize the
learning levels of the nation. States/UTs to make efforts to bring use of
technology to every primary school.
• Task 53: Learning Outcomes/Competencies have already been defined by
NCERT for grades 1 to 10. For FLN learners, high quality content will be
prepared and uploaded on DIKSHA for Mathematics and Reading Literacy in
English and Hindi by NCERT (based on NCERT curriculum) along with
standardized items, at least 500 per subject, per grade to measure each
Learning Outcome of each subject of each grade to assess grade level of
proficiency in each of these Literacies. SCERTs will develop the same content in
local languages and context. (Timeline 2021-23)
2.4.6 Peer tutoring, community participation, books and libraries
(Ref para 2.7):
• Peer tutoring will be encouraged as a voluntary and joyful activity under the
supervision of trained teachers.
• Every literate member/trained volunteer of the society would be encouraged to
teach at least one student/person.
• The Learning Enhancement Guidelines issued by the MOE in August, 2020 shall
become the base for systematically introducing these activities.
• Task 54: States/UTs shall prepare their own guidelines for innovatively engaging
peer groups and other local volunteers in contributing towards the goal of
achieving Foundational literacy and Numeracy for all grade 3 students.
States/UTs will particularly prepare guidelines for parent’s engagement as
mentors/resources/volunteers in school to help the FLN mission.
(Timeline 2022-25)
2.4.7 Culture of reading and setting up digital libraries (Ref para 2.8)
• Task 55: School/public libraries will be made integral part of teaching learning
process and will be made available after school hours to community, and
particularly to parents. Setting- up of digital libraries will be given priority and
book clubs will be promoted. (Timeline 2022-25)

53
 • NBT with the help of other stakeholders will develop engaging and inspirational
books (both physical and e-books) for students, including for disabled students,
as additional resources at all levels, keeping in view the local language
requirements.
• Task 56: A National Book Promotion policy will be developed by NCERT
keeping in view the diversity of the country. SCERTs will ensure adoption of the
same in state/UTs through systematic inclusion in curriculum. Reading
campaigns/competitions/spell-bees/fastest reader contests, etc. will be
launched by states/UTs/ KVS/JNV/ CTSA for promoting joyful reading amongst
children. (Timeline 2022-23 onwards)
2.4.8 Develop measures to ensure nutrition and health of children
(ref para 2.9)
• Task 57: Extension of the Mid-Day Meal facility to preparatory classes in primary
schools and introducing breakfast from preparatory to elementary classes in primary
schools will be first taken up by DoSEL through EFC, followed by CCEA note.
Detailed guidelines in this regard will be issued by MOE. (Timeline 2021-22)
• Task 58: Since providing hot cooked breakfast will add to the administrative burden
of teachers, states/UTs will be encouraged to provide a simple but nutritious
breakfast in pre-primary sections of primary schools, e.g., consisting of ground
nuts/chana mixed with jaggery and/or local fruits, etc. (Timeline 2021-23)
• Task 59: States/UTs will devise systems for ensuring that all school children
(whether studying in government/government-aided or private schools in the
state/UT) shall undergo regular health check-ups particularly for 100%
immunisation in schools, fitness levels as laid down by Fit India Mission, general
check of height/weight/eyesight/malnutrition/etc. and health cards will be
prepared by the school (either in offline or preferably in online mode) to monitor
the same. School teachers will be trained on basic health indicators to look out
for and monitor in children. NCERT will prepare a NISHTHA module on this.
(Timeline 2021-23)

2.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 27 MOE to launch a National Mission in 2021-22 to MOE 2021-22
implement Foundational Literacy and Numeracy
(FLN) program in all States and UTs

54
Task Task Responsibility Timeline
number
Task 28 The Ministry will prepare and develop a detailed MOE 2021-22
framework for implementation of the FLN Mission.
Task 29 National FLN Mission will declare in 2021-22 the MOE 2021-22
overall national target with year wise outcomes to
beachieved by the year 2025-26.
Task 30 A Curriculum Framework focusing on FL&N with NCERT 2022-23
learner-centric pedagogy will be developed by
NCERT as a part of NCFECCE and NCFSE.
Task 31 Extensive capacity building of teachers to be States/UTs 2021-22
undertaken by states/UTs for implementing FLN in onwards
mission mode.
Task 32 NCERT, CBSE and KVS will develop online and NCERT, 2021-22
blended teacher training modules and content as CBSE, KVS onwards
exemplar. This content will be used by Kendriya
Vidyalayas for implementing the mission objectives.
Task 33 At State level, SCERT will develop extensive teacher SCERT 2021-23
training modules and other resources for teachers in
local language.
Task 34 Aside from textbooks, NCERT and SCERT to develop NCERT, SCERT 2021-23
highly engaging, joyful and innovative additional
learning material for grades 1 to 5.
Task 35 Assessment of progress and achievements by NCERT, SCERT 2021-22
students, schools and states/UTs in FL&N will be at
four levels (school-based assessment, SAS, third party
assessment and NAS). For the first level, that is,
school-based assessments, a Holistic Progress Card
will be designed by NCERT (for KVS/JNV/CTSA/CBSE
schools) and SCERTs will adopt/adapt the same for
students in states/UTs in the foundational years.
Task 36 NCERT and SCERTs will continuously develop item NCERT, SCERT 2021-22
banks for classes 1 to 5 related to the measurement or onwards
achievement of each learning outcomes. (at least
500 items per grade, per subject).
Task 37 IEC material such as infographics, school to parent States/UTs 2021-22
communication material, state/UT to teachers/ onwards
school communication material, etc. will be designed
in simple and regional languages by states/UTs.

55
Task Task Responsibility Timeline
number
Task 37 IEC material such as infographics, school to parent States/UTs 2021-22
communication material, state/UT to teachers/ onwards
school communication material, etc. will be designed
in simple and regional languages by states/UTs.
Task 38 A National level IT based monitoring tool with MOE 2021-23
dashboards will be developed by the Ministry, which
will have aggregated data from national, state, district
and block level.
Task 39 States/UTs will map and create database of each child States/UTs 2021-23
enrolled in foundational grades for individual
tracking of progress of each child in achieving grade
level proficiency in learning outcomes and will be
linked to national IT platform.
Task 40 States will also provide in anonymized aggregated States/UTs 2021-22
data on progress of the FL&N mission within the onwards
periodicity specified on the national monitoring
platform.
Task 41 The NAS sample survey of schools and students in NCERT, CBSE 2021-22
2021 will create a data base of ‘as is’ situation in and
grade level proficiency and enabling to track the States/UTs
future progress.
Task 42 To plan and ensure availability of adequate number of States/UTs 2021-23
Teachers in each school at each grade from pre-
primary to grade 5, to undertake the task of FLN
mission within targets set by the NEP.
Task 43 Ensuring delivery of text books and uniforms to States/UTs 2021-22
students before the start of academic session. onwards

Task 44 States/UTs will identify a pool of mentors to render States/UTs 2021-25

academic support to teachers who will be delivering
the FLN mission objectives. (Reference Task 226)
Task 45 States/UTs will take up a concerted effort to map the States/UTs 2021-23
requirements and ensure basic facilities at primary
schools.
Task 46 An Implementation Framework consisting of States/UTs 2021-22
roadmaps and annual action plans for implementing
of activities covering all the focus areas of FL&N
Mission will be prepared by each State/UT.

56
Task Task Responsibility Timeline
number
Task 47 In SEZ and Aspirational districts, States and UTs will States/UTs 2021-23
assess teachers’ vacancy specifically and take up PTR
rationalisation on priority for these areas.
Task 48 Teachers from SEZ and Aspirational districts will be States/UTs 2021-23
trained on priority, specifically on how to bridge the
gaps in language spoken by child and that used as
medium of instruction.
Task 49 NCTE will redesign teacher education curriculum to NCTE 2021-23
put more emphasis on foundational literacy and
numeracy, based on curriculum and pedagogical
framework developed by NCERT for pre-school to
grade 3
Task 50 NCERT will develop the 3-months play based school NCERT 2021-22
preparation module for grade 1 students in order to
make sure that all students that are joining school in
grade 1 are school-ready.
Task 51 SCERT to adopt/adapt in local language and add SCERT 2021-23
local context to the above school preparation module
for grade 1 students for implementation in states/UTs.
Task 52 States/UTs to ensure implementation of 3 months States/UTs 2022-23
module from 2022-23 academic session onwards in
all schools
Task 53 E-content will be prepared and uploaded on DIKSHA NCERT, SCERT 2021-23
for Mathematics and Reading Literacy in English and
Hindi for FLN by NCERT (based on NCERT
curriculum). Similarly, e-content will be prepared and
uploaded on DIKSHA for Mathematics and Reading
Literacy for FLN in local languages and context by
SCERTs. E-content by NCERT and SCERT will include
standardized (at least 500 items per grade and per
subject) to measure each Learning Outcome of each
subject of each grade.
Task 54 States/UTs shall prepare their own guidelines for States/UTs 2022-25
innovatively engaging peer groups and other local
volunteers in contributing towards the goal of
achieving Foundational literacy and Numeracy for all

57
Task Task Responsibility Timeline
number
grade 3 students. States/UTs will particularly prepare
guidelines for parent’s engagement as
mentors/resources/volunteers in school to help the
FLN mission.
Task 55 School/public libraries will be made integral part of States/UTs 2022-25
teaching learning process and will be made
available after school hours to community, and
particularly to parents.
Task 56 A National Book Promotion policy will be developed
by NCERT. SCERTs will ensure adoption of the same
in state/UTs through systematic inclusion in
curriculum. Reading campaigns/competitions/spell- NCERT, 2022-23
bees/fastest reader contests, etc. will be launched by States/UTs, onwards
states/UTs for promoting joyful reading amongst SCERTs, KVS,
children. JNV, CTSA
Task 57 EFC, followed by CCEA note, for extension of the DoSEL 2021-22
Mid-Day Meal facility to preparatory classes in
primary schools and introducing breakfast in primary
schools. Detailed guidelines in this regard will be
issued by MOE.
Task 58 States/UTs to provide a simple but nutritious States/UT s 2021-23
breakfast, e.g., consisting of ground nuts/chana
mixed with jaggery and/or local fruits, etc.
Task 59 States/UTs will devise systems for ensuring that all States/UT s 2021-23
school children (whether studying in government/
government-aided or private schools in the state/UT)
shall undergo regular health check-ups, and health
cards will be prepared by the school (either in offline,
or preferably in online mode).
School teachers will be trained on basic health NCERT
indicators to look out for and monitor in children.
NCERT will prepare a NISHTHA module on this.

58
2.6 ESTIMATED LONG-TERM ACHIEVEMENTS
Achievement by 2026-27 Achievement by 2030
• Attainment of foundational literacy and • Continuity of FLN for all children of
numeracy at grade 3 (MOE, States & classes I to V (MOE, States & UTs)
UTs)
• Review of implementation status of FLN
(MOE, States & UTs)
• NAS 2023 to determine mid-term • NAS 2025 to determine achievement of
progress. (NCERT/National FLN in Grade 3. (NCERT/National
Assessment Centre PARAKH) Assessment Centre PARAKH)
• PTR under 30:1 to be ensured at all levels
of schools.
• Efforts for having PTR under 25:1 in
identified areas having SEDG students.
(States & UTs)
• Review of implementation and revision of • All schools in India implement 3 months
interventions if required. (NCERT& of School Preparation Module in Class 1
SCERTs)
• High quality digital content and children • Oral Reading Fluency at age and grade
books will be continued. appropriate level is achieved by more
• Development of National Book Promotion than 90% learners in foundational stages
Policy (MOE)
• Development of children books by NCERT
and SCERT.
• Setting up of digital libraries
• Efforts will be made for 100% • B r e a k f a s t , h e a l t h c h e c k- up s a n d
immunisation in schools (States/UTs) immunisation will be continued.
• Monitoring improvement in elementary • Review of impact of elementary students’
students’ health and nutrition status health and nutrition status (MOE)
(States/UTs)

59
Chapter 3
Curtailing Dropout Rates and Ensuring Universal
Access to Education at All Levels

61
3.1 OVERALL TARGET
Ensuring 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.

3.2 BACKGROUND
Sarva Shiksha Abhiyan (SSA) has played an important role in achieving universal
access for elementary education (Classes I to VIII). The large number of schools
sanctioned under SSA, have resulted in significant increase in the number of primary &
upper primary schools available in the neighbourhood for enrolment of children.
Consequently, in 2019-20 the Gross Access ratio (GAR6) of schooling facility at
primary level is 97.27% habitations and 96.82% at upper primary level, as per
the neighbourhood norms. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) launched
with the objective to enhance access to secondary education and to improve its quality
has achieved GAR at 91.49%, within a distance of 5 Km
These schemes have now been subsumed under Samagra Shiksha which is an
integrated scheme for school education covering all levels from pre-school to senior
secondary. As per UDISE+ 2018-19 (provisional), the Gross Enrolment Ratio (GER)
is 96.1% at Elementary , 76.9% at Secondary and 50.1% at Senior Secondary.
Similarly, the annual average dropout rate is 4.5% at elementary level and
8
17.9% in secondary level .
High Drop out at Secondary Level
The number of OoSC has
20
also declined steadily since 17.9
18
2001, when the Census 16
(2001) estimated that 3.20 14
crore children of ages 6–14 12
10
years were out of school. As
8
per the 75th round 6
4.5
household survey by NSSO 4
in 2017-18, the number of 2
0
OoSC in the age group of 6 Elementary Secondary
Source: UDISE+ 2018-19 (Provisional)
to 17 years is 3.22 crore.

6
Based on AWP&B and appraisal report of Samagra Shiksha, Ministry of Education (MoE)
7
GER at primary level is 101.2% and at upper primary is 87.7% as per UDISE+ 2018-19 (Provisional)
8
UDISE+ 2018-19 (provisional)

62
3.3 NEP RECOMMENDATIONS
• One of the primary goals of the schooling system must be to ensure that children
are enrolled in and are attending school. Through initiatives such as the Sarva
Shiksha Abhiyan (now the Samagra Shiksha) and the Right to Education Act,
India has made remarkable strides in recent years in attaining near-universal
enrolment in elementary education. 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
schoolchildren 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. (NEP Para 3.1)
• 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.
(NEP Para 3.2)
• 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

63
 put in place. Counsellors or well-trained 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.
(NEP Para 3.3)
• Once infrastructure and participation are in place, ensuring quality will be the
key in retention of students, so that they (particularly, girls and students from
other socio-economically disadvantaged groups) do not lose interest in
attending school. This will require a system of incentives for deploying teachers
with knowledge of the local language to areas with high dropout rates, as well as
overhauling the curriculum to make it more engaging and useful.
(NEP Para 3.4)
• To facilitate learning for all students, with special emphasis on socio-
economically disadvantaged groups (SEDGs), the scope of school education
will be broadened to facilitate multiple pathways to learning involving both
formal and non-formal education modes. Open and Distance Learning (ODL)
Programs offered by the National Institute of Open Schooling (NIOS) and State
Open Schools will be expanded and strengthened for meeting the learning
needs of young people in India who are not able to attend a physical school.
NIOS and State Open Schools will offer the following programs in addition to
the present programs: A, B and C levels that are equivalent to Grades 3, 5, and 8
of the formal school system; secondary education programs that are equivalent
to Grades 10 and 12; vocational education courses/programs; and adult
literacy and life-enrichment programs. States will be encouraged to develop
these offerings in regional languages by establishing new/strengthening existing
State Institutes of Open Schooling (SIOS). (NEP Para 3.5)
• To make it easier for both governments as well as non-governmental
philanthropic organizations to build schools, to encourage local variations on
account of culture, geography, and demographics, and to allow alternative
models of education, the requirements for schools will be made less restrictive.
The focus will be to have less emphasis on input and greater emphasis on output
potential concerning desired learning outcomes. Regulations on inputs will be
limited to certain areas as enumerated in Chapter 8. Other models for schools
will also be piloted, such as public-philanthropic partnerships. (NEP Para 3.6)

64
 • Efforts will be made to involve community and alumni in volunteer efforts for
enhancing learning by providing at schools: one-on-one tutoring; the teaching
of literacy and holding of extra-help sessions; teaching support and guidance for
educators; career guidance and mentoring to students, etc. In this regard, the
support of active and healthy senior citizens, school alumni and local community
members will be suitably garnered. Databases of literate volunteers, retired
scientists/government/semi government employees, alumni, and educators will
be created for this purpose. (NEP Para 3.7)

3.4 IMPLEMENTATION PLAN

3.4.1 Increasing GER and bringing back out of school children (OoSC) (Ref para 3.1)
• Campaign to bring 2 Cr students back into education to improve the Gross
Enrolment Ratio (GER) to achieve 100% GER at all levels - Elementary,
Secondary and Senior Secondary Level by providing access for all children in the
age group of 3-18 years by 2030 (Timeline: 2021-30)
• Task 60: A Household survey to identify Out of School children can be taken up
as a part of 2021 Census Survey exercise by states/UTs. Only if that is not
possible, a survey may be conducted by school teachers of each cluster (CRC) in
states/UTs to identify and capture details in UDISE+ of Out of School children.
Cluster wise survey and its monitoring to be undertaken by CRC/BRC.
(Timeline: 2021-23)
• Task 61: After identification of such children, the facility of special training to be
provided to such children by states/UTs for age appropriate admission and
mainstreaming them to the formal schooling system. Guidelines regarding age-
appropriate mainstreaming shall be developed by the states/UTs.
(Timeline: 2021-22 onwards)
• Task 62: The Data Capture Format of UDISE+ portal to be modified to include
data of OoSC. The states/UTs/MoE can also consider developing an App for
tracking the out of school children at a later stage. (Timeline: 2021-23)
• Task 63: Preparing school/block/district wise Fact Sheets by the State Team
about the actual status of Drop Outs, Total School Going Children, Total Schools
District-wise, SEDG-wise, Stage-wise to analyse the causative factors leading to
dropout and poor learning levels and take remedial action.
(Timeline: 2021-23 onwards)
• Task 64: State governments will undertake multiple interventions for bringing
Out of School Children back into the fold of school education system.
(Timeline: 2021-22 onwards)
• Among the multiple interventions to be taken up by states/UTs, the following will
be included:

65
 o Increasing intake capacity of existing schools where many students are out
of school by following the Pupil Teacher Ratio (PTR) norms.
o Support transport facilities for children in uncovered/difficult areas.
o Transparent and reliable systems for tracking attendance of all children set
up at the local level in collaboration with teachers and SMCs
o Schools to set up systems to monitor students who may be falling behind
(teachers to monitor)
o Enrolment drives and door to door campaigns may be conducted to bring
children back to schools, in collaboration with teachers and community.
o Ensuring physical safety & zero tolerance to breach of child rights
o Appropriate area-specific and locally relevant mechanisms for tracking
out of school children involving well-trained social workers, principals,
community members and SMCs
o Mechanisms to ensure health of children to prevent drop outs
o Targeting zero drop out Panchayats, Blocks, Districts, etc.
o Advocacy and awareness of the need for education
• NCERT will support through preparation of bridge Courses for various stages of
entry/mainstreaming. (Timeline: 2022-23)
3.4.2 Universal access and infrastructure (Ref para 3.2)
• Task 65: Data uploaded on UDISE+ by States/UTs will be the basis for
States/UTs to prepare a comprehensive ten-years projection report or NEED
ANALYSIS for provisioning for the following (this may be seen in conjunction with
requirements related to recommendations in Chapter 7): (Timeline 2021-23)
o Upgrading and enlarging existing schools,
o Adding infrastructure,
o Building new schools
o Transportation facility
• Task 66: Comprehensive and innovative school-wise plans will be prepared by
states/UTs as a part of Task 65, to resource all schools adequately, including
infrastructure and other resources for children with disabilities, through efficient
sharing of available school resources. (Timeline: 2021-23)
• To assess the implementation, an evaluation through inspection named
SHAGUNOTSAV would be conducted by the DoSE&L which would include
different parameters of UDISE, Samagra Shiksha and PGI. The major objective

66
 of this inspection is to assess the progress and performance of schools on various
key indicators, diagnosing strengths and weaknesses and taking remedial
measures to improve the diverse schooling system. This will also help in
facilitating the system to be responsive to school specific needs and initiate
appropriate policy interventions (Timeline: 2022-23)
• Task 67: Implementation of the comprehensive plans of states/UTs will be
initiated by grouping of schools into school complexes according to the
population distribution, connectivity, connecting of volunteers to the school, CSR
contributions, etc. (Timeline: 2022-30)
• Task 68: Alternative and innovative education centres will be put in place by
States/UTs (after the amendment in Section 2(n) of the RTE Act) in cooperation
with community, civil society, etc. to ensure that children of migrant laborers and
other children who are dropping out of school due to various circumstances are
brought back into mainstream education. (Timeline: 2024-25)
• Task 69: As a part of Task 65, States/UTs will also plan for universalisation of
access by expanding the scope and reach of residential schools and hostels over
a ten-year period. (Timeline: 2021-30)
3.4.3 Counsellors and tracking of students (Ref para 3. 3 & 3.4)
• Task 70: The States will review/develop plans for engaging/connecting
Counsellors to schools (through both, online and offline modes), or preferably to
a group or cluster of schools/school complexes. Their engagement maybe
planned to be implemented by states form 2022-23 onwards.
(Timeline: 2022-23)
• Task 71: Trained social workers in the district from Department of Social Justice
and Empowerment or volunteer social workers may be connected to schools by
states/UTs. States to develop guidelines regarding their role with schools/school
complexes for reducing the drop outs and tracking and connecting with
community. (Timeline: 2022-23)
• Task 72: For Foundational grades (as referred in Task 39) a child-wise tracking
system is to be developed. Similarly, a robust student tracking system, which can
be an extension of the system in Foundational grades (classes 1 to 3) will be
developed by states/UTs to assess the learning levels in all grades upto grade 12.
(Timeline: 2022-23)
• Task 73: States/UTs will develop their own guidelines regarding incentives to be
given to teachers by the State/UT governments to teach in remote rural areas,
especially areas which require the teacher to learn the local dialect to link the
medium of instruction with the language spoken by the child. (Timeline: 2025)

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 • Task 74: States/UTs through SCERT to undertake orientation of SMC to prepare
them for an enhanced role. (Timeline: 2022-25)
3.4.4 Multiple pathways, expansion & strengthening of NIOS & SIOS (ref para 3.5)
• Task 75: Special emphasis will be given to SEDGs in order to ensure access to
quality education. For this, states/UTs will prepare their own plans with
innovative mechanisms, targets and goals to be achieved. This exercise will be
done by the school education departments of the state in collaboration with the
departments of Social Justice and Empowerment, Tribal affairs, Women and
Child Development. These plans will be implemented from 2022-23 onwards to
ensure full inclusion by 2030. (Timeline: 2022-23 onwards)
• Task 76: The scope of NIOS and SIOS will be expanded and strengthened. The
curriculum for the National Institute of Open Schooling (NIOS) will be aligned
with NCFSE. Syllabus and learning material will be inclusively designed keeping
in mind the specific needs of students who take benefit of the NIOS process e.g.
Students with disabilities, students in vulnerable circumstances, students who
have dropped-out and wish to complete their school education. The National
Institute of Open Schooling will also design and develop tailor made course
material for different areas of disability e.g. hearing impaired, visually impaired,
Learning disability, etc. (Timeline: 2025)
• Task 77: In States where an open school exists, courses designed and developed
by the NIOS can also be offered in collaboration with the NIOS.
(Timeline: 2021-23)
• Task 78: The NIOS offers its courses in different Indian languages. It will
translate and make courses (OBE - i.e. for Levels 3, 5 and 8 and Secondary and
Sr. Secondary) available in more languages as per need assessment. The
courses developed for grades 3, 5 and 8 shall focus on achieving 21st century
competencies and shall follow the Learning Outcomes and experiential learning
approach. (Timeline: 2025)
• Task 79: All NIOS teaching learning content shall be uploaded on DIKSHA for
wider dissemination. Users will be able to rate the content as well as provide
qualitative feedback. (Timeline: 2021-22)
• Task 80: States/UTs will take up the establishing/strengthening of existing State
Institutes of Open Schooling (SIOS). Since this area is not funded by the central
government, the states/UTs may consider a self-reliant model for establishing or
strengthening the State Open Schools. These schools will offer the following
programmes in addition to the present programmes: education at A, B and C
levels that are equivalent to Grades 3, 5, and 8 of the formal school system;
secondary education programmes that are equivalent to Grades 10 and 12;
vocational education courses/programmes; and adult literacy and life-

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 enrichment programmes. States to encourage their Open Schools to develop
these offerings in regional languages (Timeline: 2024-25)
3.4.5 Promoting Non-Govt. Philanthropic activity and engagement and
participation of community (Ref para 3.6 & 3.7): (Timeline 2022-23)
• Task 81: States/UTs will need to prepare guidelines for developing their own
models for encouraging involvement of Government and Non-Government
philanthropic organisations to build schools keeping in mind the local
variations, and to engage in volunteer activities such as one-on-one tutoring in
schools, holding of extra-help sessions at schools, etc. (Reference Tasks 211
and 287) (Timeline: 2022-23)
• Community members/Alumni will be encouraged to take career counselling,
mentoring sessions at school level and participate in adult education centres.
• In this regard, the growing population of active and healthy senior citizens as well
as school alumni and local community members will be suitably garnered.
• Task 82: A database of alumni, retired scientists, retired teachers, subject
experts and volunteerswill be created by states/UTs. (Timeline: 2022-23)
• To provide ease of access, volunteers may be involved under various programs
and interaction between students and volunteers could be catalysed by extensive
use of technology and community outreach.

3.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 60 A Household survey to identify Out of School children States/UTs 2021-23
canbe taken up as a part of 2021 Census Survey
exercise by states/UTs. Only if that is not possible, a
survey may be conducted by school teachers in
states/UTs to identify and capture details in UDISE+
of Out of School children.
Task 61 After identification of such children, age appropriate States/UTs 2021-22
admission and mainstreaming them to the formal onwards
schooling system to be undertaken. Guidelines
regarding age-appropriate mainstreaming shall be
developed by the states/UTs.
Task 62 The Data Capture Format of UDISE+ portal to be MOE 2021-23
modified to include data of OoSC.
Task 63 Preparing school/block/district wise Fact Sheets to States/UTs 2021-23
analyse the causative factors leading to dropout and onwards
poor learning level, and take remedial action

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Task Task Responsibility Timeline
number
Task 64 State governments will undertake multiple States/UTs 2021-22
interventions for bringing Out of School Children onwards
back into the fold of school education system. NCERT
will support by preparation of Bridge courses for NCERT 2022-23
various levels of entry/mainstreaming.
Task 65 States/UTs to prepare a comprehensive ten-years States/UTs 2021-23
projection report or NEED ANALYSIS in terms of
Budget requirement
Task 66 Comprehensive and innovative school-wise plans States/UTs 2021-23
will be prepared by states/UTs as a part of Task 65, to
resource all schools adequately, including
infrastructure and other resources for children with
disabilities, through efficient sharing of available
school resources.
To assess the implementation, an evaluation through DoSEL 2022-23
inspection named SHAGUNOTSAV would be
conducted by the DoSE&L which would include
different parameters of UDISE, Samagra Shiksha and
PGI.
Task 67 Implementation of the comprehensive plans of States/UTs 2022-30
states/UTs by grouping/clustering of schools or
grouping into school complexes
Task 68 Alternative and innovative education centres will be States/UTs 2024-25
put in place by States/UTs (after the amendment in
Section 2(n) of the RTE Act) in cooperation with
community, civil society, etc. to ensure that children
of migrant laborers and other children who are
dropping out of school due to various
circumstances are brought back into mainstream
education.
Task 69 As a part of Task 65, States/UTs will also plan for States/UTs 2021-30
universalisation of access by expanding the scope
and reach of residential schools and hostels over a
ten-year period for children, especially girls.
Task 70 T h e S t a t e s w i l l r e v i e w / d e v e l o p p l a n s f o r States/UTs 2022-23
engaging/connecting Counsellors to schools, or
preferably to a group or cluster of schools/school
complexes and implement from 2022-23 onwards.

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Task Task Responsibility Timeline
number
Task 71 Department of Social Justice and Empowerment to States/UTs 2022-23
prepare a broad framework for using trained social
workers in the district or volunteer social workers
connected to schools. States to develop guidelines
regarding their role.
Task 72 For Foundational grades a child-wise tracking system States/UTs 2022-23
is to be developed. Similarly, a robust student
tracking system, which can be an extension of the
system in Foundational grades (classes 1 to 3) will be
developed by states/UTs to assess the learning levels
in all grades upto grade 12
Task 73 States/UTs will develop their own guidelines States/UTs 2025
regarding incentives to be given to teachers by the
State/UT governments to teach in remote rural areas,
especially areas which require the teacher to learn
the local dialect
Task 74 States/UTs through SCERT to undertake orientation States/UTs 2022-25
of SMC to prepare them for an enhanced role.
Task 75 Special emphasis will be given to SEDGs in order to States/UTs 2022-23
ensure access to quality education. For this, states/UTs onwards
will prepare their own plans with innovative
mechanisms, targets and goals to be achieved in
collaboration with the departments of Social Justice
and Empowerment, Tribal affairs, Women and Child
Development. These plans will be implemented from
2022-23 onwards to ensure full inclusion by 2030.
Task 76 The scope of NIOS and SIOS will be expanded and NIOS 2025
strengthened. Syllabus and learning material will be
inclusively designed keeping in mind the specific
needs of students who take benefit of the NIOS
process e.g. Students with disabilities, students in
vulnerable circumstances, students who have
dropped-out and wish to complete their school
education.
Task 77 In States where an open school exists, courses NIOS 2021-23
designed and developed by the NIOS can also be
offered by state/UT in collaboration with the NIOS.

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Task Task Responsibility Timeline
number
Task 78 The NIOS will translate and make courses (OBE - i.e. NIOS 2025
for Levels 3, 5 and 8 and Secondary and Sr.
Secondary) available in more languages as per need
assessment.
Task 79 All NIOS teaching learning content shall be NIOS 2021-22
uploaded on DIKSHA for wider dissemination.
Task 80 States/UTs will take up the establishing/strengthening States/UTs 2024-25
of existing State Institutes of Open Schooling (SIOS).

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3.6 ESTIMATED LONG-TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• OoSC will be back into the education • Efforts will be made to achieve 100%
systemto improve the Gross Enrolment \GER at all levels by providing universal
Ratio (GER) access to free and compulsory quality
• Improvement in Gross enrolment ratio school education for all children in the
(GER) at all levels and through regular as age group of 3-18 years, including open
well as open schooling. Systematic tracking schooling and vocational education.
will be in place in order to mainstream the (MOE& States/UTs)
children who were identified as Out of
School. (MOE & States/UTs)

• Review of plan of action (MOE, States • Access to safe and engaging school
&UTs) education at all levels from pre-primary
school to Grade 12
• GAR of 95% at secondary and 90% at • GAR to reach 100% at secondary and
senior secondary level senior secondary level.
• Availability of counsellors in 50% schools/ • Availability of counsellors in all
school clusters/complexes States and UTs schools/school clusters/complexes
(States & UTs) States and UTs (States & UTs)
• Tracking of classrooms and schools with • Re v i e w i n g a n d a n a l y s i n g o f t h e
regard to progress in learning shall be in implementation status. (MOE)
place. (States/UTs)
• State Open Schools will offer programmes • State Open Schools will offer equivalent
at A, B and C levels that are equivalent to programmes at A, B and C levels to
Grades 3, 5, and 8 of the formal school Grades 3, 5, and 8, secondary education
system after sustainable review of legal programmes, vocational education
requirements. courses/programmes and adult literacy
• Material translated into all major regional and life-enrichment programmes (States
languages (NIOS) & UTs)
• NIOS will strengthen ODL offerings. • All materials to be made available on
(NIOS) various platforms. (MOE and NIOS)
• Review the implementation status and
updation of database.

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

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4.1 OVERALL TARGET
Learning should be Holistic, Integrated, Inclusive, Enjoyable, and Engaging. In
order to minimise rote learning and to encourage holistic development and
21st century skills such as critical thinking, creativity, scientic temper,
communication, collaboration, multilingualism, problem solving, ethics, social
responsibility, and digital literacy, Curriculum, textbooks, pedagogy and
assessment shall be transformed by 2022.

4.2 BACKGROUND
There is a systematic and consultative mechanism in place for developing the National
Curriculum Framework in the country. This National Curriculum Framework serves as
broad guidelines for school education in the country and includes research-based
recommendations on curriculum, pedagogy, assessment and examination. This
National Curriculum Framework is centred around the common core consisting of
Constitutional Values, Scientific Temper, our Struggle for Freedom, our culture, ethos
and languages, and National Priorities envisioned from time to time. The Curriculum
Framework is also seen as a mechanism for strengthening the National System of
Education addressing the diversity of our country. Till now, four curriculum frameworks
have been brought out i.e., in 1975, 1988, 2000 and 2005. In 1975, NCERT
developed the Curriculum Framework as a follow-up of National Policy on Education,
1968.
Further, NCERT was entrusted with the responsibility of developing of National
Curriculum Framework within its own mandate and also by the National Policy on
Education 1986 and Programme of Action, 1992. In 2009, the Right of Children to
Free and Compulsory Education Act recommended all States / UTs to implement the
National Curriculum Framework. A gazette notification of the Government of India in
2010 had declared NCERT as an academic authority for taking decisions regarding
curriculum and evaluation procedures at the elementary education stage.

4.3 NEP RECOMMENDATIONS

There is a systematic and consultative mechanism in place for developing the National
Curriculum Framework in the country. This National Curriculum Framework serves as
broad guidelines for scho
Restructuring school curriculum and pedagogy in a new 5+3+3+4 design
• The curricular and pedagogical structure of school education will be
reconfigured to make it responsive and relevant to the developmental needs and
interests of learners at different stages of their development, corresponding to
the age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively. The
curricular and pedagogical structure and the curricular framework for school

76
 education will therefore be guided by a 5+3+3+4 design, consisting of the
Foundational Stage (in two parts, that is, 3 years of Anganwadi/pre-school + 2
years in primary school in Grades 1-2; both together covering ages 3-8),
Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage (Grades 6-
8, covering ages 11-14), and Secondary Stage (Grades 9-12 in two phases, i.e.,
9 and 10 in the first and 11 and 12 in the second, covering ages 14-18).
(NEP Para 4.1)
• The Foundational Stage will consist of five years of flexible, multilevel,
play/activity-based learning and the curriculum and pedagogy of ECCE as
mentioned in para 1.2. The Preparatory Stage will comprise three years of
education building on the play, discovery, and activity-based pedagogical and
curricular style of the Foundational Stage, and will also begin to incorporate
some light text books as well as aspects of more formal but interactive classroom
learning, in order to lay a solid groundwork across subjects, including reading,
writing, speaking, physical education, art, languages, science, and
mathematics. The Middle Stage will comprise three years of education, building
on the pedagogical and curricular style of the Preparatory Stage, but with the
introduction of subject teachers for learning and discussion of the more abstract
concepts in each subject that students will be ready for at this stage across the
sciences, mathematics, arts, social sciences, and humanities. Experiential
learning within each subject, and explorations of relations among different
subjects, will be encouraged and emphasized despite the introduction of more
specialized subjects and subject teachers. The Secondary Stage will comprise of
four years of multidisciplinary study, building on the subject-oriented
pedagogical and curricular style of the Middle Stage, but with greater depth,
greater critical thinking, greater attention to life aspirations, and greater flexibility
and student choice of subjects. In particular students would continue to have the
option of exiting after Grade 10 and re-entering in the next phase to pursue
vocational or any other courses available in Grades 11-12, including at a more
specialized school, if so desired. (NEP Para 4.2)
• The above-described stages are purely curricular and pedagogical, designed to
optimize learning for students based on the cognitive development of children;
they will inform the development of National and State curricula and teaching-
learning strategies at each stage, but parallel changes to physical infrastructure
will not be required. (NEP Para 4.3)
Holistic development of learners
• The key overall thrust of curriculum and pedagogy reform across all stages will
be to move the education system towards real understanding and towards
learning how to learn - and away from the culture of rote learning as is largely

77
 present today. The aim of education will not only be cognitive development, but
also building character and creating holistic and well-rounded individuals
equipped with the key 21stcentury skills. Ultimately, knowledge is a deep-seated
treasure and education helps in its manifestation as the perfection which is
already within an individual. All aspects of curriculum and pedagogy will be
reoriented and revamped to attain these critical goals. Specific sets of skills and
values across domains will be identified for integration and incorporation at
each stage of learning, from pre-school to higher education. Curriculum
frameworks and transaction mechanisms will be developed for ensuring that
these skills and values are imbibed through engaging processes of teaching and
learning. NCERT will identify these required skill sets and include mechanisms for
their transaction in the National Curriculum Framework for early childhood and
school education. (NEP Para 4.4)
Reduce curriculum content to enhance essential learning and critical thinking
• Curriculum content will be reduced in each subject to its core essentials, to make
space for critical thinking and more holistic, inquiry-based, discovery-based,
discussion-based, and analysis-based learning. The mandated content will
focus on key concepts, ideas, applications, and problem-solving. Teaching and
learning will be conducted in a more interactive manner; 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. (NEP Para 4.5)
Experiential learning
• In all stages, experiential learning will be adopted, including hands-on learning,
arts-integrated and sports-integrated education, story-telling-based pedagogy,
among others, as standard pedagogy within each subject, and with explorations
of relations among different subjects. To close the gap in achievement of
learning outcomes, classroom transactions will shift, towards competency-
based learning and education. The assessment tools (including assessment “as”,
“of”, and “for” learning) will also be aligned with the learning outcomes,
capabilities, and dispositions as specified for each subject of a given class.
(NEP Para 4.6)
• Art-integration is a cross-curricular pedagogical approach that utilizes various
aspects and forms of art and culture as the basis for learning of concepts across
subjects. As a part of the thrust on experiential learning, art-integrated education
will be embedded in classroom transactions not only for creating joyful
classrooms, but also for imbibing the Indian ethos through integration of Indian
art and culture in the teaching and learning process at every level. This art-

78
 integrated approach will strengthen the linkages between education and culture.
(NEP Para 4.7)
• Sports-integration is another cross-curricular pedagogical approach that utilizes
physical activities including indigenous sports, in pedagogical practices to help
in developing skills such as collaboration, self-initiative, self-direction, self-
discipline, teamwork, responsibility, citizenship, etc. Sports-integrated learning
will be undertaken in classroom transactions to help students adopt fitness as a
lifelong attitude and to achieve the related life skills along with the levels of fitness
as envisaged in the Fit India Movement. The need to integrate sports in
education is well recognized as it serves to foster holistic development by
promoting physical and psychological well-being while also enhancing
cognitive abilities. (NEP Para 4.8)
Empower students through exibility in course choices
• Students will be given increased flexibility and choice of subjects to study,
particularly in secondary school - including subjects in physical education, the
arts and crafts, and vocational skills – so that they can design their own paths of
study and life plans. Holistic development and a wide choice of subjects and
courses year to year will be the new distinguishing feature of secondary school
education. 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.
(NEP Para 4.9)
• Each of the four stages of school education, in accordance with what may be
possible in different regions, may consider moving towards a semester or any
other system that allows the inclusion of shorter modules, or courses that are
taught on alternate days, in order to allow an exposure to more subjects and
enable greater flexibility. States may look into innovative methods to achieve
these aims of greater flexibility and exposure to and enjoyment of a wider range
of subjects, including across the arts, sciences, humanities, languages, sports,
and vocational subjects. (NEP Para 4.10)
Multilingualism and the power of language
• 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

79
 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/locallanguage/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.
High-quality textbooks, including in science, will be made available in home
languages/mother tongue. All efforts will be made early on to ensure that any
gaps that exist between the language spoken by the child and the medium of
teaching are bridged. In cases where home language/mother tongue textbook
material is not available, the language of transaction between teachers and
students will still remain the home language/mother tongue wherever possible.
Teachers will be encouraged to use a bilingual approach, including bilingual
teaching-learning materials, with those students whose home language may be
different from the medium of instruction. All languages will be taught with high
quality to all students; a language does not need to be the medium of instruction
for it to be taught and learned well. (NEP Para 4.11)
• As research clearly shows that children pick up languages extremely quickly
between the ages of 2 and 8 and that multilingualism has great cognitive
benefits to young students, children will be exposed to different languages early
on (but with a particular emphasis on the mother tongue), starting from the
Foundational Stage onwards. All languages will be taught in an enjoyable and
interactive style, with plenty of interactive conversation, and with early reading
and subsequently writing in the mother tongue in the early years, and with skills
developed for reading and writing in other languages in Grade 3 and beyond.
There will be a major effort from both the Central and State governments to
invest in large numbers of language teachers in all regional languages around
the country, and, in particular, for all languages mentioned in the Eighth
Schedule of the Constitution of India. 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. (NEP Para 4.12)
• The three-language formula will continue to be implemented while keeping in
mind the Constitutional provisions, aspirations of the people, regions, and the
Union, and the need to promote multilingualism as well as promote national
unity. However, there will be a greater flexibility in the three-language formula,
and no language will be imposed on any State. The three languages learned by
children will be the choices of States, regions, and of course the students
themselves, so long as at least two of the three languages are native to India. In

80
 particular, students who wish to change one or more of the three languages they
are studying may do so in Grade 6 or 7, as long as they are able to demonstrate
basic proficiency in three languages (including one language of India at the
literature level) by the end of secondary school. (NEP Para 4.13)
• All efforts will be made in preparing high-quality bilingual textbooks and
teaching-learning materials for science and mathematics, so that students are
enabled to think and speak about the two subjects both in their home
language/mother tongue and in English. (NEP Para 4.14)
• As so many developed countries around the world have amply demonstrated,
being well educated in one’s language, culture, and traditions is not a detriment
but indeed a huge benefit to educational, social, and technological
advancement. India’s languages are among the richest, most scientific, most
beautiful, and most expressive in the world, with a huge body of ancient as well
as modern literature (both prose and poetry), film, and music written in these
languages that help form India’s national identity and wealth. For purposes of
cultural enrichment as well as national integration, all young Indians should be
aware of the rich and vast array of languages of their country, and the treasures
that they and their literatures contain. (NEP Para 4.15)
• Thus, every student in the country will participate in a fun project/activity on ‘The
Languages of India’, sometime in Grades 6-8, such as, under the ‘Ek Bharat
Shrestha Bharat’ initiative. In this project/activity, students will learn about the
remarkable unity of most of the major Indian languages, starting with their
common phonetic and scientifically-arranged alphabets and scripts, their
common grammatical structures, their origins and sources of vocabularies from
Sanskrit and other classical languages, as well as their rich inter-influences and
differences. They will also learn what geographical areas speak which
languages, get a sense of the nature and structure of tribal languages, and learn
to say commonly spoken phrases and sentences in every major language of
India and also learn a bit about the rich and uplifting literature of each (through
suitable translations as necessary). Such an activity would give them both a sense
of the unity and the beautiful cultural heritage and diversity of India and would be
a wonderful icebreaker their whole lives as they meet people from other parts of
India. This project/activity would be a joyful activity and would not involve any
form of assessment. (NEP Para 4.16)
• The importance, relevance, and beauty of the classical languages and literature
of India also cannot be overlooked. Sanskrit, while also an important modern
language mentioned in the Eighth Schedule of the Constitution of India,
possesses a classical literature that is greater in volume than that of Latin and
Greek put together, containing vast treasures of mathematics, philosophy,

81
 grammar, music, politics, medicine, architecture, metallurgy, drama, poetry,
storytelling, and more(known as ‘Sanskrit Knowledge Systems’), written by
people of various religions as well as non-religious people, and by people from
all walks of life and a wide range of socio-economic backgrounds over
thousands of years. Sanskrit will thus be offered at all levels of school and higher
education as an important, enriching option for students, including as an option
in the three-language formula. It will be taught in ways that are interesting and
experiential as well as contemporarily relevant, including through the use of
Sanskrit Knowledge Systems, and in particular through phonetics and
pronunciation. Sanskrit textbooks at the foundational and middle school level
may be written in Simple Standard Sanskrit (SSS) to teach Sanskrit through
Sanskrit (STS) and make its study truly enjoyable. (NEP Para 4.17)
• 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. As India becomes a fully developed country, the next generation will
want to partake in and be enriched by India’s extensive and beautiful classical
literature. In addition to Sanskrit, other classical languages and literatures of
India, including Tamil, Telugu, Kannada, Malayalam, Odia, Pali, Persian, and
Prakrit, will also be widely available in schools as options for students, possibly as
online modules, through experiential and innovative approaches, to ensure that
these languages and literature stay alive and vibrant. Similar efforts will be made
for all Indian languages having rich oral and written literatures, cultural
traditions, and knowledge. (NEP Para 4.18)
• For the enrichment of the children, and for the preservation of these rich
languages and their artistic treasures, all students in all schools, public or
private, will have the option of learning at least two years of a classical language
of India and its associated literature, through experiential and innovative
approaches, including the integration of technology, in Grades 6-12, with the
option to continue from the middle stage through the secondary stage and
beyond. (NEP Para 4.19)
• In addition to high quality offerings in Indian languages and English, foreign
languages, such as Korean, Japanese, Thai, French, German, Spanish,
Portuguese, and Russian, will also be offered at the secondary level, for students
to learn about the cultures of the world and to enrich their global knowledge and
mobility according to their own interests and aspirations. (NEP Para 4.20)
• The teaching of all languages will be enhanced through innovative and
experiential methods, including through gamification and apps, by weaving in

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 the cultural aspects of the languages -such as films, theatre, storytelling, poetry,
and music - and by drawing connections with various relevant subjects and with
real-life experiences. Thus, the teaching of languages will also be based on
experiential-learning pedagogy. (NEP Para 4.21)
• Indian Sign Language (ISL) will be standardized across the country, and National
and State curriculum materials developed, for use by students with hearing
impairment. Local sign languages will be respected and taught as well, where
possible and relevant. (NEP Para 4.22)
Curricular Integration of Essential Subjects, Skills, and Capacities
• While students must have a large amount of flexibility in choosing their individual
curricula, certain subjects, skills, and capacities should be learned by all students
to become good, successful, innovative, adaptable, and productive human
beings in today’s rapidly changing world. In addition to proficiency in
languages, these skills include: scientific temper and evidence-based thinking;
creativity and innovativeness; sense of aesthetics and art; oral and written
communication; health and nutrition; physical education, fitness, wellness, and
sports; collaboration and teamwork; problem solving and logical reasoning;
vocational exposure and skills; digital literacy, coding, and computational
thinking; ethical and moral reasoning; knowledge and practice of human and
Constitutional values; gender sensitivity; fundamental duties; citizenship skills
and values; knowledge of India; environmental awareness including water and
resource conservation, sanitation and hygiene; and current affairs and
knowledge of critical issues facing local communities, states, the country, and
the world. (NEP Para 4.23)
• Concerted curricular and pedagogical initiatives, including the introduction of
contemporary subjects such as Artificial Intelligence, Design Thinking, Holistic
Health, Organic Living, Environmental Education, Global Citizenship Education
(GCED),etc. at relevant stages will be undertaken to develop these various
important skills in students at all levels. (NEP Para 4.24)
• It is recognized that mathematics and mathematical thinking will be very
important for India’s future and India’s leadership role in the numerous
upcoming fields and professions that will involve artificial intelligence, machine
learning, and data science, etc. Thus, mathematics and computational thinking
will be given increased emphasis throughout the school years, starting with the
foundational stage, through a variety of innovative methods, including the
regular use of puzzles and games that make mathematical thinking more
enjoyable and engaging. Activities involving coding will be introduced in Middle
Stage. (NEP Para 4.25)

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 • 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 6-8will 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. (NEP Para 4.26)
• “Knowledge of India” will include knowledge from ancient India and its
contributions to modern India and its successes and challenges, and a clear
sense of India’s future aspirations with regard to education, health, environment,
etc. These elements will be incorporated in an accurate and scientific manner
throughout the school curriculum wherever relevant in particular, Indian
Knowledge Systems, including tribal knowledge and indigenous and traditional
ways of learning, will be covered and included in mathematics, astronomy,
philosophy, yoga, architecture, medicine, agriculture, engineering, linguistics,
literature, sports, games, as well as in governance, polity, conservation. Specific
courses in tribal ethno-medicinal practices, forest management, traditional
(organic) crop cultivation, natural farming, etc. will also be made available. An
engaging course on Indian Knowledge Systems will also be available to students
in secondary school as an elective. Competitions may be held in schools for
learning various topics and subjects through fun and indigenous games. Video
documentaries on inspirational luminaries of India, ancient and modern, in
science and beyond, will be shown at appropriate points throughout the school
curriculum. Students will be encouraged to visit different states as part of cultural
exchange programmes. (NEP Para 4.27)
• Students will be taught at a young age the importance of “doing what's right”,
and will be given a logical framework for making ethical decisions. In later
years, this would then be expanded along themes of cheating, violence,
plagiarism, littering, tolerance, equality, empathy, etc., with a view to enabling
children to embrace moral/ethical values in conducting one's life, formulate a

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 position/argument about an ethical issue from multiple perspectives, and use
ethical practices in all work. As consequences of such basic ethical reasoning,
traditional Indian values and all basic human and Constitutional values (such as
seva, ahimsa, swachchhata, satya, nishkam karma, shanti, sacrifice, tolerance,
diversity, pluralism, righteous conduct, gender sensitivity, respect for elders,
respect for all people and their inherent capabilities regardless of background,
respect for environment, helpfulness, courtesy, patience, forgiveness, empathy,
compassion, patriotism, democratic outlook, integrity, responsibility, justice,
liberty, equality, and fraternity) will be developed in all students. Children will
have the opportunity to read and learn from the original stories of the
Panchatantra, Jataka, Hitopadesh, and other fun fables and inspiring tales from
the Indian tradition and learn about their influences on global literature. Excerpts
from the Indian Constitution will also be considered essential reading for all
students. Basic training in health, including preventive health, mental health,
good nutrition, personal and public hygiene, disaster response and first-aid will
also be included in the curriculum, as well as scientific explanations of the
detrimental and damaging effects of alcohol, tobacco, and other drugs.
(NEP Para 4.28)
• All curriculum and pedagogy, from the foundational stage onwards, will be
redesigned to be strongly rooted in the Indian and local context and ethos in
terms of culture, traditions, heritage, customs, language, philosophy,
geography, ancient and contemporary knowledge, societal and scientific needs,
indigenous and traditional ways of learning etc. – in order to ensure that
education is maximally relatable, relevant, interesting, and effective for our
students. Stories, arts, games, sports, examples, problems, etc. will be chosen as
much as possible to be rooted in the Indian and local geographic context. Ideas,
abstractions, and creativity will indeed best flourish when learning is thus rooted.
(NEP Para 4.29)
National Curriculum Framework for School Education (NCFSE)
• The formulation of a new and comprehensive National Curricular Framework
for School Education, NCFSE2020-21, will be undertaken by the NCERT -based
on the principles of this National Education Policy 2020, frontline curriculum
needs and after discussions with all stakeholders including State Governments,
Ministries, relevant Departments of the Central Government, and other expert
bodies, and will be made available in all regional languages. The NCFSE
document shall henceforth be revisited and updated once every 5-10years,
taking into account frontline curriculum. (NEP Para 4.30)
National Textbooks with Local Content and Flavour
• The reduction in content and increased flexibility of school curriculum - and the

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 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. (NEP Para 4.31)
• The aim will be to provide such quality textbooks at the lowest possible cost -
namely, at the cost of production/printing - in order to mitigate the burden of
textbook prices on the students and on the educational system. This may be
accomplished by using high-quality textbook materials developed by NCERT in
conjunction with the SCERTs; additional textbook materials could be funded by
public-philanthropic partnerships and crowdsourcing that incentivize experts to
write such high-quality textbooks at cost price. States will prepare their own
curricula (which may be based on the NCFSE prepared by NCERT to the extent
possible) and prepare textbooks (which may be based on the NCERT textbook
materials to the extent possible), incorporating State flavour and material as
needed. While doing so, it must be borne in mind that NCERT curriculum would
be taken as the nationally acceptable criterion. The availability of such textbooks
in all regional languages will be a top priority so that all students have access to
high-quality learning. All efforts will be made to ensure timely availability of
textbooks in schools. Access to downloadable and printable versions of all
textbooks will be provided by all States/UTs and NCERT to help conserve the
environment and reduce the logistical burden. (NEP Para 4.32)
• Concerted efforts, through suitable changes in curriculum and pedagogy, will be
made by NCERT, SCERTs, schools, and educators to significantly reduce the
weight of school bags and textbooks. (NEP Para 4.33)
Transforming Assessment for Student Development
• 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. (NEP Para 4.34)

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• The progress card of all students for school-based assessment, which is
communicated by schools to parents, will be completely redesigned by
States/UTs under guidance from the proposed National Assessment Centre,
NCERT, and SCERTs. The progress card will be a holistic, 360-degree,
multidimensional report that reflects in great detail the progress as well as the
uniqueness of each learner in the cognitive, affective, and psychomotor
domains. It will include self-assessment and peer assessment, and progress of
the child in project-based and inquiry-based learning, quizzes, role plays, group
work, portfolios, etc., along with teacher assessment. The holistic progress card
will form an important link between home and school and will be accompanied
by parent-teacher meetings in order to actively involve parents in their children’s
holistic education and development. The progress card would also provide
teachers and parents with valuable information on how to support each student
in and out of the classroom. AI-based software could be developed and used by
students to help track their growth through their school years based on learning
data and interactive questionnaires for parents, students, and teachers, in order
to provide students with valuable information on their strengths, areas of interest,
and needed areas of focus, and to thereby help them make optimal career
choices. (NEP Para 4.35)
• The current nature of secondary school exams, including Board exams and
entrance exams - and the resulting coaching culture of today - are doing much
harm, especially at the secondary school level, replacing valuable time for true
learning with excessive exam coaching and preparation. These exams also force
students to learn a very narrow band of material in a single stream, rather than
allowing the flexibility and choice that will be so important in the education
system of the future. (NEP Para 4.36)
• 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. (NEP Para 4.37)

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 • In addition to introducing greater flexibility, student choice, and best-of-two
attempts, assessments that primarily test core capacities must be the immediate
key reforms to all Board exams. Boards may over time also develop further viable
models of Board Exams that reduce pressure and the coaching culture. Some
possibilities include: a system of annual/semester/modular Board Exams could
be developed - that each test far less material, and are taken immediately after
the corresponding course is taken in school - so that the pressure from exams is
better distributed, less intense, and less high-stakes across the Secondary Stage;
all subjects and corresponding assessments, beginning with mathematics, could
be offered at two levels, with students doing some of their subjects at the
standard level and some at a higher level; and Board exams in certain subjects
could be redesigned to have two parts – one part of an objective type with
multiple-choice questions and the other of a descriptive type. (NEP Para 4.38)
• With regard to all of the above, guidelines will be prepared by NCERT, in
consultation with major stakeholders, such as SCERTs, Boards of Assessment
(BoAs), the proposed new National Assessment Centre etc., and teachers
prepared, for a transformation in the assessment system by the 2022-23
academic session, to align with the NCFSE 2020-21. (NEP Para 4.39)
• To track progress throughout the school years, and not just at the end of Grades
10 and 12 - for the benefit of students, parents, teachers, principals, and the
entire schooling system in planning improvements to schools and teaching-
learning processes - all students will take school examinations in Grades 3, 5,
and 8which will be conducted by the appropriate authority. These examinations
would test achievement of basic learning outcomes, through assessment of core
concepts and knowledge from the national and local curricula, along with
relevant higher-order skills and application of knowledge in real-life situations,
rather than rote memorization. The Grade 3 examination, in particular, would
test basic literacy, numeracy, and other foundational skills. The results of school
examinations will be used only for developmental purposes of the school
education system, including for public disclosure by schools of their overall
(anonymized) student outcomes, and for continuous monitoring and
improvement of the schooling system. (NEP Para 4.40)
• It is proposed to set up a National Assessment Centre, PARAKH (Performance
Assessment, Review, and Analysis of Knowledge for Holistic Development), as a
standard-setting body under MOE that fulfils the basic objectives of setting
norms, standards, and guidelines for student assessment and evaluation for all
recognized school boards of India, guiding the State Achievement Survey (SAS)
and undertaking the National Achievement Survey (NAS), monitoring
achievement of learning outcomes in the country, and encouraging and helping

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 school boards to shift their assessment patterns towards meeting the skill
requirements of the 21st century in consonance with the stated objectives of this
Policy. This Centre will also advise school boards regarding new assessment
patterns and latest researches, promote collaborations between school boards.
It will also become an instrument for the sharing of best practices among school
boards, and for ensuring equivalence of academic standards among learners
across all school boards. (NEP Para 4.41)
• The principles for university entrance exams will be similar. The National Testing
Agency (NTA) will work to offer a high-quality common aptitude test, as well as
specialized common subject exams in the sciences, humanities, languages, arts,
and vocational subjects, at least twice every year. These exams shall test
conceptual understanding and the ability to apply knowledge and shall aim to
eliminate the need for taking coaching for these exams. Students will be able to
choose the subjects for taking the test, and each university will be able to see
each student’s individual subject portfolio and admit students into their
programmes based on individual interests and talents. The NTA will serve as a
premier, expert, autonomous testing organization to conduct entrance
examinations for undergraduate and graduate admissions and fellowships in
higher education institutions. The high quality, range, and flexibility of the NTA
testing services will enable most universities to use these common entrance
exams - rather than having hundreds of universities each devising their own
entrance exams- thereby drastically reducing the burden on students, universities
and colleges, and the entire education system. It will be left up to individual
universities and colleges to use NTA assessments for their admissions.
(NEP Para 4.42)
Support for Gifted Students/Students with Special Talents
• There are innate talents in every student, which must be discovered, nurtured,
fostered, and developed. These talents may express themselves in the form of
varying interests, dispositions, and capacities. Those students that show
particularly strong interests and capacities in a given realm must be encouraged
to pursue that realm beyond the general school curriculum. Teacher education
will include methods for the recognition and fostering of such student talents and
interests. The NCERT and NCTE will develop guidelines for the education of
gifted children. B.Ed. programmes may also allow a specialization in the
education of gifted children. (NEP Para 4.43)
• 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,

89
 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.(NEP Para 4.44)
• Olympiads and competitions in various subjects will be conducted across the
country, with clear coordination and progression from school to local to state to
national levels, to ensure that all students may participate at all levels for which
they qualify. Efforts will be made to make these available in rural areas and in
regional languages to ensure widespread participation. Public and private
universities, including premier institutions like the IITs and NITs, would be
encouraged to use merit-based results from National, and International
Olympiads, and results from other relevant national programmes, as part of the
criteria for admissions into their undergraduate programmes.(NEP Para .45)
• Once internet-connected smartphones or tablets are available in all homes
and/or schools, online apps with quizzes, competitions, assessments,
enrichment materials, and online communities for shared interests will be
developed, and will work to enhance all the aforementioned initiatives, as group
activities for students with appropriate supervision of parents and teachers.
Schools will develop smart classrooms, in a phased manner, for using digital
pedagogy and thereby enriching the teaching-learning process with online
resources and collaborations. (NEP Para 4.46)

4.4 IMPLEMENTATION PLAN

4.4.1 Develop National Curriculum Framework (NCF), guidelines and support
materials to restructure school curriculum and pedagogy in a new design
(5+3+3+4) (ref para 4.1 to 4.8)
• Task 83: NCERT will develop position papers with the help of 28 Focus
groups for formulating the new National Curricular Framework on School
Education (NCFSE). Of these 12 Position Papers will be related directly to
curriculum and Pedagogy, 6 Position Papers will be related to cross-
cutting themes, and 10 Position Papers will be related to various other
important areas in NEP, 2020. These Position Papers are as follows:
(Timeline: 2022-23):
(A) Position Papers related to Curriculum and Pedagogy:
(i) Aims of Education: The Guiding principles and Approach at Different stages
in school

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(ii) Pre-School education (ECCE) and foundational literacy and numeracy
(iii) Holistic, Integrated, Enjoyable and Engaging Curriculum and pedagogy,
with linkages across subjects, and assessment in schools - One overarching
Group with 9 subject expert groups as follows:
(iv) Science Education
(v) Environmental Education
(vi) Mathematics Education
(vii) Education in Social Sciences
(viii) Arts Education
(ix) Vocational Education in Schools
(x) Mother tongue/local language as medium of instruction, Language
Education and Promotion of Indian Languages.
(xi) Health and Well – being, sports and Fitness
(xii) Reforms in School Based Assessment and Examination and Holistic Progress
Cards
(B) Position Papers on Cross-cutting themes:
(i) Knowledge of India - (Cross-cutting theme)
(ii) Value Education - (Cross-cutting theme)
(iii) Gender Education- (Cross-cutting theme)
(iv) Education Technology in School Education- (Cross-cutting theme)
(v) Computational and Mathematical Thinking - (Cross-cutting theme)
(vi) Inclusive Education- (Cross-cutting theme)
(C) Position Papers on other important areas of NEP:
(i) Teacher Education
(ii) School Governance and Leadership
(iii) Alternative Ways for Schooling
(iv) School Curriculum and Pedagogies: National and International Researches
(v) Guidance and Counselling
(vi) Publication of Quality Textual and non-textual material: Issues, challenges
and Way forward
(vii) New Curricular Areas for School Education in 21st Century: Issues and
Systemic Requirement

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 (viii) Emerging Role of Community in Education
(ix) Linkages between school education and higher education
(x) Adult Education in India
The role of Focus Groups shall therefore be as follows:
¡ To develop Position Papers which will provide inputs to the National Curriculum
Frameworks based on the principles of NEP 2020
¡ The paper will include stage wise and class wise approach to pedagogy,
transactional methods, implementation strategies, infrastructure, resources,
linkages within the school education and with the higher education, infusion of
all generic and pedagogical issues etc.
¡ There will be references of national and international researches, good practices
and other supporting materials.
¡ The Papers may be based on wider consultations with different institutions,
experts and concerned ministries/ their departments etc.
Modalities to implement 5+3+3+4 Structure:
• Task 84: NCFSE will clearly define the modalities for implementing the new
curricular and pedagogical structure of 5+3+3+4 (Timeline: 2022-23)
o First stage is the Foundational stage and includes the age group of 3-8
years old children. This stage will further be divided in two: one, 3-6 years
old who will participate in ECCE including Balavatika for 5-6 year old
children, and two, for ages 6 to 8 in Classes I and II.
o For Preparatory Stage (Grades 3-5, covering ages 8-11), light text books
across subjects, including reading, writing, speaking, physical education,
art, languages, science, and mathematics will be introduced; pedagogy
will be activity-based and will promote experiential learning and critical
thinking.
o The Middle Stage will comprise three years of education (Grades 6-8,
covering ages 11-14), and will have more focus on abstract concepts in
each subject across the sciences, mathematics, arts, social sciences, and
humanities. Experiential learning within each subject, and explorations of
relations among different subjects, to be encouraged and emphasized
despite the introduction of more specialized subjects and subject teachers.
At this stage students will be introduced to vocational skills and will do
internships with local craftsmen in a 10 days bagless module. Students will
be encouraged to acquire at least one skill by the time they complete
school education. They will also take a fun-course on Indian languages
during this stage under EBSB.

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 o The Secondary Stage will comprise of four years (Grades 9-12, ages 14-
18) of multidisciplinary but with greater depth, greater critical thinking,
greater attention to life aspirations, and greater flexibility and student
choice of subjects. There will be no hard separation in subjects/streams
such as Arts, Science and Commerce which is prevalent at present.
Students will have greater flexibility to choose subjects across the streams.
o The option of exiting after class 10 to pursue vocational course will be
available to the Students.
• Task 85: CBSE, KVS, JNV and CTSA will prepare their own action plans to
implement NCFSE, after the release of NCFSE by NCERT. (Timeline 2023-24)
• Task 86: Based on the NCFSE, NCERT will prepare textbooks with curriculum
reduced to its core essentials in each subject. NCERT will setup Syllabus and
Textbook Development Teams. The team will start work on ensuring the
reduction of Curriculum content in each subject to its core essentials, to make
space for critical thinking and more holistic, discovery-based, discussion-based,
and analysis-based learning. (Timeline: 2023-24)
• Also, while the NCF is being worked upon, this grade and subject wise
committee of textbook experts will start working on the new framework of
textbooks, focusing on learning outcomes, modular approach, activity-based
learning, real life examples, etc. with plenty of methods and items listed for
measuring of attainment of LOs. NCERT will ensure that Knowledge of India is
incorporated wherever relevant in an accurate and scientific manner. Stories,
arts, games, sports, examples, problems, etc. in textbooks will be chosen such
that they are as much as possible rooted in the Indian context.
4.4.2 Empower students through exibility in course choices (Ref para 4.9 to 4.10)
(Timeline for completing implementation: 2024-25)
• Task 87: While preparing the State Curricular Framework (SCF), the SCERTs of
States/UTs may look into innovative methods/semester system to achieve these
aims of greater flexibility and exposure to and enjoyment of a wider range of
subjects, including across the arts, sciences, humanities, languages, sports, and
vocational subjects. SCERTs of states/UTs may initiate consultations with
stakeholders in this area. (Timeline: 2022-23)
4.4.3 Promoting Multilingualism, in order to harness the power of language (ref para
4.11 to 4.22)
• Task 88: States/UTs will develop guidelines, resources, and support material for
teachers on multilingualism, in order to harness the power of language.
(Timeline: 2022-25)

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 • Following material will be specifically developed by states/UTs:
o Guidelines for preparing courses and syllabi on Indian Languages
o Textbooks in various languages for grades 1 to 12 (in three phases)
o Teachers’ handbooks and material for teachers' professional development
(Print and E-content) in local languages.
• Task 89: SCERTs with the help of NCERT will also conduct face-to-face and on-
line training for building the capacity of Key Resource Persons teaching Indian
Languages. SCERTs will develop supplementary materials like: Workbooks,
Audio-Video, Novels, Magazines, Dictionaries etc. in Indian Languages spoken
in the state (Including Classical, Tribal and other Minor languages). If among the
languages spoken, there is a language spoken predominantly in any other
State/UT, SCERTs should make efforts to collaborate with that State/UT to share
their learning resources, rather than preparing afresh. Such resources should be
made available in public domain and disseminated widely. (Timeline: 2022-25)
• Task 90: For introducing home language/mother tongue/local
language/regional language as the medium of instruction, States/UTs and
BOAs will undertake several key actions in a systematic manner. (Timeline:
2022-25)
There are 121 languages which are spoken by 10,000 or more people in India, as per
2011 census. The 121 languages are presented in two parts — languages included in
the Eighth Schedule of the Indian Constitution, comprising 22 languages and
languages not included in the Eighth Schedule, comprising of 99 languages. The key
actions would include the following steps. It may be noted that all the following steps
can be taken up in any chronology or even simultaneously, or as deemed fit by the
State/UT.
(i) Step 1: Linguistic mapping of each area
o General assessment and listing of mother tongue/local/regional
language of students of selected areas through linguistic mapping.
Linguistic mapping in selected areas can be done with simple formats
(example – number of languages spoken by people residing in that area,
student wise strongest language, students speaking more than one of
those languages, language/s spoken by teachers of that area, etc.).
o Areas could be selected in the following order of priority:
¡ Inter-state border areas
¡ Migrants settled in another state and seasonal migrants
¡ Remote tribal areas

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(ii) Step 2: Sensitization and orientation of educational administrators
o There are huge issues of beliefs and attitudes about home languages and
their use in the formal domain. Languages may even be considered inferior
at times. Also, there is great deal of research and evidence on the fact that
the distance of the L1 or language spoken by the child at home from the
language that is the medium of instruction in the school, can make or
break a learner’s path to cognitive success. To address these issues, 8-10-
hour online course for education administrators (State to block level) and
BRC/CRC on basic orientation for including children's home languages in
teaching-learning process in primary classrooms.
(iii) Step 3: Orientation of teachers on multilingual education
o SCERTs to create State Resource Groups and a multilingual education cell.
Initial orientation of SCERT/DIET faculty will be required.
o Multilingual awareness for teachers (addressing beliefs and attitudes
about using children’s spoken languages and how using that language in
class helps the children in learning additional languages. This will be a 1-
week initial course (8-10 hours online course). Initial focus of this course
would be to sensitize teachers on using these languages in the oral domain
to begin with.
o Through these courses SCERT will also create awareness about how
children can have the ability for Multilingual Education or MLE, by
adopting scientific methods.
(iv) Step 4: Creation of learning material in local languages
o SCERTs will initiate creation of children’s materials (stories, rhymes, big
books, charts and posters) in local languages. A guideline will be prepared
by NCERT and SCERT for encouraging publishers for
developing/collecting such materials.
(iv) Step 5: Initiating the classroom teaching in mother tongue in certain
areas on priority
o Once availability of trained teachers for classes 1 to 5 who can speak in the
local language of the area is assured, certain areas can be taken up on
priority for introducing mother tongue teaching.
o Focus can initially be on inter-state border areas or pockets with migrants
from one particular linguistic group or remote tribal areas. In such schools,
the medium of instruction could be the local/regional language of the
language spoken by the children. For example, there will be several Odiya
speaking pockets in border areas of Andhra Pradesh, or Konkani speaking

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 pockets in border areas of Maharashtra, Gujarati speaking pockets in
border areas of Rajasthan, etc.
o Mapping and provisioning of schools with trained teachers and language
spoken by students is crucial.
(v) Step 6: Phased wise introduction in the rest of the schools
o States/UTs to make efforts to slowly introduce mother tongue/home
language based instruction in schools wherever possible, upto grade 5,
including in private schools, in a phased manner.
o To initiate this, though regional/state language may continue to remain the
MOI or Medium of Instruction, however, L1 or the language spoken by the
child at home, maybe used and developed by teachers at least in the oral
domain during classroom transactions form pre-school onwards. While
doing this, the teacher can continue to bring out links between the L1 and
the MOI. Children have very good linguistic abilities at that age. They will
be able to pick up the MOI, and other languages, including English (if it is
taught as a subject), much faster with the help of L1.
o Wherever possible, mother tongue may be introduced as MOI in
foundational years, while state language may be introduced slowly by
class 3.
o The exit strategy from L1 as MOI should be delayed as far as possible, and
states/UTs may not like to consider it before class 5, wherever possible.
o States/UTs will take out notification as early as possible, for encouraging
teachers to start teaching the subjects, including the regional/local and
other languages and subjects, mathematics, etc. from class 1 to 5 through
a bilingual approach – that is, by using the L1 or mother tongue of the child
as far as possible and slowly establishing links with the medium of
instruction or regional/state languages. This would mean, that the Hindi
books in Chhattisgarh or in Bundelkhand area can be orally taught in
Chhattisgarhi or Bundelkhandi as the link language, and slowly from class
1 to 5, children can be brought to understanding and speaking Hindi.
o In predominantly tribal areas, teachers who belong to these areas should
be identified to ensure that their mother tongue becomes the link for their
education.
o Wherever the mother tongue of a larger area/geography is unique,
states/UTs may make efforts to develop resources in that very language
and take up teaching and learning in that language at least upto grade 5
as far as possible.

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 o This kind of teaching-learning process of subjects in classes 1 to 5 through
a bilingual approach that focuses on the mother tongue, while
simultaneously attempting to establish links with the local/regional
language, will require very targeted pedagogical training for teachers.
SCERTs will initiate development of such training modules from 2021-22
after mapping the mother tongue requirements of students of various
areas, as mentioned above.
• Task 91: MoE in association with Ministry of Social justice and Empowerment
will initiate the process to standardising Indian Sign Language (ISL) for school
education across the country. National and State curriculum materials will be
developed, for use by students with hearing impairment by
NCERT/SCERT/RCI/NIOS. (Timeline: 2022-25)
4.4.4 Integrate essential subjects and skills in the curriculum (ref para 4.23 to 4.29)
• Task 92: A fun course on vocational crafts is to be designed for Grades 6-8. This
fun course will give a sense of the importance and creativity involved in learning
a skill. It will be learnt through hands-on experience of a sampling of vocational
crafts, such as carpentry, electric work, metal work, gardening, pottery making,
etc. for implementing this, the following will be undertaken:
o NCERT will design a fun course on vocational crafts through NCFSE for all
learners of CBSE schools to take during Grades 6-8.
o The vocational craft to be implemented in different parts/schools of the
state/UT will be decided by States and local communities and as mapped
by local skilling needs.
o A Handbook will also be developed by both, NCERT and SCERTs in
collaboration with concerned experts from different institutions, for
conducting various fun activities in grades 1 to 12, including vocational
crafts and activities to be undertaken by using indigenous toys, quizzes,
puzzles, indigenous games, etc. interlinked with curriculum. This
Handbook will also have guidelines for implementing bagless days for
students in schools. (Timeline: 2022-23)
4.4.5 Develop National Curriculum Framework and National Textbooks with local
content and avour (ref para 4.30 to 4.33):
• Task 93: NCERT will set up National 28 Focus Groups and Curriculum
Committees. (Timeline: 2021)
• Task 94: NCERT will organise meetings, workshops, consultations with various
stakeholders, etc. for discussing various recommendations of the policy related
to curriculum to be incorporated in the curriculum framework
(Timeline: 2022-23)

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 • Task 95: NCERT will develop and publish revised National Curriculum
Framework and related documents. NCERT will involve all stakeholders in NCF
revision including CBSE and other BOAs, NCTE, NIEPA, etc. as NCF shall also
incorporate assessment patterns and evaluation procedure.
(Timeline: 2022-23)
• Task 96: Meanwhile, SCERTs to initiate consultations, workshops, and seminars
with various stakeholders on different aspects of curriculum, to develop
curricular perspectives in the States/UTs. (Timeline: 2021-22)
• Task 97: SCERTs to undertake development of State Curriculum Framework on
the basis of template provided by the NCERT and wide consultations.
(Timeline: 2021-22)
• Task 98: SCERT will setup Syllabus and Textbook Development Teams. The team
will start work on ensuring the reduction of Curriculum content in each subject to
its core essentials, to make space for critical thinking and more holistic,
discovery-based, discussion-based, and analysis-based learning. Also, while the
SCF is being worked upon, this grade and subject wise committee of textbook
experts will start working on the new framework of textbooks. SCERT will ensure
that Knowledge of India is incorporated wherever relevant in an accurate and
scientific manner. Stories, arts, games, sports, examples, problems, etc. in
textbooks will be chosen such that they are as much as possible rooted in the
Indian context as well as the local geographical context. (Timeline: 2022-25)
• The present focus on centrality of textbooks will hereby shift to centrality of focus
on learning goals, where textbooks become the medium/tool for achieving the
goals
• Task 99: NCERT and SCERT will undertake development of Teacher Support
Material across classes and subject areas along with Syllabi, Textbooks (in three
phases), both, in print as well as e-content form in case the state chooses to
develop its own textbooks. (Timeline: 2022-25)
• Dissemination of Syllabi and Textbooks across States/UTs- capacity building of
teachers and teacher support system, pilots, review and revision if needed – to be
completed by 2025.
• Task 100: With the help of new Textbooks, NCERT and SCERTs should move
towards developing MOOCs courses for each module of the entire syllabus. It
can eventually (when access and affordability are taken care of) be aspired to
integrate about 40% MOOCs courses in every grade in school education from
class 6 to 12, so that school has more time to focus on arts, sports, vocational,
languages, 21st century skills, etc. (Timeline: 2023-30)

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4.4.6 Transform assessments in elementary education for student development (ref
para 4.34 to 4.35): (Timeline 2022-23 onwards)
Assessment patterns and evaluation procedures for elementary education:
• The NCERT is the academic authority for curriculum and evaluation procedures
for elementary school, vide MOE notification dated 31.3.10 and the NCERT
curriculum and evaluation procedures, etc. are implemented mutatis mutandis
by the CBSE affiliated schools. SCERTs adapt this for their respective States.
Given this background, CBSE has a rich experience of implementing the
curriculum and evaluation processes developed by NCERT.
• Task 101: Therefore, for CBSE schools, NCERT together with CBSE and other
important stakeholders shall prepare the assessment patterns for both formative
as well as summative assessments and evaluation procedures for elementary
education in accordance with the NEP policy, such that it can be implemented
from the 2022-23 academic session in CBSE schools including, KVS, JNV and
CTSA. (Timeline: 2021-22)
• Task 102: Similar exercise will be undertaken by SCERTs and state BOAs to
prepare the assessment patterns for both formative as well as summative
assessments and evaluation procedures for elementary education in
accordance with the NEP policy, such that it can be implemented preferably from
the 2022-23 academic session. (Timeline: 2021-23)
• Focus will be on building a culture of continuous formative and adaptive
assessments in schools so as to focus on learning outcomes as well as
improvement in teaching-learning processes. Identification of students with
singular interests and talents will also be facilitated through formative
assessments guidelines and processes, as well as building capacity within the
system to carry forward the new paradigm to be planned by NCERT & SCERT.
Assessment patterns and evaluation procedures for secondary education:
• Task 103: For secondary education, CBSE and NIOS will prepare assessment
pattern and evaluation procedures for its affiliated schools/students, on the basis
of NEP policy and NCF so that it can be implemented from 2022-23 session
onwards in CBSE schools, including KVS, JNV and CTSA. Once PARAKH is set
up, CBSE shall be systematically guided by it. (Timeline: 2021-23)
Capacity building of teachers for new assessment pattern:
• Task 104: Professional online training modules and manuals/handbooks shall
be prepared by NCERT, CBSE, BOAs and SCERTs for building capacities of
teachers to undertake “assessment as learning” and “assessment for learning”
at elementary level. The training modules and manuals/handbooks shall be

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 prepared for offline, online as well as blended mode. These modules shall be
rolled out by 2021-22 so that the target date can be met. (Timeline: 2022-23)
Capacity building of paper setters/moderators for new assessment pattern:
• Task 105: PARAKH, NCERT, SCERTs, CBSE and other Boards of Assessment
shall also take up capacity building of paper setters, evaluators, and moderators
of school boards on the new norms and guidelines developed by
NCERT/National Assessment Centre PARAKH by developing online modules in
the interest of maintaining confidentiality of assessment and assessors.
(Timeline: 2022-23)
Online Practise Question banks on DIKSHA based on new patterns
of assessment:
• Task 106: NCERT, CBSE, other state BOAs and NIOS will prepare question
banks for competency-based items that test higher-order skills, such as analysis,
critical thinking, and conceptual clarity for use by students and teachers for all
grades. These question banks shall be placed on DIKSHA and will be developed
in a phase wise manner for use by 2022-23. These items will be prepared by
mapping to NCERT curriculum. SCERTs can consult NCERT on preparing Item
banks based on State curriculum. (Timeline: 2022-23)
4.4.7 Holistic Progress Cards (HPC):
• Task 107: NCERT/PARAKH will prepare the framework and guidelines for
developing this Holistic Progress Card for all stages, and States/UTs in turn will
develop it for their schools by contextualizing it to their local requirements.
(Timeline: 2022-23)
• The progress of all students will be reported at least annually to
parents/guardians through the HPC, which will be shared in printed form or
preferably e-form. This will be on the basis of, and for, all the dimensions of
learning and development as articulated and aimed for in the curricular goals.
• This will include the intellectual/cognitive, affective/emotional, social, and
psycho-motor/physical dimensions. It will also include assessment of values,
learning skills, such as, critical thinking, creativity, collaboration, problem-
solving, etc. and life skills, such as, courage, self-awareness, self-control,
decision-making, etc.
• The learning assessment will be on the basis of multiple tools/methods, for
example, group work, project work, in-class assessment, tests and quizzes, etc.
and an overall portfolio of work.
• The overall assessment will be done by the teachers, and will include feedback
from various sources, including self-assessment, peer-assessment and parent
feedback.

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 • The report card will be a holistic, 360-degree, multidimensional report that
reflects in great detail the progress as well as the uniqueness of each learner in
the cognitive, affective, socio-emotional, and psychomotor domains.
• To ensure that sports and Art education find an equal place in the school
curriculum from the Foundational stage onwards, the evaluation procedures,
the Learning Outcomes, Lesson Plans and the holistic report card shall reflect its
importance for the overall growth of the child.
• Not all the dimensions will have an evaluative component, for example, the
social and emotional dimensions will be descriptive and not evaluative.
• Overall, the HPC will be a rich and unique description of the student’s
development and progress, and will not reduce the complex process of learning
and development to simplistic metrics or numbers.
• The presentation format will be attractive, simple and readable, accounting for
the educational background of parents/guardians.
• Task 108: For implementing HPC in schools funded by MOE and CBSE
affiliated schools, NCERT/PARAKH will contextualize and develop IT based
solutions for implementing HPC for grades 1 to 12, for online use by all CBSE
schools. This HPC shall rely on Artificial Intelligence to give a holistic picture of
the unique potential of every child. During and at the end of schooling years, the
learners should be able to access their detailed HPC through Digi-locker. CBSE
shall undertake training of schools for implementing HPC.
(Timeline: 2022-23)
• Task 109: Based on NCERT framework and guidelines, the HPC shall be
designed for online use by SCERTs as well, by using Artificial Intelligence to give a
holistic picture of the unique potential of every child. During and at the end of
schooling years, the learners should be able to access their detailed HPC
through Digi-locker. SCERTs shall undertake training of schools for
implementing HPC. (Timeline: 2022-23)
4.4.8 Transform assessments in secondary education for student development (Ref
para 4.36 to 4.39)
Norms, standards and guidelines for assessment and evaluation for secondary
education:
• Task 110: PARAKH will set common norms, standards and guidelines for the
whole gamut of secondary education in alignment with the NCF 2021 for all
BOAs in the country to achieve. (Timeline: 2022-23)
• Task 111: Based on standards and guidelines developed by PARAKH for BOAs,
CBSE and NIOS will prepare their roadmap to achieve the standards, and begin
implementation from 2022-23. (Timeline: 2022-23)

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 Multi-disciplinary, multi format assessments:
• Task 112: PARAKH will also prepare national guidelines on assessment
standards to be achieved by all BOAs, to cover multi-disciplinary, multi format
assessments leading to attainment of 21st century skills in consonance with the
stated objectives of the policy. It will also handhold recognized BOAs to achieve
them. (Timeline: 2022-25)
Capacity building of BOAs:
• Task 113: State Boards of Assessment to be given orientation and capacity
building by the SCERTs in consultation with NCERT and PARAKH on norms and
standards of assessment. (Timeline: 2022-23)
Reducing burden of exams:
• Task 114: NCERT/PARAKH/CBSE/SCERTs/BOAs shall jointly develop a plan,
for ways and means to reduce the burden of exams at all levels, by examining all
policy recommendations in consultation with Boards of Assessment.
Implementation of the same will begin from the 2022-23 academic session.
(Timeline 2021-23)
Review of subjects offered by CBSE and other BOAs:
• Task 115: CBSE offers a plethora of subjects at secondary and senior secondary
level - some of which have lost their relevance as well as popularity. The NCERT
will ensure that the NCF committee shall review the basket of subjects offered at
secondary and senior secondary levels by CBSE and other BOAs, and ensure
structured and relevant offering of only those academic and skill subjects that
have the possibility of vertical integration, or are NSQF compliant or are
necessary for disabled children. (Timeline: 2021-22)
• Task 116: All subjects that do not fall within the parameters recommended by
the NCF, will be discontinued by CBSE and other BOAs. On the basis of NCF
recommendations, the BOAs, including CBSE, shall come out with a systematic
and flexible offering of subjects both at secondary and higher secondary level
from 2021-22 academic session onwards; they shall also remove subjects not
recommended by the NCF from their offerings. (Timeline: 2021-22)
Offering subjects at two levels:
• Task 117: NCERT will ensure that the NCF clarifies the strategy and timelines for
offering subjects at two levels for class 10 and 12 Board exams.
(Timeline: 2022-23)
• Task 118: The CBSE, NIOS and state BOAs shall develop a roadmap for
offering subjects at two levels with separately defined curriculum for each level,

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 so that it can be implemented for all major subjects latest by 2025.
(Timeline: 2022-25)
Change in pattern of board exams from 2022-23:
• Task 119: In alignment with the revised assessment guidelines, the pattern of
exams at secondary level will be changed (Grades 9-12) to test primarily core
capacities. All state secondary school boards shall prepare a roadmap for its
affiliated schools/centres for phase wise implementation, and begin
implementation from 2022-23 academic session onwards.
(Timeline: 2022-23)
Improvement Exams:
• Task 120: CBSE shall rename its Compartment exams as "Improvement exams"
and strengthen these exams and make them low stakes like all other Board
exams. All other state BOAs shall also introduce Improvement exams, if not
already done, from 2022-23 academic session. (Timeline: 2022-23)
Objective and subjective type question Papers in board exams:
• Task 121: CBSE, NIOS, and all state BOAs shall shift to a system of holding two
kinds of board exams - one objective-type and one subjective-type preferably by
2021-22 or latest by 2022-23 academic session. It will have to be ensured by all
BOAs that both the types of examinations are predominantly competency-
based, that test conceptual understanding and application of knowledge,
critical thinking, problem solving and creativity, rather than rote-memorisation.
(Timeline: 2022-23)
Modular Board exams:
• Task 122: CBSE will examine the possibility of modular Board exams by dividing
the subject topics into modules to be studied and examined immediately after the
module is over. CBSE can hold two module exams to begin with for identified
subjects – where one module is covered by objective-type questions, and the
other by subjective-type. CBSE will need to announce changes, if any, by 2021-
22 academic session. (Timeline: 2023-25)
• Task 123: BOAs of states may also like to take up modular exams on CBSE or
any other pattern that leads to reducing the burden on students, as deemed fit,
from the academic session 2022-23. (Timeline: 2022-23)
• Task 124: PARAKH shall assess the implementation of new patterns of
assessment in school boards (including in CBSE and NIOS) from time to time
and suggest course correction or interim changes for more effective
implementation. (Timeline: 2022-23 onwards)

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4.4.9 Tracking progress of learning (ref para 4.40): (Timeline: 2021 onwards)
Learning Outcomes (LO) and Teacher-student resources:
• Task 125: NCERT will fine tune learning outcomes (LOs) for all grades, from
pre-primary to grade 12 to meet the requirements of the NEP 2020. In particular,
life/learning/psychomotor skills required at every stage will be woven into the
LOs. It will also develop infographics/posters/bite sized films separately on each
learning outcome to demystify them to the stakeholders. (Timeline: 2021-23)
• Task 126: SCERTs may choose to adapt or adopt these fine-tuned LOs.
(Timeline: 2022-24)
• Task 127: BoAs will adopt/adapt Learning Outcomes based on NCERT/SCERT.
(Timeline: 2022-24)
• Task 128: Along with this the NCERT/SCERTs will also develop teacher
resources for classroom transaction of these LOs for each grade and subject for
its curriculum, and tools to observe and measure their progress. Relevant
resources may be uploaded in the public domain on DIKSHA. NCERT shall be
instrumental in guiding States to do the same. (Timeline: 2022-24)
• Task 129: Diksha platform will be used by NCERT to demystify each of the
Learning Outcomes for each grade and each subject, with the help of
student/teacher/parent-oriented material on each LO, such as, bite-sized films,
infographics, mind maps, forward and backward linkages of learning outcomes
with each other, etc. (Timeline: 2022-24)
Exams in grades 3, 5 and 8:
• Task 130: The National Assessment Centre PARAKH/NCERT/SCERT will
develop framework and guidelines to assist the states/UTs to develop their own
assessment patterns and evaluation procedures for holding the school-based
exams in grades 3, 5 and 8. (Timeline 2021-23)
Analysis of anonymised samples:
• Task 131: Since the examinations in grades 3, 5 and 8 shall be meant for
tracking the progress of students and planning improvements in quality of
schooling and teaching-learning processes, a system of analysing anonymised
samples shall be developed by SCERTs. These analytics shall be used as a
feedback for the system to improve learning. (Timeline 2021-23)
• Task 132: Dipstick exercise will be undertaken at periodic intervals in small
samples by states/UTs to know the hard spots among LOs, so that teacher
capacity building can be focused on these areas. (Timeline 2021-25)
Tracking the progress of learning from pre-primary to Grade 12:

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• Task 133: As already mentioned in Tasks 36 and 72, IT based systems shall be
put in place by all States/UTs, for tracking the progress of learning from Grade 1
to 12. The data of overall achievement shall be used by states/UTs for filling in
the gaps in teacher capacity building, public disclosure by schools of their
overall (and anonymized) student outcomes, and for continuous monitoring and
improvement of the schooling system. (Timeline: 2022-23)
4.4.10 Setting up National Assessment Centre PARAKH and its functions
(ref para 4.41): (Timeline: 2021-22)
• Task 134: The PARAKH centre will be set up as an autonomous body by
Department of School Education and Literacy, MOE by the end of 2021.
(Timeline: 2021-22)
• The centre will have well defined vision, mandate and governance structure
(Independent Board)
• The centre to have separate departments that would be responsible for
conducting National Achievement Survey (NAS), and guiding SLAS.
• The department that conducts NAS to have:
o In-house expertise in test development (curriculum), psychometricians
(IRT), statisticians, data analysts
o The Board of assessment centre will preside upon all decisions related to
scope and execution of the National Learning Outcomes based Tests (i.e.,
coverage, scope, frequency etc) or surveys.
o A technical advisory group, comprising of NCERT, assessment and
measurement experts (national and international), to ensure high quality of
assessment practices
• The centre will develop technical standards for national students’ assessments,
prepare learning assessment policies, analytical frameworks, innovative
solutions by providing a clear picture of quality of student learning which can
guide the country for improving learning outcomes;
• PARAKH will conduct and develop high quality research in assessment on
educational and teaching aspects by adapting modern technology and scale,
providing new insights into how students learn and generating evidences for
classroom pedagogy;
• The centre will also provide support to States/UTs to prepare their policies and
implementation plans for competency-based assessment; provide inputs
regarding student learning as well as providing professional development and
leadership training;

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 • The centre will also conduct training and capacity building programmes on
various aspects of educational measurement for various regional stakeholders
(will be offered in partnership with assessment and research organisations);
• The centre can bring on-board technical partners to build the capacity of the
Learning Assessments Department
• MOE to make funding provisions for the centre covering one-time establishment
costs, annual operating expenses, and costs associated with conducting
assessment of learning outcomes once every two or three years.
• The centre to also oversee participation in international assessments such as
PISA, PIRLS, TIMSS etc.
4.4.11 Review of entrance exams by NTA (Ref para 4.42):
• Task 135: NTA shall form a committee for review of entrance exams for
admissions to Higher Education Institutions (HEIs) and draw experts from
NCERT, NIOS, CBSE, HEIs and States/UTs among others for this committee.
NTA will design and then offer a standard entrance exam as an option to HEIs.
This will not be a mandatory exam, however, HEIs may decide to undertake it
voluntarily. (Timeline: 2021-22 onwards)
• The road map will include, among others, planning for the following:
o NTA to administer aptitude tests and tests in various subjects.
o NTA to set up test centres across the country and administer tests in various
languages, and maintain assessment related data.
o Admission to HEIs through a single test administered by NTA
4.4.12 Support for gifted students/student with special talent (Ref para 4.43 to 4.45)
(Timeline 2021-25)
• Task 136: MOE to develop framework for identification and nurturing of Gifted
Children at the Elementary and Secondary stages. This framework will include
among others, mechanisms for identification, nurturing and fostering of talents
of gifted children at the national level, state and school level, etc. States/UTs in
turn will develop similar guidelines with local context and initiate implementation
from 2022-23 academic session. (Timeline 2021-22)
• Task 137: States/UTs to undertake creating of awareness amongst different
stakeholders – parents, teachers, school administrators regarding the
importance of identifying and nurturing talent in different regions of the country.
This will be undertaken by first creating awareness amongst teachers, and then
developing IEC resources and disseminating them through online modes.
(Timeline 2022-25)

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 • Task 138: NCTE and NCERT to develop teacher education curriculum
guidelines for including specialization in the education of gifted children.
Developing online training modules for school teachers for mapping and
promoting talent amongst students will also be undertaken.
(Timeline 2022-23)
• Task 139: NCERT and SCERTs to undertake designing and implementing of
short and long-term programmes for integrating various nurturance activities
like summer residential programmes for secondary school students in various
subjects/domains. This will include Topic-centred, project-based clubs at
school, school complex, block and district levels to be initiated by the States/UTs,
with support from SCERTs. This will also include centrally funded topic-based
national level residential summer programmes for a select group of talented
children selected from across the country to be organised by MOE, NCERT &
SCERTs. (Timeline 2022-23)

4.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 83 NCERT will develop position papers with the NCERT 2022-23
help of 28 Focus groups for formulating the new
National Curricular Framework on School Education
(NCFSE). Of these 12 Position Papers will be
related directly to curriculum and Pedagogy, 6
Position Papers will be related to cross-cutting
themes, and 10 Position Papers will be related to
various other important areas in NEP, 2020.
Task 84 NCFSE will clearly define the modalities for NCERT 2022-23
implementing the new curricular and pedagogical
structure of 5+3+3+4
Task 85 CBSE, KVS, JNV and CTSA will prepare their own CBSE, KVS, 2023-24
action plans to implement NCFSE, after the release JNV, CTSA
of NCFSE by NCERT.
Task 86 Based on the NCFSE, NCERT will prepare textbooks NCERT 2022-24
with curriculum reduced to its core essentials in each
subject. NCERT will ensure that Knowledge of India is
incorporated wherever relevant in an accurate and
scientific manner. Stories, arts, games, sports,
examples, problems, etc. in textbooks will be chosen
such that they are as much as possible rooted in the
Indian context.

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Task Task Responsibility Timeline
number
Task 87 While preparing the State Curricular Framework SCERTs, 2022-23
(SCF), the SCERTs of States/UTs may look into States/UTs
innovative methods ways of offering flexibility in choice
of subjects to students and/ incorporating semester
system that allows the inclusion of shorter modules, or
courses that are taught on alternate days, etc.
Task 88 States/UTs will develop guidelines, resources, and States & UTs 2022-25
support material for teachers on multilingualism, in
order to harness the power of language
Task 89 SCERTs with the help of NCERT will also conduct NCERT, SCERT 2022-25
face-to-face and on-line training for building the
capacity of Key Resource Persons teaching Indian
Languages.
Task 90 Fo r i n t r o d u c i n g h o m e l a n g u a g e / m o t h e r States/UTs 2022-25
tongue/local language/regional language as the and BOAs
medium of instruction, States/UTs and BOAs will
undertake several key actions in a systematic manner.
Task 91 MoE in consultation with Ministry of Social justice and MoSJ&E, 2022-25
Empowerment (MoSJ&E) will initiate the process to NCERT/SCERT
standardise Indian Sign Language (ISL) across the /RCI/NIOS
country for school education. National and State
curriculum materials will be developed, for use by
students with hearing impairment by
NCERT/SCERT/RCI.
Task 92 The vocational craft to be implemented in different NCERT, SCERT 2022-23
parts/schools of the state/UT will be decided by
States and local communities and as mapped by
local skilling needs.
A Handbook will also be developed by both, NCERT
and SCERTs in collaboration with concerned experts
from different institutions, for conducting various fun
activities in grades 1 to 12, including vocational
crafts and activities to be undertaken by using
indigenous toys, quizzes, puzzles, indigenous games,
etc. interlinked with curriculum. This Handbook will
also have guidelines for implementing bagless days
for students in schools.

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Task Task Responsibility Timeline
number
Task 93 NCERT will set up National Focus Groups and NCERT 2021
Curriculum Committees
Task 94 NCERT will organise meetings, workshops, NCERT 2022-23
consultations with various stakeholders, etc. for
discussing various recommendations of the policy
related to curriculum to be incorporated in the
curriculum framework.
Task 95 NCERT will develop and publish revised National NCERT 2022-23
Curriculum Framework and related documents by
involving all stakeholders in NCF revision including
CBSE and other BOAs, NCTE, NIEPA, etc. as NCF
shall also incorporate assessment patterns and
evaluation procedure.
Task 96 Meanwhile, SCERTs to initiate consultations, SCERT 2021-22
workshops, and seminars with various stakeholders
on different aspects of curriculum, to develop
curricular perspectives in the States/UTs.
Task 97 SCERTs to undertake development of State SCERT 2021-22
Curriculum Framework on the basis of template
provided by the NCERT and wide consultations.
Task 98 SCERT will setup Syllabus and Textbook Development SCERT 2022-25
Teams. The team will start work on ensuring the
reduction of Curriculum content in each subject to its
core essentials, to make space for critical thinking
and more holistic, discovery-based, discussion-
based, and analysis-based learning. Also, while the
SCF is being worked upon, this grade and subject
wise committee of textbook experts need to start
working on the new framework of textbooks. SCERT
will ensure that Knowledge of India is incorporated
wherever relevant in an accurate and scientific
manner. Stories, arts, games, sports, examples,
problems, etc. in textbooks will be chosen such that
they are as much as possible rooted in the Indian
context as well as the local geographical context.
Task 99 NCERT and SCERT will undertake development of NCERT, SCERT 2022-25
Teacher Support Material across classes and subject

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Task Task Responsibility Timeline
number
areas along with Syllabi, Textbooks (in three phases),
both, in print as well as e-content form in case the
state chooses to develop its own textbooks.
Task 100 With the help of new Textbooks, NCERT and SCERTs NCERT, SCERT, 2023-30
should move towards developing MOOCs courses CBSE, KVS,
for each module of the entire syllabus by integrating JNV and BOAs
40% MOOCs courses in every grade in school
education from class 6 to 12, so that school has more
time to focus on arts, sports, vocational, languages,
21st century skills, etc.
Task 101 For CBSE schools, NCERT together with CBSE and NCERT, CBSE, 2021-22
other important stakeholders shall prepare the KVS, JNV and
assessment patterns for both formative as well as CTSA
summative assessments and evaluation procedures
for elementary education, such that it can be
implemented from the 2022-23 academic session.
Task 102 Similar exercise will be undertaken by SCERTs and SCERT, BoAs 2021-23
state BOAs to prepare the assessment patterns for
both formative as well as summative assessments
and evaluation procedures for elementary
education, such that it can be implemented
preferably from the 2022-23 academic session.
Task 103 For secondary education, CBSE and NIOS will CBSE, NIOS 2021-23
prepare assessment pattern and evaluation and KVS, JNV,
procedures for its affiliated schools/students, so that it CTSA
can be implemented from 2022-23 session onwards.
Task 104 Professional online training modules and NCERT, CBSE, 2022-23
manuals/handbooks (wherever required) shall be SCERT
prepared by NCERT, CBSE, BOAs and SCERTs for
building capacities of teachers to undertake
“assessment as learning” and “assessment for
learning” at elementary level.
Task 105 PARAKH, NCERT, SCERTs, CBSE and other Boards of PARAKH, 2022-23
Assessment shall also take up capacity building of NCERT, SCERT,
paper setters, evaluators, and moderators of school CBSE, BoAs
boards on the new norms and guidelines.

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Task Task Responsibility Timeline
number
Task 106 NCERT, CBSE, other state BOAs and NIOS will NCERT, CBSE, 2022-23
prepare question banks for competency-based items BoAs, NIOS
that test higher-order skills for all grades, such as
analysis, critical thinking, and conceptual clarity for
use by students and teachers.
Task 107 NCERT will prepare the framework and guidelines for NCERT and 2022-23
developing Holistic Progress Card for Middle and SCERTs
Secondary levels and SCERTs will adapt/adopt it.
Task 108 NCERT/PARAKH/CBSE/KVS/JNV/CTSA will NCERT, 2022-23
contextualize and develop IT based solutions for online PARAKH, CBSE
HPC for grades 1 to 12, for all CBSE schools. KVS, JNV, CTSA
Task 109 Based on NCERT framework and guidelines, the HPC SCERT 2022-23
shall be designed for online use by SCERTs as well.
Task 110 PARAKH will set common norms, standards and PARAKH 2022-23
guidelines for secondary education in alignment
with the NCF 2021 to be achieved by all BOAs in the
country.
Task 111 Based on standards, norms and guidelines for CBSE, NIOS, 2022-23
developed by PARAKH for BOAs, CBSE and NIOS BoAs, PARAKH
will prepare their roadmap to achieve the standards,
and begin implementation from 2022-23
Task 112 PARAKH will prepare national guidelines on PARAKH 2022-25
assessment standards to be achieved by all BOAs to
cover multi-disciplinary, multi format assessments
leading to attainment of 21st century skills.
Task 113 State Boards of Assessment to be given orientation NCERT, SCERT, 2022-23
and capacity building by the SCERTs in consultation BoAs, PARAKH
with NCERT and PARAKH on norms and standards of
assessment.
Task 114 NCERT/PARAKH/SCERTs/BOAs shall jointly develop NCERT, SCERT, 2021-23
a plan for ways and means to reduce the burden of BoAs, PARAKH
exams at all levels by examining all policy
recommendations. Implementation of the same will
begin from the 2022-23 academic session

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Task Task Responsibility Timeline
number
Task 115 The NCERT will ensure that the NCF committee shall CBSE, NCERT 2021-22
review the basket of subjects offered at secondary
and senior secondary levels by CBSE and other
BOAs, and ensure structured and relevant offering of
academic and skill subjects.
Task 116 All subjects that do not fall within the parameters CBSE, BoAs 2022-23
recommended by the NCF, will be discontinued by
CBSE and other BOAs.
Task 117 NCERT will ensure that the NCF clarifies the strategy NCERT 2022-23
and timelines for offering subjects at two levels for
class 10 and 12 Board exams
Task 118 The CBSE, NIOS and state BOAs shall develop a CBSE, NIOS, 2022-25
roadmap for offering subjects at two levels. BoAs
Task 119 The pattern of exams at secondary level will be State BoAs 2022-23
changed (Grades 9-12) to test primarily core
capacities based on framework developed at Tasks
100 and 101. Both CBSE and NIOS, and also all
state secondary school boards shall prepare a
roadmap, and begin implementation from 2022-23
academic session onwards.
Task 120 CBSE shall rename its Compartment exams as CBSE 2022-23
"Improvement exams" and strengthen these exams
and make them low stakes. All other state BOAs shall
also introduce Improvement exams, from 2022-23
academic session
Task 121 CBSE, NIOS, and all state BOAs shall shift to a CBSE, NIOS, 2022-23
system of holding two kinds of exams - one objective- BoAs
type and one subjective-type by 2022-23 academic
session.
Task 122 CBSE will examine the possibility of modular Board CBSE 2023-25
exams by dividing the subject topics into modules.
Task 123 BOAs of states may also like to take up modular BoA 2022-23
exams on CBSE or any other pattern, as deemed fit
from the academic session 2022-23
Task 124 PARAKH shall assess the implementation of new PARAKH 2022-23
patterns of assessment in school boards (including in onwards
CBSE and NIOS) from time to time and suggest
course correction or interim changes.

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Task Task Responsibility Timeline
number
Task 125 NCERT will fine tune learning outcomes LOs for all NCERT 2021-23
grades, from pre-primary to grade 12 to meet the
requirements of the NEP 2020. It will also develop
infographics/posters/bite sized films separately on
each learning outcome to demystify them to the
stakeholders.
Task 126 SCERTs may choose to adapt or adopt these fine- SCERT 2022-24
tuned LOs
Task 127 BoAs will adopt/adapt Learning Outcomes based on BoA 2022-24
NCERT/SCERT.
Task 128 NCERT/SCERTs will also develop teacher resources NCERT, SCERT 2022-24
for classroom transaction of these LOs for each
grade and subject.
Task 129 Diksha platform will be used by NCERT to demystify NCERT 2022-24
Learning Outcomes.
Task 130 The National Assessment Centre PARAKH/NCERT/ PARAKH, 2021-23
SCERT will develop framework and guidelines to NCERT, SCERT
assist the states/UTs for holding the census exams in
grades 3, 5 and 8.
Task 131 For the examinations in grades 3, 5 and 8 a system of SCERT, CBSE, 2021-23
analysing anonymised samples shall be developed NCERT.
by SCERTs. CBSE will also develop a system in
consultation with NCERT for annonymised sample
assessment.
Task 132 Dipstick exercise will be undertaken at periodic States/UTs 2021-25
intervals in small samples by states/UTs to know the
hard spots among LOs, so that teacher capacity
building can be focused on these areas
Task 133 The data of overall achievement of learners shall be States/UTs 2022-23
used by states/UTs for filling in the gaps in teacher
capacity building, public disclosure by schools of
their overall student outcomes, etc.
Task 134 The PARAKH centre will be set up as an autonomous MOE 2021-22
body by Department of School Education and
Literacy, MOE by the end of 2021

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Task Task Responsibility Timeline
number
Task 135 NTA shall form a committee for review of entrance NTA 2021-22
exams for admissions to Higher Education Institutions onwards
(HEIs) and draw experts from NCERT, NIOS, CBSE,
HEIs and States/UTs among others for this
committee. NTA will design and then offer a standard
entrance exam as an option to HEIs. This will not be
a mandatory exam, however, HEIs may decide to
undertake it voluntarily.
Task 136 (i) MOE to develop framework for identification and MOE 2021-22
nurturing of Gifted Children at the Elementary and
Secondary stages.
(ii) States/UTs in turn will develop similar guidelines States/UTs 2022-23
with local context and initiate implementation from
2022-23 academic session.
Task 137 States/UTs to undertake creating of awareness States/UT s 2022-25
amongst different stakeholders with regard to
talented children and their identification and need fo
nurturance
Task 138 NCTE and NCERT to develop teacher education NCTE, NCERT 2022-23
curriculum guidelines for including specialization in
the education of gifted children.
Task 139 NCERT and SCERTs to undertake designing and NCERT, SCERT 2022-23
implementing of short and long-term programmes
for integrating various nurturance activities like
summer residential programmes for secondary
school students in various subjects/domains.

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4.6 ESTIMATED LONG-TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• The National Curriculum Framework • The National Curriculum Framework
(NCF) will be developed on the basis of the (NCF) is updated taking in view the latest
State Curriculum Framework. (NCERT) developments in the field of school
• Review of implementation of curriculum education.
underway with clear plan for revision as
needed (SCERTs)
• Areas currently referred to as ‘Co-
scholastic areas’ are integrated into the
curriculum for holistic development of
learners in 100% schools (NCERT &
SCERTs)
• Building capacity of Key Resources Persons • 100% teachers trained and utilizing these
on Experiential learning, and integration of innovative pedagogies in classrooms
Arts/Sports in teaching - learning processes
and textbooks (NCERT and SCERT).
• At least 50% teachers trained and utilizing
these innovative pedagogies in classrooms

• Adequate resources, especially teachers • Adequate resources, especially teachers

and TLM, to be available at 50% schools in and TLM, available at 100% schools in
order to ensure increased flexibility and order to ensure increased flexibility and
choice of subjects to study for students. choice of subjects to study for students.
• Quality textbooks and other teaching • Te a c h i n g- l e a r n i n g t h r o u g h h o m e
learning resources in different Indian language/mother tongue in at least 75%
Languages for different stages available for schools upto grade 5
the adoption/adaption by the States/UTs.
(NCERT& SCERTs)
• A pool of Key Resource Persons is available
to build the capacity of teachers on the
pedagogy of languages. (NCERT&
SCERTs)
• Te a c h i n g - l e a r n i n g t h r o u g h h o m e
language/mother tongue in approximately
25% schools upto grade 5

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Achievement by 2025 Achievement by 2030
• Development of teachers’ handbook
(NCERT)
• Development of materials for teacher’s
professional development (NCERT&
SCERTs)
• Development of supplementary materials
(NCERT& SCERTs)
• Conducting face-to-face and online
courses for teacher professional
development on multilingualism (NCERT
& SCERTs)
• Developing and printing of syllabi and
textbooks based on new NCF/SCF
(NCERT& SCERTs)
• Building capacity of Key Resource Persons
in States and UTs on the transaction of
textbooks (NCERT& SCERTs)
• Supporting schools to make the transition
(SCERTs)
• Implementation of new assessment system • A l l s c h o o l s w o u l d h a v e b e g u n
in NIOS, CBSE schools and more than implementation of new assessment
50% States/UTs. (PARAKH) pattern. (States & Schools)
• 50% School Boards would have begun • 100% School Boards would have begun
offering identified subjects at two levels. offering identified subjects at two levels.
(School Boards) (School Boards)
• Implementation of IT based tracking system
by all States/UTs for tracking the progress
of learners from Grade 1 to 12.
(States/UTs)
• PARAKH would have generated all
guidelines/standards/norms in
accordance with this policy and all
States/UTs would have begun to follow
them in a phase wise manner.
• NAS 2023 will be held by National NAS 2029 will show a huge improvement
Assessment Centre PARAKH and in case in achievement of learning goals.
India decides to participate in PISA 2024,
or PIRLS 2026 or TIMSS 2023, then that
too shall be led by National Assessment
Centre PARAKH

116
Achievement by 2025 Achievement by 2030
• Creating awareness amongst different
stakeholders – parents, teachers, school
administrators regarding the importance of
identifying and nurturing talent in different
regions of the country (NCERT& SCERTs)
• Developing teacher education curriculum
guidelines for including specialisation in
the education of gifted children (HEIs)
• Designing and implementing short- and
long-term programmes for integrating
various nurturance activities (NCERT&
SCERTs)
• Organising competitions, camps and visits
to various state of the art Institutions in
various domains like Science, Art and
Sports (NCERT& SCERTs)
• Developing online education programmes
for mapping and promoting talent amongst
students. (NCERT& SCERTs)

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Chapter 5
Teachers

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5.1 OVERALL TARGET
Ensure that all students at all levels of school education are taught by
passionate, motivated, highly qualied, professionally trained, and well-
equipped teachers.

5.2 BACKGROUND
Section 23(1) of the RTE Act provides that any person possessing such minimum
qualifications, as laid down by an academic authority, authorised by the Central
Government, by notification shall be eligible for appointment as a teacher.
Accordingly, NCTE, the academic authority for this purpose, has prescribed minimum
qualification for appointment as teachers vide their notification dated 23rd August,
2010 as amended from time to time. Section 23(3) prescribes that the salary and
allowances payable to and the terms and conditions for service of teachers shall be as
such as may be prescribed. Rule 18 (1) of Model RTE Rules, 2009 prescribes that the
State Government or the local authority, as the case may be, shall notify terms and
conditions of service and salaries and allowances of teachers in order to create a
professional and permanent cadre of teachers.
Accordingly, States and UTs have formulated their own RTE rules for carrying out the
provisions of the RTE Act. The recruitment and other service conditions of teachers are
under the domain of States and UTs and all state/UTs are expected to have a
permanent and professional cadre of teachers.
The National Achievement Survey (NAS) 2017 ndings highlight that teachers
having professional qualication, permanently employed, having six or more
years of experience, and those who have attended training programs, show
higher impact on students’ achievement. Also, teachers’ participation in informal
dialogues with colleagues to improve teaching have higher association with students’
achievement. Also, it has been evidenced in NAS 2017 that the effect of teachers’
activities is directly related to students’ achievement. Teachers’ who use
books/supplementary material other than the textbooks has an impact in
higher performing States and UTs.
Presently, a total 94,308,39 Teachers by Management
Teachers are available at
4%
all levels; Category-wise Government
availability of teachers is as Aided
Private
follows: 49,47,608 in 35%
Unrecognized+
Government, 8,19,847 in
Madrasa
Aided, 33,04,373 in Private
and 3,59,011 in Other Source: UDISE+ 2018-19
9% (Provisional)
Categories (Unrecognized +
Madrasa). 52%

9
UDISE+ 2018-19 provisional

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5.3 NEP RECOMMENDATIONS
• Teachers truly shape the future of our children - and, therefore, the future of our
nation. It is because of this noblest role that the teacher in India was the most
respected member of society. Only the very best and most learned became
teachers. Society gave teachers, or gurus, what they needed to pass on their
knowledge, skills, and ethics optimally to students. The quality of teacher
education, recruitment, deployment, service conditions, and empowerment of
teachers is not where it should be, and consequently the quality and motivation
of teachers does not reach the desired standards. The high respect for teachers
and the high status of the teaching profession must be restored so as to inspire
the best to enter the teaching profession. The motivation and empowerment of
teachers is required to ensure the best possible future for our children and our
nation. (NEP Para 5.1)
Recruitment and Deployment
• 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. programs. 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.
programs. 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. (NEP Para 5.2)
• The harmful practice of excessive teacher transfers will be halted, so that students
have continuity in their role models and educational environments. Transfers will
occur in very special circumstances, as suitably laid down in a structured manner
by State/UT governments. Furthermore, transfers will be conducted through an
online computerized system that ensures transparency. (NEP Para 5.3)
• Teacher Eligibility Tests (TETs) will be strengthened to inculcate better test
material, both in terms of content and pedagogy. The TETs will also be extended
to cover teachers across all stages (Foundational, Preparatory, Middle and
Secondary) of school education. For subject teachers, suitable TET or NTA test
scores in the corresponding subjects will also be taken into account for
recruitment. To gauge passion and motivation for teaching, a classroom
demonstration or interview will become an integral part of teacher hiring at

121
 schools and school complexes. These interviews would also be used to assess
comfort and proficiency in teaching in the local language, so that every
school/school complex has at least some teachers who can converse with
students in the local language and other prevalent home languages of students.
Teachers in private schools also must have qualified similarly through TET, a
demonstration/interview, and knowledge of local language(s). (NEP Para 5.4)
• 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. (NEP Para 5.5)
• Schools/school complexes will be encouraged to hire local eminent persons or
experts as ‘master instructors’ in various subjects, such as in traditional local arts,
vocational crafts, entrepreneurship, agriculture, or any other subject where local
expertise exists, to benefit students and help preserve and promote local
knowledge and professions. (NEP Para 5.6)
• A technology-based comprehensive teacher-requirement planning forecasting
exercise will be conducted by each State to assess expected subject-wise teacher
vacancies over the next two decades. The above described initiatives in
recruitment and deployment will be scaled as needed over time, to fill all
vacancies with qualified teachers, including local teachers, with suitable
incentives for career management and progression as described below. Teacher
education programs and offerings will also align with the vacancies thus
projected. (NEP Para 5.7)
Service Environment and Culture
• The primary goal of overhauling the service environment and culture of schools
will be to maximize the ability of teachers to do their jobs effectively, and to
ensure that they are part of vibrant, caring, and inclusive communities of
teachers, students, parents, principals, and other support staff, all of whom share
a common goal: to ensure that our children are learning. (NEP Para 5.8)
• The first requirement in this direction will be to ensure decent and pleasant
service conditions at schools. Adequate and safe infrastructure, including
working toilets, clean drinking water, clean and attractive spaces, electricity,
computing devices, internet, libraries, and sports and recreational resources will
be provided to all schools to ensure that teachers and students, including
children of all genders and children with disabilities, receive a safe, inclusive,
and effective learning environment and are comfortable and inspired to teach
and learn in their schools. In-service training will have inputs on safety, health
and environment at workplace in schools to ensure that all teachers are

122
 sensitized to these requirements. (NEP Para 5.9)
• State/UT Governments may adopt innovative formats, such as school complex,
rationalization of schools, without in any way reducing accessibility, for effective
school governance, resource sharing, and community building. The creation of
school complexes could go a long way towards building vibrant teacher
communities. The hiring of teachers to school complexes could automatically
create relationships among schools across the school complex; it would also
help ensure excellent subject-wise distribution of teachers, creating a more
vibrant teacher knowledge base. Teachers at very small schools will not remain
isolated any longer and may become part of and work with larger school
complex communities, sharing best practices with each other and working
collaboratively to ensure that all children are learning. School complexes could
also share counsellors, trained social workers, technical and maintenance staff,
etc. to further support teachers and help create an effective learning
environment. (NEP Para 5.10)
• In collaboration with parents and other key local stakeholders, teachers will also
be more involved in the governance of schools/school complexes, including as
members of the School Management Committees/School Complex
Management Committees. (NEP Para 5.11)
• 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. (NEP Para 5.12)
• To help ensure that schools have positive learning environments, the role
expectations of principals and teachers will explicitly include developing a caring
and inclusive culture at their schools, for effective learning and benefit of all
stakeholders. (NEP Para 5.13)
• Teachers will be given more autonomy in choosing aspects of pedagogy, so that
they may teach in the manner they find most effective for the students in their
classrooms. Teachers will also focus on socio-emotional learning - a critical
aspect of any student’s holistic development. Teachers will be recognized for
novel approaches to teaching that improve learning outcomes in their
classrooms. (NEP Para 5.14)
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,

123
 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. (NEP Para 5.15)
• School Principals and school complex leaders will have similar modular
leadership/management workshops and online development opportunities and
platforms to continuously improve their own leadership and management skills,
and so that they too may share best practices with each other. Such leaders will
also be expected to participate in 50 hours or more of CPD modules per year,
covering leadership and management, as well as content and pedagogy with a
focus on preparing and implementing pedagogical plans based on
competency-based education. (NEP Para 5.16)
Career Management and Progression (CMP)
• Teachers doing outstanding work must be recognized and promoted, and given
salary raises, to incentivize all teachers to do their best work. Therefore, 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. A system of multiple parameters for proper
assessment of performance will be developed for the same by State/UT
Governments that is based on peer reviews, attendance, commitment, hours of
CPD, and other forms of service to the school and the community or based on
NPST given in Para 5.20. In this Policy, in the context of careers, ‘tenure’ refers to
confirmation for permanent employment, after due assessment of performance
and contribution, while ‘tenure track’refers to the period of probation preceding
tenure. (NEP Para 5.17)
• Further, it will be ensured that career growth (in terms of tenure, promotions,
salary increases, etc.) is available to teachers within a single school stage (i.e.,
Foundational, Preparatory, Middle, or Secondary), and that there is no career
progression-related incentive to move from being teachers in early stages to
later stages or vice versa (though such career moves across stages will be
allowed, provided the teacher has the desire and qualifications for such a
move). This is to support the fact that all stages of school education will require
the highest-quality teachers, and no stage will be considered more important
than any other. (NEP Para 5.18)

124
• Vertical mobility of teachers based on merit will also be paramount; outstanding
teachers with demonstrated leadership and management skills would be trained
over time to take on academic leadership positions in schools, school
complexes, BRCs, CRCs, BITEs, DIETs as well as relevant government
departments. (NEP Para 5.19)
Professional Standards for Teachers
• A common guiding set of National Professional Standards for Teachers (NPST)
will be developed by 2022, by the National Council for Teacher Education in its
restructured new form as a Professional Standard Setting Body (PSSB) under
General Education Council (GEC), in consultation with NCERT, SCERTs,
teachers from across levels and regions, expert organizations in teacher
preparation and development, expert bodies in vocational education, and
higher education institutions. The standards would cover expectations of the role
of the teacher at different levels of expertise/stage, and the competencies
required for that stage. It will also comprise standards for performance
appraisal, for each stage, that would be carried out on a periodic basis. The
NPST will also inform the design of pre-service teacher education programmes.
This could be then adopted by States and determine all aspects of teacher career
management, including tenure, professional development efforts, salary
increases, promotions, and other recognitions. Promotions and salary increases
will not occur based on the length of tenure or seniority, but only on the basis of
such appraisal. The professional standards will be reviewed and revised in
2030, and thereafter every ten years, on the basis of rigorous empirical analysis
of the efficacy of the system. (NEP Para 5.20)
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.
Such teachers would require not only subject-teaching knowledge and
understanding of subject-related aims of education, but also the relevant skills
for understanding of special requirements of children. Therefore, such areas
could be developed as secondary specializations for subject teachers or
generalist teachers, during or after pre-service teacher preparation. They will be
offered as certificate courses, in the pre-service as well as in-service mode, either
full time or as part-time/blended courses - again, necessarily, at
multidisciplinary colleges or universities. Greater synergy will be enabled
between the course curriculum of NCTE and RCI to ensure adequate availability
of qualified special educators who can handle subject teaching as well.
(NEP Para 5.21)

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 Approach to Teacher Education
• Recognizing that the teachers will require training in high-quality content as well
as pedagogy, teacher education will gradually be moved by 2030 into
multidisciplinary colleges and universities. As colleges and universities all move
towards becoming multidisciplinary, they will also aim to house outstanding
education departments that offer B.Ed., M.Ed., and Ph.D. degrees in education.
(NEP Para 5.22)
• By 2030, the minimum degree qualification for teaching will be a 4-year
integrated B.Ed. degree that teaches a range of knowledge content and
pedagogy and includes strong practicum training in the form of student-teaching
at local schools. The 2-year B.Ed. programmes will also be offered, by the same
multidisciplinary institutions offering the 4-year integrated B.Ed., 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-yearmultidisciplinary Bachelor’s Degrees or who have
obtained a Master’s degree in a specialty and wish to become a subject teacher
in that specialty. All such B.Ed. degrees would be offered only by accredited
multidisciplinary higher education institutions offering 4-year integrated B.Ed.
programmes. Multidisciplinary higher education institutions offering the 4-year
in-class integrated B.Ed. programme and having accreditation for ODL may
also offer high-quality B.Ed. programmes in blended or ODL mode to students in
remote or difficult-to-access locations and also to in-service teachers who are
aiming to enhance their qualification, with suitable robust arrangements for
mentoring and for the practicum-training and student-teaching components of
the programme. (NEP Para 5.23)
• All B.Ed. programmes will include training in time-tested as well as the most
recent techniques in pedagogy, including pedagogy with respect to foundational
literacy and numeracy, multi-level teaching and evaluation, teaching children
with disabilities, teaching children with special interests or talents, use of
educational technology, and learner-centered and collaborative learning. All
B.Ed. programmes will include strong practicum training in the form of in-
classroom teaching at local schools. All B.Ed. programmes will also emphasize
the practice of the Fundamental Duties (Article 51A) of the Indian Constitution
along with other Constitutional provisions while teaching any subject or
performing any activity. It will also appropriately integrate environmental
awareness and sensitivity towards its conservation and sustainable development,
so that environment education becomes an integral part of school curricula.
(NEP Para 5.24)

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 • Special shorter local teacher education programmes will also be available at
BITEs, DIETs, or at school complexes themselves for eminent local persons who
can be hired to teach at schools or school complexes as ‘master instructors’, for
the purpose of promoting local professions, knowledge, and skills, e.g., local
art, music, agriculture, business, sports, carpentry, and other vocational crafts.
(NEP Para 5.25)
• Shorter post-B.Ed. certification courses will also be made widely available, at
multidisciplinary colleges and universities, to teachers who may wish to move
into more specialized areas of teaching, such as the teaching of students with
disabilities, or into leadership and management positions in the schooling
system, or to move from one stage to another between foundational,
preparatory, middle, and secondary stages. (NEP Para 5.26)
• It is recognized that there may be several pedagogical approaches
internationally for teaching particular subjects; NCERT will study, research,
document, and compile the varied international pedagogical approaches for
teaching different subjects and make recommendations on what can be learnt
and assimilated from these approaches into the pedagogies being practiced in
India. (NEP Para 5.27)
• By 2023, a new and comprehensive National Curriculum Framework for
Teacher Education, NCFTE, will be formulated by the NCTE in consultation with
NCERT, based on the principles of this National Education Policy 2020. The
framework will be developed after discussions with all stakeholders including
State Governments, relevant Ministries/Departments of Central Government
and various expert bodies, and will be made available in all regional languages.
The NCFTE will also factor the requirements of teacher education curricula for
vocational education. The NCFTE will thereafter be revised once in every 5-10
years by reflecting the changes in revised NCFs as well as emerging needs in
teacher education. (NEP Para 5.28)
• Finally, in order to fully restore the integrity of the teacher education system,
stringent action will be taken against substandard stand-alone Teacher
Education Institutions (TEIs) running in the country, including shutting them
down, if required. (NEP Para 5.29)

5.4 IMPLEMENTATION PLAN

5.4.1 Recruitment and deployment of Teachers (ref para 5.2 to 5.7):
Measures to retain best teachers in Rural/difcult areas/high drop-out area:
• Task 140: Special housing allowances and other facilitation as the states/UTs
deem fit, may be considered by states for teachers posted in identified remote
and difficult areas. Rural/difficult areas/high drop-out area allowance may be

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 considered by the States/UTs to retain the best teachers in those areas.
Rural/difficult areas/high drop-out area tenure policy also to be considered.
States/UTs to prepare their own guidelines/policy in this regard and implement
from 2022-23 academic session. States/UTs may consider convergence in the
area of housing support to teachers with other departments such as, Tribal
affairs, Social Justice and Empowerment, Rural development, DONER/GoI, etc.
(Timeline: 2022-23 onwards)
• Task 141: Policy of recognising creative, dedicated and achieving teachers,
maybe prepared by states for giving recognition to best teachers on different
occasions, and for different purposes, such as, for improving learning outcomes
through use of mother tongue, working dedicatedly in remote areas, promoting
environmental awareness, digital education, inclusion, achieving learning
outcomes through innovative pedagogy, etc. Teacher’s contribution can also be
recognized on a host of special days, such as, National Voters Day, World
Environment Day, National Science and Mathematics Day, World Literacy Day,
etc. Reward and recognition mechanism for outstanding teachers could be
based on host of parameters showcasing diverse set of qualities and contribution
on the part of teachers in an objective, transparent, evidence-based system.
Recognition may be only in the form of certificates, but such recognitions will be
taken into account for the selection for national and state awards for teachers.
States/UTs may also have their own policies for utilising these recognitions for
other incentives, including transfers, promotions, etc. This may be implemented
from 2022-23 academic session. (Timeline: 2021-23)
• Task 142: Merit based scholarships, particularly for students coming from
remote areas, to be established by states/UTs for state/UT funded TEIs, for
studying 4 year integrated B.Ed programme.(Time line: 2022-23 onwards)
• Task 143: States/UTs/CBSE schools/BOAs schools/KVS/JNV/CTSA to
undertake self-audit/PTA audit/SMC audit/student audit/social audit of all their
schools for the parameters decided by them regarding ensuring conducive,
adequate and safe infrastructure in all schools. Student audit by senior students
and PTA audit may particularly be undertaken every year. Post-audit
interventions will be based on the gaps identified by these audits. (Based on Task
221) (Timeline: 2022-23)
• Task 144: An online transparent teacher transfer policy will be put in place to
meet the vacancies and needs of rural and remote areas by all States and
UTs/KVS/JNV/CTSA, wherein transfers shall be halted, unless absolutely
necessary for specified reasons. Transfers will occur in very special
circumstances as laid down by the State and UT Governments by 2022-23.
(Timeline 2022-23)

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• Task 145: NCTE and NCERT will help MOE to prepare action plan to extend
TET to all levels of school education. TET will be made applicable to teachers in
private schools as well. Teacher recruitment will require the crossing of 3 stages –
TET, they should also have qualified through a demonstration/interview, and
knowledge of local language(s). For implementing this, states/UTs/KVS/
JNV/CTSA will take out notifications. (Timeline 2022-23)
• Task 146: States/UTs/KVS/JNV/CTSA to prepare a long-term teacher
recruitment plan, such that, they adopt a system of annual recruitment of
teachers as per a fixed calendar. A technology based comprehensive teacher
requirement forecasting exercise will be conducted by all States and UTs to
assess subject wise teacher vacancies for next two decades. The teacher
recruitment plan should clearly outline the requirement for language teachers,
and teachers of the arts, music, languages, sports, etc. who need to be deployed
to schools/school complexes. Teacher education programmes will be aligned
with the vacancies thus projected. The hiring of teachers to school complexes
may be piloted by the States & UTs to ensure subject-wise distribution of teachers.
The plan will also suggest modalities for exchange of language teachers
between States. (Time line: 2022-23)
• Task 147: Once the states/UTs have adopted/adapted the NCF and formulated
SCF, they will work out a system/guideline for schools/school complexes to
engage local eminent persons or experts as ‘master instructors’ in various
subjects, such as in traditional local arts, vocational crafts, entrepreneurship,
agriculture, or any other subject etc. (Time line: 2022-23)
5.4.2 Service environment and culture (ref para 5.8 to 5.14):
• Task 148: States/UTs/CBSE/BOAs/KVS/JNV/CTSA will work out a plan from
2022 to 2030 to ensure that adequate and safe infrastructure, including
working toilets, clean drinking water, clean and attractive spaces, electricity,
computing devices, internet, libraries, and sports and recreational resources will
be provided to all schools to ensure that all stakeholders receive a safe,
inclusive, and effective teaching-learning environment.
(Timeline for planning: 2021-22)
• Task 149: SCERTs will undertake capacity building programmes for teachers
and Principals to create conducive learning environment in schools; NCERT and
NIEPA will support design of these programmes. In-service training undertaken
by states/UTs/CBSE/BOAs/KVS/JNV/CTSA will have inputs on safety, health
and environment in schools, particularly in relation to the COVID-19 pandemic,
to sensitize all teachers about how to integrate it in teaching-learning process
and also how to ensure all children learn these habits. (Time line: 2022-24)
• Task 150: States and UTs/CBSE/BOAs/KVS/JNV/CTSA to take up the exercise

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 of mapping each and every little work that the teachers are expected to do, or are
doing aside from teaching. Based on this exercise, states/UTs will develop IT
based solutions to reduce the education administration/planning/governance
burden of teachers, and also ensure that teachers may not be engaged in work
that is not directly related to teaching. (Time line: 2022-24)
5.4.3 Continuous Professional Development and Career Progression (Ref para
5.17 to 5.19)
• Task 151: States/UTs/CBSE/BOAs/KVS/JNV/CTSA will develop and adopt
specific frameworks for role expectancy from Principals and Teachers based on
the National Professional Standards for Teachers (NPST) and devise a system to
ensure the roles are fulfilled. (Timeline 2023-24)
• Task 152: States/UTs may undertake studies/research on what motivates
teachers to do better and come up with a transparent merit-based system for
tenure, promotion and salary structure, etc. The system to provide for vertical
and horizontal mobility for challenging positions for higher levels of delivery will
be developed by states/UTs as a part of this. Vertical mobility, including the
option to enter educational administration or to become teacher educators will
be available to teachers. Enabling provisions, concessions may also be provided
in the schemeStates/UTs will also notify/amend cadre rules appropriately to
enableparity in service conditions across all stages of school education.
(Timeline: 2024-25)
• Task 153: A comprehensive in-service teacher training policy and a plan based
on it will be prepared by states/UTs/CBSE/BOAs/KVS/JNV/CTSA for conducting
the CPD and other training programmes, including teachers from pre-primary to
higher secondary, and also including school heads and principals.
Development of flexible, modular, choice-based curriculum for CPD of
teachers/principals shall be undertaken by SCERTs. (Timeline: 2022-23)
• Task 154: SCERTs/DIETs/CBSE/BOAs/KVS/JNV/CTSA to also develop formal
Induction Programmes for newly recruited teachers. This programme will be
conducted by DIETs with support from SCERT every year, as per the annual
calendar of recruitments. (Timeline: 2022-23)
5.4.4 Professional standards for teachers (Ref para 5.20): (Timeline: 2022-23)
• Task 155: A common National Professional Standards for Teachers (NPST) will
be developed for the country. NCTE will coordinate this effort and prepare the
NPST in consultation with the NCERT, SCERTs, teachers from across levels and
regions, expert organisations in teacher preparation and development, higher
educational institutions and other relevant stakeholders. The professional
standards will be reviewed and revised nationally in 2030, and thereafter every

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 ten years by NCTE in consultation with NCERT and other stakeholders.
(Timeline: 2022-23)
• Task 156: The National Professional Standards for Teachers (NPST) will be
adopted by all the States/UTs. NPST will determine all teacher career
management and professional development efforts by the state/UTs and all
BOAs. (Timeline: 2023-24)
• Task 157: SCERTs will help states/UTs prepare a framework for giving more
autonomy to teachers in choosing aspects of pedagogy, so that they may teach
in the manner they find most effective for the students in their classrooms.
(Timeline: 2022-24)
5.4.5 Special educators (ref para 5.21): (Time line 2024-25)
• There is an urgent need for additional special educators for certain areas of
school education.
• Teachers would require not only subject-teaching knowledge and understanding
of subject-related aims of education, but also the relevant skills for and
understanding of such special requirements of CWSN children.
• Task 158: Secondary specialisations/certificate courses for subject teachers or
generalist teachers will be developed in special education by IGNOU and other
Universities that have been accredited for ODL mode courses. These courses
could be taken up by teachers during pre-service or in-service teacher education
programmes as a part time/blended mode. (Timeline: 2023-24)
5.4.6 Approach to teacher education (ref para 5.22 to 5.29)
• Task 159: NCTE will prepare a detailed action plan for implementation of the
key aspects of NEP 2020 related to Teacher Education Institutions (TEI),
including how functional standalone TEIs will move to multidisciplinary colleges
and universities by 2030 in a phased manner. This action plan will also ensure
that the minimum degree qualification for teaching will universally become a 4-
year integrated B.Ed. degree by 2030. (Timeline: 2022-23)
• Task 160: NCTE/NHERC will come out with regulations related to 4-year
integrated B.Ed. degree programmes, 2-year B.Ed. programmes (for 3-year
graduation degree candidates) and suitably adapted 1-year B.Ed. programmes
(for particularly outstanding candidates who have received a 4-year
undergraduate degree in a specialised subject) to be offered by accredited
multidisciplinary higher educational institutions, subject to certain prescribed
condition. The regulations will also provide for Multidisciplinary institutions that
are accredited for ODL mode to be able to offer B.ED programme through ODL
or blended mode with robust mechanism of monitoring and face to face
training. (Timeline: 2021-22)

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 • Task 161: NCTE will ensure through regulations that all B.Ed. programmes will
include training in time-tested as well as the most recent techniques in
pedagogy, including pedagogy with respect to foundational literacy and
numeracy, multilevel teaching and evaluation, teaching children with
disabilities, teaching children with special interests or talents/gifted children, use
of educational technology, and learner-centred and collaborative learning. It
will also ensure that all B.Ed. programmes will emphasise the inclusion of
Fundamental Rights as well as Fundamental Duties (Article 51 A) of the Indian
Constitution while teaching any subject or performing any activity.
(Time line: 2022-25)
• Task 162: NCTE/NHERC will prepare facilitative regulations to enable special
shorter local teacher education programmes to be made available at BITEs,
DIETs, or at school complexes, especially for eminent local persons to teach at
schools or school complexes as ‘specialised instructors’, for the purpose of
promoting local knowledge and skills. (Time line: 2022-23)
• Task 163: NCTE/NHERC will prepare regulations to enable shorter post-B.Ed.
certification courses at multidisciplinary colleges and universities, to teachers
who may wish to move into more specialised areas of teaching.
(Time line: 2022-23)
• Task 164: NCTE and NCERT will formulate a new and comprehensive National
Curriculum Framework for Teacher Education, NCTFE based on the principles of
the National Education Policy 2020 and reflecting the changes made in NCFSE.
This NCFTE shall be prepared in discussions with NCERT and all stakeholders
including State Governments. The NCFTE will have provision for being revised
once every 5-10 years by reflecting the changes in revised NCFs as well as
emerging needs in teacher education. (Timeline 2022-23)
• Task 165: NCERT will study, research, document, and compile the varied
international pedagogical approaches for teaching different subjects. It will also
study the indigenous pedagogies and based on these studies. it will suggest
various pedagogies for undertaking for practicing in India. NCERT will develop
online training modules for the recommended pedagogies.
(Timeline 2022-24)
• Task 166: NCTE/NHERC will undertake a detailed analysis of all the standalone
TEIs in the country to study their effectiveness/ineffectiveness as a TEI, and also
whether they are following all laid down norms, rules, regulations, etc. On the
basis of this analysis, and/or on the basis of other requisite inputs, substandard
standalone Teacher Education Institutions (TEIs) across the country will be
phased out. (Timeline 2021- 2025)

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5.5 MAJOR TASKS AND TIMELINES
Task Task Responsibility Timeline
number
Task 140 Special housing allowances and other facilitation as State/UTs 2022-23
the states/UTs deem fit, may be considered by states onwards
for teachers posted in identified remote and difficult
areas.
Task 141 Policy of recognising creative, dedicated and State/UTs 2021-23
achievingteachers, maybe prepared by states for
giving recognition to best teachers on different
occasions, and for different purposes.
Task 142 Merit based scholarships, particularly for students State/UTs 2022-23
coming from remote areas for studying 4 year onwards
integrated B.Ed programme.
Task 143 States/UTs/ CBSE schools/BOA schools/KVS/JNV/ State/UTs/ 2022-23
CTSA to undertake self-audit/PTA audit/SMC Schools
audit/student audit/social audit of all their schools affiliated to
for the parameters decided by them regarding BOAs/CBSE/
ensuring conducive, adequate and safe KVS/JNV/
infrastructure in all schools. CTSA
Task 144 An online transparent teacher transfer policy will be State/UTs/ 2022-23
put in place to meet the vacancies and needs of rural KVs/JNV/
and remote areas by all States and UTs/KVS/JNV/ CTSA
CTSA by 2022-23.
Task 145 (i) NCTE and NCERT will help MOE to prepare action NCTE, NCERT, 2022-23
plan to extend TET to all levels of school education. MOE, States/
(ii) States/UTs/KVS/JNV/CTSA will notify three stage UTs/KVS/JNV/
process for teacher recruitment. CTSA
Task 146 States/UTs/ CBSE/BOAs/KVS/JNV/CTSA to prepare State/UT s/ 2022-23
a long-term teacher recruitment plan, such that, they CBSE/BOAs/
adopt a system of annual recruitment of teachers as KVS/JNV/
per a fixed calendar. CTSA
Task 147 The states/UTs will work out system/guidelines for State/UTs 2022-23
schools/school complexes to engage local eminent
persons or experts as ‘master instructors’ in various
subjects.

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Task Task Responsibility Timeline
number
Task 148 State/UTs
States/UTs as mentioned in Task 65 will work out a 2021-22
plan from 2022-2030 to ensure that adequate and
safe infrastructure will be provided to all schools.
Task 149 SCERTs CBSE/BOAs/KVS/JNV/CTSA will undertake State/UTs, 2022-24
capacity building programmes for teachers and NCERT, NIEPA/
Principals to create conducive learning environment in CBSE/BOAs/
schools. KVS/JNV/CTSA
Task 150 States and UTs/ CBSE/BOAs/KVS/JNV/CTSA will States/UTs/ 2022-24
develop IT based solutions to reduce the education CBSE/BOAs/
administration/planning/governance burden of KVS/JNV/
teachers. CTSA
Task 151 States/UTs/ CBSE/BOAs/KVS/JNV/CTSA will States/UTs/ 2023-24
develop specific frameworks for role expectancy from CBSE/BOAs/
Principals and Teachers based on the National KVS/JNV/
Professional Standards for Teachers (NPST). CTSA
Task 152 States/UTs to come up with a transparent merit- States/UTs 2024-25
based system for tenure, promotion and
salary structure, etc.
Task 153 A comprehensive in-service teacher training policy States/UTs/ 2022-23
and a plan based on it will be prepared by CBSE/BOAs/
states/UTs/CBSE/BOAs/KVS/JNV/CTSA for KVS/JNV/
conducting the CPD and other training programmes. CTSA
Task 154 SCERTs/DIETs/BOAs/CBSE to also develop formal SCERT, DIET, 2022-23
Induction Programmes for newly recruited teachers. CBSE, BOAs
Task 155 A common National Professional Standards for NCTE, NCERT, 2022-24
Teachers (NPST) will be developed for the country. SCERT
Task 156 The National Professional Standards for Teachers States/UTs/ 2023-24
(NPST) will be adopted by all the States/UTs and all CBSE/BOAs/
BOAs. KVS/JNV/CTSA
Task 157 SCERTs will help states/UTs prepare a framework for States/UTs. 2022-24
giving more autonomy to teachers in choosing SCERT
aspects of pedagogy, so that they may teach in the
manner they find most effective for the students in
their classrooms.
Task 158 Secondary specialisations/certificate courses will be Higher 2023-24
developed in special education. Education
Institutions and
IGNOU

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Task Task Responsibility Timeline
number
Task 159 NCTE will prepare a detailed action plan for NCTE 2022-23
implementing movement of TEIs to multidisciplinary
colleges and universities and 4-year integrated B.Ed.
degree by 2030
Task 160 NCTE/NHERC will come out with regulations related NCTE, NHERC 2021-22
to 4-year integrated B.Ed. degree programmes, 2-
year B.Ed. programmes and suitably adapted 1-year
B.Ed. programmes.
Task 161 NCTE regulations for all B.Ed. programmes to NCTE 2022-25
include training in time-tested as well as the most
recent techniques in pedagogy, teaching children
with disabilities, teaching children with special
interests or talents/gifted children, use of educational
technology, etc.
Task 162 NCTE/NHERC will prepare facilitative regulations to NCTE, NHERC 2022-23
enable special shorter local teacher education
programmes to be made available at DIETs.
Task 163 NCTE/NHERC will prepare regulations to enable NCTE, NHERC 2022-23
shorter post-B.Ed. certification courses at
multidisciplinary colleges and universities.
Task 164 NCTE and NCERT will formulate a new and NCTE and 2022-23
comprehensive National Curriculum Framework for NCERT
Teacher Education, NCTFE.
Task 165 NCERT will study, research, document, and compile NCERT 2022-24
the varied international pedagogical approaches for
teaching different subjects.
Task 166 NCTE/NHERC will undertake a detailed analysis of NCTE, NHERC 2021-25
all the standalone TEIs in the country phase out
substandard standalone Teacher Education
Institutions (TEIs) across the country.

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5.6 LONG TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• Alignment between intake of teacher • Exchange of language teachers across
education programmes and teacher States/UTs initiated in 100% states/UTs
requirements mapped by all states/UTs. • Teachers in rural/ difficult/ high drop-out
(States/UTs) areas incentivised in 100% states/UTs
• Exchange of language teachers across • Review of recruitment and transfer policy
States/UTs initiated in 50% states/UTs • Review and updation of TET guidelines
(States/UTs with support from MOE)
• Teachers in rural/ difficult/ high drop-out
areas incentivised in 50% states/UTs
(States/UTs)
• Revised TET for teachers of all stages
(NCTE)
• Teacher’s involvement in non-teaching • Systems for recognizing the contribution of
burdensome activities stopped through teachers towards improvements in learning
extensive use of e-governance. (MOE) outcomes in place in 100% states/UTs.
• Systems for recognizing the contribution of
teachers towards improvements in learning
outcomes in place in at least 50%
states/UTs. (States/UTs)
• Teacher autonomy in curriculum and
pedagogy in 100% schools (States/UTs)
• A comprehensive flexible, modular-based • Review and updation of CPD and other
in-service teacher training plan including training programmes
teachers from pre-primary to higher
secondary and school heads and
principals prepared for conducting the
CPD and other training programmes in all
states/UTs. (NCERT, SCERT, SIEMAT,
NIEPA, SLAs)
• Blended or ODL mode of training in 100%
cases
• DIKSHA with quality digital content to assist
teachers will be available to address the
challenges of multilingual and diverse
classrooms with inbuilt mechanisms for
review (MOE)

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 Achievement by 2025 Achievement by 2030
• NPST is adopted by at least 50% States/ • NPST is adopted by 100% States/UTs
UTs for all career management and • Review and updation of NPST
professional development efforts
(States/UTs)
• Certificate courses are developed and • A d e q ua t e a va i l a b i l i t y o f sp e c i a l
deployed for Special education educators/ teachers trained in special
specializations (HEIs, GEC) education in every school cluster/
complexes
• At least 75% substandard standalone • 100% substandard standalone Teacher
Teacher Education Institutions (TEIs) Education Institutions (TEIs) across the
across the country are phased out. country are phased out.
(HECI) • Review of status of multidisciplinary
colleges and universities

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Chapter 6
Equitable and Inclusive Education:
Learning for All

139
6.1 OVERALL TARGET
Achieve an inclusive and equitable education system so that all children have
equal opportunity to learn and thrive so that participation and learning
outcomes are equalised across all genders and social categories by 2030.

6.2 BACKGROUND
Education is the single greatest tool for achieving social justice and equality. Inclusive
and equitable education - while indeed an essential goal in its own right - is also critical
to achieving an inclusive and equitable society in which every citizen has the
opportunity to dream, thrive, and contribute to the nation. The education system must
aim to benefit all of India’s children so that no child loses any opportunity to learn and
excel because of the circumstances of birth or background.
The present status of Gross Enrolment Ratio (GER) at different schooling levels i.e.
elementary, secondary and senior Secondary levels is shown in the given graph. The
GER for boys and girls of SCs and STs at elementary level is more than the GER of all
categories, whereas at secondary and senior secondary level the enrolment ratio
needs more focus and improvement. The enrolment ratio for SCs to total enrolment at
elementary level is 19.16%, at secondary level 18.46% and Senior Secondary level
17.20%. Similarly, the enrolment ratio for STs to total enrolment at elementary level is
10.52%, at secondary level 9.13% and Senior Secondary level 7.41%.

Gross Enrolment Ratio for SCs & STs

120.0
104.9 107.0 106.5 105.0
100.0
82.9 82.9
80.0 78.3 79.2
Percentage

60.0 50.2
50.2
43.8 44.7
40.0

20.0

0.0
Boys Girls Boys Girls
SCs STs
Elementary Secondary Higher Secondary

10
UDISE+ 2018-19 (Provisional)

140
 Low transition rate from elementary to secondary level among Girls in SC, ST & Muslim
students is a huge challenge. Specific emphasis on transition of girls from elementary
to secondary need more focused approach so that girls can continue their studies.
Further, this is also pertinent to mention here that as per UDISE+2018-19, drop-out
rate at secondary level is 17.9% which is a huge challenging factor to address the
continuum of education among children. This needs to be addressed by retaining
children in age appropriate classrooms by providing quality education. In respect to
CWSN, a total 23.45 lakh CWSN children are enrolled at primary, upper primary,
secondary and higher secondary level respectively.

The Sustainable Development Goal 4 prioritises inclusive and equitable education

and makes the following commitment: by 2030, the signatories will “Ensure inclusive
and equitable quality education and promote lifelong learning opportunities for all.”

6.3 NEP RECOMMENDATIONS

• Education is the single greatest tool for achieving social justice and equality.
Inclusive and equitable education - while indeed an essential goal in its own right
- is also critical to achieving an inclusive and equitable society in which every
citizen has the opportunity to dream, thrive, and contribute to the nation. The
education system must aim to benefit India’s children so that no child loses any
opportunity to learn and excel because of circumstances of birth or background.
This Policy reaffirms that bridging the social category gaps in access,
participation, and learning outcomes in school education will continue to be one
of the major goals of all education sector development programs. This Chapter
11
UDISE+ 2017-18

141
 may be read in conjunction with Chapter 14 which discusses analogous issues of
Equity and Inclusion in Higher Education. (NEP Para 6.1)
• 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 sub-sections.
(NEP Para 6.2)
o According to U-DISE 2016-17 data, about 19.6% of students belong to
Scheduled Castes at the primary level, but this fraction falls to 17.3% at the
higher secondary level. These enrolment drop-offs are more severe for
Scheduled Tribes students (10.6% to 6.8%), and differently-abled children
(1.1% to 0.25%), with even greater declines for female students within
each of these categories. The decline in enrolment in higher education is
even steeper. (NEP Para 6.2.1)
o A multiplicity of factors, including lack of access to quality schools, poverty,
social mores & customs, and language have had a detrimental effect on
rates of enrolment and retention among the Scheduled Castes. Bridging
these gaps in access, participation, and learning outcomes of children
belonging to Scheduled Castes will continue to be one of the major goals.
Also, the Other Backward Classes (OBCs) which have been identified on
the basis of historically being socially and educationally backward also
need special focus. (NEP Para 6.2.2)
o Tribal communities and children from Scheduled Tribes also face
disadvantages at multiple levels due to various historical and
geographical factors. Children from tribal communities often find their
school education irrelevant and foreign to their lives, both culturally and

142
 academically. While several programmatic interventions to uplift children
from tribal communities are currently in place, and will continue to be
pursued, special mechanisms need to be made to ensure that children
belonging to tribal communities receive the benefits of these interventions.
(NEP Para 6.2.3)
o Minorities are also relatively underrepresented in school and higher
education. 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.
(NEP Para 6.2.4)
o The Policy also recognizes the importance of creating enabling
mechanisms for providing Children With Special Needs (CWSN) or
Divyang, the same opportunities of obtaining quality education as any
other child. (NEP Para 6.2.5)
o Separate strategies will be formulated for focused attention for reducing
the social category gaps in school education as outlined in the following
sub-sections. (NEP Para 6.2.6)
• The critical problems and recommendations regarding ECCE, foundational
literacy and numeracy, access, enrolment and attendance discussed in Chapters
1–3, are particularly relevant and important for underrepresented and
disadvantaged groups. Therefore, the measures from Chapters 1–3 will be
targeted in a concerted way for SEDGs. (NEP Para 6.3)
• In 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. (NEP Para 6.4)
• It will also be essential to take into account research that ascertains which
measures are particularly effective for certain SEDGs. 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.

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 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. (NEP Para 6.5)
• Data shows that certain geographical areas contain significantly larger
proportions of SEDGs. Also, there are geographical locations that have been
identified as Aspirational Districts which require special interventions for
promoting their educational development. Hence, it is recommended that
regions of the country with large populations from educationally-disadvantaged
SEDGs should be declared Special Education Zones (SEZs), where all the
schemes and policies are implemented to the maximum through additional
concerted efforts, in order to truly change their educational landscape.
(NEP Para 6.6)
• It must be noted that women cut across all underrepresented groups, making up
about half of all SEDGs. Unfortunately, the exclusion and inequity that SEDGs
face is only amplified for the women in these SEDGs. The policy additionally
recognizes the special and critical role that women play in society and in shaping
social mores; therefore, providing a quality education to girls is the best way to
increase the education levels for these SEDGs, not just in the present but also in
future generations. The policy thus recommends that the policies and schemes
designed to include students from SEDGs should be especially targeted towards
girls in these SEDGs. (NEP Para 6.7)
• 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. The fund will be available to States to implement
priorities determined by the Central government critical for assisting female and
transgender children in gaining access to education (such as the provisions of
sanitation and toilets, bicycles, conditional cash transfers, etc.); funds will also
enable states to support and scale effective community-based interventions that
address local context-specific barriers to female and transgender children’s
access to and participation in education. Similar ‘Inclusion Fund’ schemes shall
also be developed to address analogous access issues for other SEDGs. In
essence, this Policy aims to eliminate any remaining disparity in access to
education (including vocational education) for children from any gender or
other socio-economically disadvantaged group. (NEP Para 6.8)
• Free boarding facilities will be built - matching the standard of Jawahar
Navodaya Vidyalayas - in school locations where students may have to come
from far, and particularly for students who from socio-economically
disadvantaged backgrounds, with suitable arrangements for the safety of all

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 children, especially girls. Kasturba Gandhi Balika Vidyalayas will be
strengthened and expanded to increase the participation in quality schools (up
to Grade 12) of girls from socio-economically disadvantaged backgrounds.
Additional Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas will be built
around the country, especially in aspirational districts, Special Education Zones,
and other disadvantaged areas, to increase high-quality educational
opportunities. Pre-school sections covering at least one year of early childhood
care and education will be added to Kendriya Vidyalayas and other primary
schools around the nation, particularly in disadvantaged areas. (NEP Para 6.9)
• Ensuring the inclusion and equal participation of children with disabilities in
ECCE and the schooling system will also be accorded the highest priority.
Children with disabilities will be enabled to fully participate in the regular
schooling process from the Foundational Stage to higher education. The Rights
of Persons with Disabilities (RPWD) Act 2016 defines inclusive education as a
‘system of education wherein students with and without disabilities learn together
and the system of teaching and learning is suitably adapted to meet the learning
needs of different types of students with disabilities’. This Policy is in complete
consonance with the provisions of the RPWD Act 2016 and endorses all its
recommendations with regard to school education. While preparing the
National Curriculum Framework, NCERT will ensure that consultations are held
with expert bodies such as National Institutes of DEPwD. (NEP Para 6.10)
• To this end, schools/school complexes will be provided resources for the
integration of children with disabilities, recruitment of special educators with
cross-disability training, and for the establishment of resource centres, wherever
needed, especially for children with severe or multiple disabilities. Barrier free
access for all children with disabilities will be enabled as per the RPWD Act.
Different categories of children with disabilities have differing needs. Schools
and school complexes will work and be supported for providing all children with
disabilities accommodations and support mechanisms tailored to suit their
needs and to ensure their full participation and inclusion in the classroom. In
particular, assistive devices and appropriate technology-based tools, as well as
adequate and language-appropriate teaching-learning materials (e.g.,
textbooks in accessible formats such as large print and Braille) will be made
available to help children with disabilities integrate more easily into classrooms
and engage with teachers and their peers. This will apply to all school activities
including arts, sports, and vocational education. NIOS will develop high-quality
modules to teach Indian Sign Language, and to teach other basic subjects using
Indian Sign Language. Adequate attention will be paid to the safety and security
of children with disabilities. (NEP Para 6.11)

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 • As per the RPWD Act 2016, children with benchmark disabilities shall have the
choice of regular or special schooling. Resource centres in conjunction with
special educators will support the rehabilitation and educational needs of
learners with severe or multiple disabilities and will assist parents/guardians in
achieving high-quality home schooling and skilling for such students as needed.
Home-based education will continue to be a choice available for children with
severe and profound disabilities who are unable to go to schools. The children
under home-based education must be treated as equal to any other child in the
general system. There shall be an audit of home-based education for its
efficiency and effectiveness using the principle of equity and equality of
opportunity. Guidelines and standards for home-based schooling shall be
developed based on this audit in line with the RPWD Act 2016. While it is clear
that the education of all children with disabilities is the responsibility of the State,
technology-based solutions will be used for the orientation of parents/caregivers
along with wide-scale dissemination of learning materials to enable
parents/caregivers to actively support their children’s learning needs will be
accorded priority. (NEP Para 6.12)
• Most classrooms have children with specific learning disabilities who need
continuous support. Research is clear that the earlier such support begins, the
better the chances of progress. Teachers must be helped to identify such learning
disabilities early and plan specifically for their mitigation. Specific actions will
include the use of appropriate technology allowing and enabling children to
work at their own pace, with flexible curricula to leverage each child’s strengths,
and creating an ecosystem for appropriate assessment and certification.
Assessment and certification agencies, including the proposed new National
Assessment Centre, PARAKH, will formulate guidelines and recommend
appropriate tools for conducting such assessment, from the foundational stage
to higher education (including for entrance exams), in order to ensure equitable
access and opportunities for all students with learning disabilities.
(NEP Para 6.13)
• The awareness and knowledge of how to teach children with specific disabilities
(including learning disabilities) will be an integral part of all teacher education
programmes, along with gender sensitization and sensitization towards all
underrepresented groups in order to reverse their underrepresentation.
(NEP Para 6.14)
• Alternative forms of schools, will be encouraged to preserve their traditions or
alternative pedagogical styles. At the same time, they will be supported to
integrate the subject and learning areas prescribed by the NCFSE into their
curricula in order to reduce and eventually eliminate the underrepresentation of

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 children from these schools in higher education. In particular, financial
assistance will be provided to introduce science, mathematics, social studies,
Hindi, English, State languages, or other relevant subjects in the curriculum, as
may be desired by these schools. This would enable children studying in these
schools to attain the learning outcomes defined for Grades 1–12. Furthermore,
students in such schools would be encouraged to appear for State or other Board
examinations and assessments by the NTA, and thereby enroll in higher
education institutions. Capacities of teachers in teaching of science,
mathematics, language, and social studies will be developed including
orientation to new pedagogical practices. Libraries and laboratories will be
strengthened and adequate reading materials like books, journals, etc., and
other teaching-learning materials will be made available. (NEP Para 6.15)
• Within SEDGs, and with respect to all the above policy points, special attention
will be given to reduce the disparities in the educational development of
Scheduled Castes and Scheduled Tribes. As a part of the efforts to enhance
participation in school education, special hostels in dedicated regions, bridge
courses, and financial assistance through fee waivers and scholarships will be
offered to talented and meritorious students from all SEDGs on a larger scale,
especially at the secondary stage of education, to facilitate their entry into higher
education. (NEP Para 6.16)
• Under the aegis of the Ministry of Defence, State Governments may encourage
opening NCC wings in their secondary and higher secondary schools, including
those located in tribal dominated areas. This will enable harnessing of the
natural talent and unique potential of students, which in turn would help them to
aspire to a successful career in the defense forces. (NEP Para 6.17)
• All scholarships and other opportunities and schemes available to students from
SEDGs will be coordinated and announced by a single agency and website to
ensure that all students are aware of, and may apply in a simplified manner on
such a ‘single window system’,as per eligibility. (NEP Para 6.18)
• All the above policies and measures are absolutely critical to attaining full
inclusion and equity for all SEDGs - but they are not sufficient. What is also
required is a change in school culture. All participants in the school education
system, including teachers, principals, administrators, counsellors, and students,
will be sensitized to the requirements of all students, the notions of inclusion and
equity, and the respect, dignity, and privacy of all persons. Such an educational
culture will provide the best pathway to help students become empowered
individuals who, in turn, will enable society to transform into one that is
responsible towards its most vulnerable citizens. Inclusion and equity will
become a key aspect of teacher education (and training for all leadership,

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 administrative, and other positions in schools); efforts will be made to recruit
more high-quality teachers and leaders from SEDGs in order to bring in excellent
role models for all students. (NEP Para 6.19)
• Students will be sensitized through this new school culture, brought in by
teachers, trained social workers and counsellors as well as through
corresponding changes to bring in an inclusive school curriculum. 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. It would also include more detailed
knowledge of various cultures, religions, languages, gender identities, etc. to
sensitize and develop respect for diversity. Any biases and stereotypes in school
curriculum will be removed, and more material will be included that is relevant
and relatable to all communities. (NEP Para 6.20)

6.4 IMPLEMENTATION PLAN

6.4.1 Identication of SEDGs and SEZs (Ref para 6.1 to 6.6):
• Task 167: States/UTs will undertake mapping of SEDGs in each cluster under
CRC/BRC and preparation of database to analyse the kind, intensity and level of
interventions required for each of the SEDGs. (Timeline 2021-23)
• Task 168: MOE will prepare broad guidelines regarding minimum parameters
for identifying Special Education Zones - SEZs. Areas where large population of
low literacy SEDGs are concentrated, lower GAR, abnormal PTR, where mother
tongue of majority SEDG learners is different from medium of instruction, low
performance in NAS, malnutrition among children, etc. will be few of the
minimum criteria. (Timeline 2022-23)
• Task 169: States/UTs to add their own specific criteria to Task 168 to identify
their Special Education Zones, and notify the same. Specific interventions under
Samagra Shiksha, such as scholarship, conditional cash transfers for
incentivising parents, providing transport etc. will be designed by states/UTs to
increase access of SEDGs to schools. Interventions for providing access to ECCE
and Foundational literacy & numeracy to have specific focus on SEDGs. Priority
to be accorded by States/ UTs to SEZs while planning interventions for SEDGs
through additional concerted efforts and funding from Centre and States.
(Timeline 2022-23)
• Task 170: For providing support to the learning of children with disabilities,
focus will be on early identification and support. States/UTs will build capacities
of teachers at Foundational and Preparatory levels, that is, from pre-primary to
class 5 level, to be able to identify and support children with disabilities. For this,

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 states will tie up with experts in the area, to develop valid models of early
identification and support of such children, and also undertake IEC.
(Timeline 2021-22 onwards)
6.4.2 Gender (ref para 6.7 to 6.9)
• Task 171: Other than regular fund, MOE will prepare guidelines and make
provision for setting up a ‘Gender Inclusion Fund’ especially for girls and
transgender students. This fund will be utilised in Aspirational districts, SEZs,
and/or other specified areas for promoting education of girls and transgender
students. The Ministry will include in the guidelines for this Fund the
establishment of gender and equity cell and special cell for inclusive education in
all States/UTs and in DoSEL. (Timeline: 2022-23)
• Task 172: States/UTs will set up gender and equity cell and special cell for
inclusive education and initiate systematic planning and interventions for these
students. (Timeline: 2022-23)
• Task 173: Interventions such as barrier free infrastructure, installation of sanitary
pad vending machine and incinerators, self-defence training, stipend for girls
belonging to SEDG and transgender, special projects on equity, transport
facilities, scholarships and incentives through conditional cash transfers will
continue to be provided under Samagra Shiksha, as is being done at present.
Funds will also enable states to support and scale effective community-based
interventions that address local context-specific barriers to female and
transgender children’s access to and participation in education.
(Timeline 2021-22 onwards)
• Task 174: NCERT and SCERTs will undertake research and development in
innovative teaching-learning methodologies for teaching children from SEDGs,
vocational skilling, special enrolment drives, retention drives, special projects on
equity, remedial teaching for children from disadvantaged and vulnerable
groups. The findings of these researches will be utilised to finetune all
interventions for SEDGs. (Timeline 2021-22 onwards)
• Task 175: States/UTs will prepare their long-term plan up to 2030 and initiate
implementation to ensure that all KGBVs are strengthened and expanded (up to
grade 12) to cover the newly identified SEZs as well as Aspirational districts, to
increase the participation of girls from socio economically disadvantaged
backgrounds and girls with disabilities. (Timeline 2021-30)
• Task 176: States & UTs will prepare and implement strict safety and security
guidelines for girls in KGBVs. Safety audits may be done by students and
CRC/BRC. (Timeline 2021-23)
• Task 177: Additional JNVs and KVs will be set up across the country, especially
in aspirational districts, SEZs and other disadvantaged regions. JNV and KV will

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 prepare a long-term plan in this regard covering the period up to 2030, and
begin implementation from 2023-24 onwards. (Timeline 2023-30)
• Task 178: Preschool sections will be added to Kendriya Vidyalaya in a planned
and phased manner from 2022 to 2030. (Timeline 2022-30)
6.4.3 Inclusion and Equal participation of CWSN (Ref para 6.10 to 6.11)
• The priority area for action will be the inclusion and equal participation of
children with disabilities in the school system. Children with disabilities will be
enabled to fully participate in the regular schooling process from the ECCE to
Grade 12.
• Task 179: All states/UTs will undertake a school-based analysis/survey with
regard to hindrances to physical access for disabled children. Based on the
findings, school wise plans for ensuring physical access for all children with
disabilities will be enabled through barrier-free structures as per the RPWD Act.
Adequate attention will be paid to the safety and security of children with
disabilities. (Timeline 2022-23)
• Task 180: While preparing NCF for school education and ECCE, NCERT will
consult with expert bodies such as National Institutes of DEPwD to incorporate
specific areas for syllabus, subjects, teaching, learning and assessment of
children with disabilities. (Timeline 2022-23)
• Task 181: States/UTs will undertake mapping of requirements of students with
disabilities for participating fully in school education. Based on the mapping,
states/UTs will prioritise students who need them, and provide them assistive
devices and appropriate technology-based tools, as well as adequate and
language-appropriate teaching-learning materials (e.g., textbooks in accessible
formats such as large print and Braille) to help children with disabilities integrate
more easily into classrooms and engage with teachers and their peers. This will
apply to all school activities including arts, sports and vocational education.
(Timeline 2022-23 onwards)
• Task 182: To assist teachers in catering to the needs of all learners more fully,
states/UTs will provide services of special educator/s with cross-disability
training to groups/clusters of schools or school complex to work with all schools
within that group/cluster/complex. Special educators can also be made
available online to groups of schools. (Timeline 2022-30)
• Task 183: NCERT and RCI to develop short term and long-term training
modules on equity, gender, and needs of children with disabilities (CwD) and
inclusion. These modules will be developed for the purpose of pre service and in-
service teacher training. (Timeline 2022-23 onwards)

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• Task 184: States/UTs will strengthen BRCs with online/offline facilities of special
educators, so that BRCs can also act as Resource centres for learners with severe
or multiple disabilities. These centres will support the rehabilitation and
educational needs of such students and will assist parents/guardians in
achieving high-quality home-schooling and skilling for them.
(Timeline 2022-23 onwards)
• Task 185: NIOS will develop high-quality modules to teach Indian Sign
Language, and to teach other basic subjects using Indian Sign Language.
(Timeline 2022-23)
6.4.4 Provisions for special education or home-based opportunities (ref para
6.12 to 6.14): (Timeline 2022-23 onwards)
• Task 186: Home-based education will continue to be a choice available for
children with severe and profound disabilities who are unable to go to schools.
States/UTs will undertake a random sample-based audit of home-based
education for its efficiency and effectiveness. Guidelines and standards for
home-based schooling shall be developed by the States/UTs based on this audit
in line with the RPWD Act 2016. (Timeline 2022-23)
• Task 187: SCERTs will develop online orientation modules for
parents/caregivers and take up wide-scale dissemination of learning materials
to enable parents/caregivers to actively support their children’s learning needs.
(Timeline 2022-23)
• Task 188: States/UTs will formulate guidelines for conducting summative
assessment for home-based schooling also in Task 198, and recommend
appropriate tools, from the foundational stage to higher education (including for
entrance exams), in order to ensure equitable access and opportunities for all
students with learning disabilities. (Timeline 2022-23)
• Task 189: NCTE will include an appropriate module on awareness and
knowledge of how to teach children with specific disabilities (including learning
disabilities) as an integral part of all teacher education programmes, along with
gender sensitization and sensitization towards all underrepresented groups.
(Timeline 2022-23)
6.4.5 Alternative forms of schools and other measures for SEDGs (Ref para
6.15 to 6.20): (Timeline 2022-23 onwards)
• Task 190: States/UTs will identify, map and enlist all alternative forms of schools,
including Ashramshalas in particular, with the help of the concerned
departments in the state/UT. NCFSE will be introduced in a phased manner
within the pedagogies followed by these schools, with special focus on enabling

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 children studying in these schools to attain the learning outcomes defined for
Grades 1–12. For this purpose, the State/UT school education departments will
handhold the concerned departments to achieve these goals.
(Timeline 2022-30)
• Task 191: States/UTs will generate awareness among students in alternative
forms of schools to appear for open school board examinations of NIOS/SIOS
and thereafter enrol in higher education institutions. This will be done through
webinars, social media, and by mobilizing PRIs and ULBs. (Timeline 2022-25)
• Task 192: The NISHTHA modules adapted in the local languages by SCERT will
be extended by SCERTs as online training for teachers of alternative forms of
schools, to develop their capacities in the teaching of science, mathematics,
language, and social studies and also for orientation to new pedagogical
practices. (Timeline 2022-25)
• Task 193: States/UTs will help the organisations looking after alternative forms
of schools by making available to them the digital libraries, digital/virtual
laboratories, online reading materials like books, journals, etc., and other
online teaching-learning materials, that have been developed by the state/UT so
far. (Timeline 2022-25)
• Task 194: States/UTs will prepare year-wise plan for special focus on Scheduled
Castes and Scheduled Tribes students by providing special hostels in dedicated
regions through Samagra Shiksha and convergence of MSJE funds.
(Timeline 2022-30)
• Task 195: SCERTs of States/UTs will develop special online/offline/blended
bridge courses for Scheduled Castes and Scheduled Tribes and other SEDG
students for ensuring that they are easily mainstreamed in age appropriate
grades, and for taking care of learning loss in case of gap in attending school.
These Bridge Courses will be prepared by SCERTs for all grades and subjects.
(Timeline 2022-30)
• Task 196: DoSEL and states/UTs will work out and also integrate with existing
schemes and with MSJE to provide financial assistance through scholarships
based on economic-cum-merit criteria to students from all SEDGs in classes 11
and 12, to facilitate their entry into higher education. A single agency and
website will be developed by DoSEL for coordinating all scholarships and other
opportunities and schemes available to students from SEDGs.
(Timeline 2022-30)
• Task 197: State/UT Governments will take up opening of NCC wings in their
secondary and higher secondary schools, particularly for those located in tribal
dominated areas. A systematic plan will be drawn up in this regard by state/UTs

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 in consultation with the NCC units in the state/UT, with timelines.
(Timeline 2022-30)
• Task 198: State/UT will undertake webinars and online workshops for teachers,
principals, administrators, counsellors, and students to sensitise them on social
issues and stigmas such as discrimination, segregation of disadvantaged and
vulnerable groups, girl child and children with disabilities. States/UTs will guide
schools, PRIs and ULBs to undertake local community mobilization too in this
regard. (Timeline 2022-30)
• Task 199: While preparing the NCF, NCERT will ensure that clarity is given on
the school curriculum to include material on human values, such as respect for
all persons, empathy, tolerance, human rights, gender equality, non-violence,
global citizenship, inclusion, and equity. Any biases and stereotypes in school
curriculum will be removed. (Timeline 2022-23)

6.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 167 States/UTs will undertake mapping of SEDGs in each States/UTs 2021-23
cluster under CRC/BRC and preparation of database
to analyse the kind, intensity and level of interventions
required for each of the SEDGs.
Task 168 MOE will prepare broad Framework regarding MOE 2022-23
minimum parameters for identifying Special
Education Zones -SEZs.
Task 169 States/UTs to add their own specific criteria to the States/UTs 2022-23
Task 168 to identify their Special Education Zones,
and notify the same.
Task 170 For providing support to the learning of children with States/UTs 2021-22
disabilities, focus will be on early identification and onwards
support. States/UTs will build capacities of teachers
at Foundational and Preparatory levels.
Task 171 MOE will prepare guidelines and make provision for MOE 2022-23
setting up a Gender Inclusion Fund especially for girls
and transgender students.
Task 172 States/UTs will set up gender and equity cell and States/UTs 2022-23
special cell for inclusive education.

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Task Task Responsibility Timeline
number
Task 173 Interventions such as barrier free infrastructure, MOE, 2021-22
installation of sanitary pad vending machine and States/UTs onwards
incinerators, etc. will continue to be provided under
Samagra Shiksha.
Task 174 NCERT and SCERTs will undertake research and NCERT and 2021-22
development in innovative teaching-learning SCERTs onwards
methodologies for teaching children from SEDGs.
Task 175 States/UTs will prepare their long-term plan up to States/UTs 2021-30
2030 to ensure that all KGBVs are strengthened and
expanded (up to grade 12).
Task 176 States & UTs will prepare and implement strict safety States/UTs 2021-23
and security guidelines for girls in KGBVs.
Task 177 Additional JNVs and KVs will be set up across the JNV and KVS 2023-30
country, especially in aspirational districts, SEZs and
other disadvantaged regions.
Task 178 Preschool sections will be added to Kendriya KVS 2022-30
Vidyalaya in a planned and phased manner from 2030
2022 to 2030.
Task 179 All states/UTs will undertake a school-based States/UTs 2022-23
analysis/survey with regard to hindrances to physical
access for disabled children.
Task 180 While preparing NCF for school education and NCERT 2022-23
ECCE, NCERT will consult with expert bodies such as
National Institutes of DEPwD, etc.
Task 181 States/UTs will undertake mapping of requirements States/UTs 2022-23
of students with disabilities for participating fully in onwards
school education.
Task 182 To assist teachers in catering to the needs of all States/UTs 2022-30
learners more fully, states/UTs will provide services of
special educator/s with cross-disability training to
groups/clusters of schools or school complex.
Task 183 NCERT and RCI to develop short term and long-term NCERT and 2022-23
training modules on equity, gender, and needs of RCI onwards
children with disabilities, etc.
Task 184 States/UTs will strengthen BRCs with online/offline States/UTs 2022-23
facilities of special educators, so that BRCs can also onwards
act as Resource centres for learners with severe or
multiple disabilities.

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Task Task Responsibility Timeline
number
Task 185 NIOS will develop high-quality modules to teach NIOS 2022-23
Indian Sign Language.
Task 186 Guidelines and standards for home-based schooling States/UTs 2022-23
shall be developed by the states/UTs based.
Task 187 SCERTs will develop online orientation modules for SCERTs 2022-23
parents/caregivers.
Task 188 States/UTs will include guidelines for conducting States/UTs 2022-23
summative assessments for home-based schooling
at Task 198
Task 189 NCTE will include an appropriate module on NCTE 2022-23
awareness and knowledge of how to teach children
with specific disabilities (including learning
disabilities) in TEI curriculum.
Task 190 States/UTs will identify, map and enlist all alternative States/UTs 2022-23
forms of schools, including Ashramshalas in
particular, with the help of the concerned
departments in the state/UT. NCFSE will be
introduced in a phased manner for Grades 1–12.
Task 191 States/UTs will generate awareness among students States/UTs 2022-25
in alternative forms of schools to appear for State
board or open school board examinations of
NIOs/SIOS.
Task 192 The NISHTHA modules adapted in the local SCERTs 2022-25
languages by SCERT will be extended by SCERTs to
teachers of alternative forms of schools.
Task 193 States/UTs will make available digital libraries, States/UTs 2022-25
digital/virtual laboratories, online reading materials
like books, journals, etc.
Task 194 States/UTs will prepare year-wise plan for special States/UTs 2022-30
focus on Scheduled Castes and Scheduled Tribes
students by providing special hostels through
Samagra Shiksha
Task 195 SCERTs of States/UTs will develop special online/ SCERTs 2022-30
offline/blended bridge courses for Scheduled Castes
and Scheduled Tribes and other SEDG students.

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Task Task Responsibility Timeline
number
Task 196 DoSEL along with MSJE and states/UTs will work out DoSEL, MSJE 2022-30
and also integrate with existing schemes to provide States/UTs
financial assistance through scholarships
Task 197 State/UT Governments will take up opening of NCC States/UTs 2022-30
wings, particularly in tribal dominated areas.
Task 198 State/UT will undertake webinars and online States/UTs 2022-30
workshops for teachers, principals, administrators,
counsellors, and students to sensitise them on social
issues and stigmas such as discrimination,
segregation of disadvantaged and vulnerable
groups, etc.
Task 199 While preparing the NCF, NCERT will include NCERT 2022-23
material on human values, such as respect for all
persons, empathy, tolerance, human rights, gender
equality, non-violence, global citizenship, inclusion,
and equity.

6.6 LONG TERM ACHIEVEMENTS

Achievement by 2025 Achievement by 2030
• At least 50% KGBVs extended to class 12 • 100% KGBVs extended to class 12
(MOE, States & UTs) • Review of implementation status of
• Additional KVs and JNVs set up across the Gender Inclusion Fund. (MOE)
country particularly in aspirational districts • Review of implementation of safety and
and SEZs (States and UTs). security guidelines. (MOE)
• Gender Inclusion Fund activated
• Special educators appointed to 50% • Special educators appointed to 100%
schools/school clusters (States/UTs) schools/school clusters
• Focus on early identification and support – • Focus on early identification and support
50% school trained (Schools with – 100% school trained
support from SCERT)
• Enhanced hostel facilities, particularly for • Review of implementation of policies for
girls (States/UTs) inclusive education for SEZs
• Provisions of bridge courses, fee waiver (States/UTs)
and scholarships (States and UTs)

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Chapter 7
Efficient Resourcing and Effective Governance
through School Complexes/Clusters

157
7.1 OVERALL TARGET
States to adopt innovative mechanisms to group and rationalize schools to
facilitate the sharing of resources and render school governance more local,
effective, and efcient by 2025

7.1 BACKGROUND
While the establishment of primary schools in every habitation across the country -
driven by the Sarva Shiksha Abhiyan (SSA) and other important efforts across the States
- has helped to ensure near-universal access to primary schools, it has also led to the
development of numerous very small schools. According to U-DISE 2017-18 data,
nearly 28.03 % of India’s public primary schools and 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. Various studies point towards an
optimal class size off 20-24, and the existence of both, multi-grade classrooms and
small classes take away from the efficacy of classroom teaching. During the year
2017-18, there were 84,316 single-teacher schools, the majority of them (70,222)
being primary schools serving Grades 1–5. A total of 4.65 crore students are enrolled
in primary only government schools in India, and out of nearly 6.9 lakh primary only
schools, nearly 3.6 lakh of them have a student population of less than 50.
One possible mechanism for accomplishing efficient resourcing would be the
establishment of school complexes/clusters, consisting of one secondary school
together with all other schools offering lower grades in its neighbourhood, in a radius
of five to ten miles, as was first enunciated by the Education Commission (1964–66)
but was left unimplemented.
At present, 97.27% habitations at primary, 96.82% at upper primary, 91.49% at

(Figs in Lakh)
Primary only schools with
enrolment <50
3.3 3.6
Primary only schools with
enrolment >50

Source: UDISE 2017-18

158
secondary and 68.36% at Senior Secondary are covered with schools .
However, following percentage of government secondary/higher secondary
schools do not have basic infrastructure facilities. The details are given in the
graph below:

% of Govt. Schools without facilities

100.00

80.00 74.50

60.00 57.27
48.25 48.40 50.48
44.28
40.00

20.64
20.00

0.00
Library Computer/Lab Art/Craft room Science Lab Physics Lab in Chemistry Lab in Biology Lab in
room Secondary Secondary and Secondary and Hr. Secondary Hr. Secondary Hr. Secondary
and Hr. Hr. Secondary Hr. Secondary Section Section Section
secondary

In addition to the above, the number of schools having adverse PTR, single
teacher schools, zero enrolment schools, surplus teachers etc. at the elementary
level is given in the graph (UDISE 2017-18):

% of Government Schools having

30
28

25

20.33
20

15
10.74
10 7.92

5
0.68
0
Adverse PTR Single Teacher Zero enrolment Surplus Teacher Teacher
Elementary Schools (Govt.) Schools (Govt.) (Govt.) Vacancy
(Govt.)

12
AWP&B 2019-20, Samagra Shiksha, Ministry of Education (MoE)
13
UDISE+ 2017-18

159
 The State and UT wise analysis of vacancy of teachers highlights the major
concern of quality of teaching.

Less than 10% 10 to 20% Above 20% Negligible

Source AWP&B, MHRD

Close to 30% of all schools in India have adverse pupil to teacher ratios, 20%
have teacher vacancies and 10% have surplus teachers. In order to ensure
optimum utilisation of these resources, States and UTs need to adopt innovative
mechanism, available to them including adopting the system of school complexes.
11

7.3 NEP RECOMMENDATIONS

• While the establishment of primary schools in every habitation across the
country-driven by the Sarva Shiksha Abhiyan (SSA), now subsumed under
Samagra Shiksha Scheme and other important efforts across the states - has
helped to ensure near-universal access to primary schools, it has also led to the
development of numerous very small schools. 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. (NEP Para 7.1)
• These 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.
(NEP Para 7.2)
14
Sources: AWP&B-2018-19, information as provided by the States/UTs

160
• The isolation of small schools also has a negative effect on education and the
teaching-learning process. Teachers function best in communities and teams,
and so do students. Small schools also present a systemic challenge for
governance and management. The geographical dispersion, challenging
access conditions, and the very large numbers of schools make it difficult to
reach all schools equally. Administrative structures have not been aligned to the
increases in the number of school or to the unified structure of the Samagra
Shiksha Scheme. (NEP Para 7.3)
• Although consolidation of schools is an option that is often discussed, it must be
carried out very judiciously, and only when it is ensured 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 numbers of small schools. (NEP Para 7.4)
• 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 is improved 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. (NEP Para 7.5)
• 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.
(NEP Para 7.6)

161
 • The establishment of school complexes/clusters and the sharing of resources
across complexes will have a number of other benefits as a consequence, such
as improved support for children with disabilities, more topic-centred clubs and
academic/sports/arts/crafts events across school complexes, better
incorporation of art, music, language, vocational subjects, physical education,
and other subjects in the classroom through the sharing of teachers in these
subjects including use of ICT tools to conduct virtual classes, 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. Building such larger communities of schools, school leaders,
teachers, students, supporting staff, parents, and local citizens would energize
and empower the schooling system, and in a resource-efficient manner.
(NEP Para 7.7)
• The governance of schools will also improve and become far more efficient with
school complexes/clusters. First, the DSE will devolve authority to the school
complex/cluster, which will act as a semi-autonomous unit. The District
Education Officer (DEO) and the Block Education Officers (BEO) will interact
primarily with each school complex/cluster as a single unit and facilitate its work.
The complex itself will perform certain tasks delegated by the DSE and will deal
with the individual schools within it. The school complex/cluster will be given
significant autonomy by the DSE to innovate towards providing integrated
education and to experiment with pedagogies, curriculum, etc., while adhering
to the National Curricular Framework (NCF) and State Curricular Framework
(SCF). Under this organization, schools will gain in strength, will be able to
exercise greater freedom, and will contribute towards making the complex more
innovative and responsive. Meanwhile, the DSE will be able to focus on the
aggregate level goals that need to be achieved, improving overall system
effectiveness. (NEP Para 7.8)
• The culture of working to a plan, both short-term and long-term ones, will be
developed through such complexes/clusters. Schools will develop their plans
(SDPs) with the involvement of their SMCs. These plans will then become the
basis for the creation of School Complex/Cluster Development Plans (SCDPs).
The SCDP will also involve the plans of all other institutions associated with the
school complex, such as vocational education institutions, and will be created by
the principals and teachers of the school complex with the involvement of the
SCMC and will be made available publicly. The plans will include human
resources, learning resources, physical resources and infrastructure,
improvement initiatives, financial resources, school culture initiatives, teacher

162
 development plans, and educational outcomes. It will detail the efforts to
leverage the teachers and students across the school complex to develop vibrant
learning communities. The SDP and SCDP will be the primary mechanism to
align all stakeholders of the school, including the DSE. The SMC and SCMC will
use the SDP and SCDP for oversight of the functioning and direction of the
school and will assist in the execution of these plans. The DSE, through its
relevant official, e.g., the BEO, will endorse and confirm the SCDP of each
school complex. It will then provide the resources (financial, human, physical,
etc.) necessary to achieve the SCDPs, both short-term (1-year) and long-term (3-
5 years). It will also provide all other relevant support to the school complexes to
achieve the educational outcomes. The DSE and the SCERT may share specific
norms (e.g., financial, staffing, process) and frameworks for development of the
SDP and SCDP with all schools, which may be revised periodically.
(NEP Para 7.9)
• To further enhance cooperation and positive synergy among schools, including
between public and private schools, the twinning/pairing of one public school
with one private school will be adopted across the country, so that such paired
schools may meet/interact with each other, 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.
(NEP Para 7.10)
• Every State/ will be encouraged to strengthen existing or establish “Bal Bhavans”
where children of all ages can visit once a week (e.g., on weekends) or more
often, as a special daytime boarding school, to partake in art-related, career-
related, and play-related activities. Such Bal Bhavans may be incorporated as a
part of school complexes/clusters if possible. (NEP Para 7.11)
• The school should be a point of celebration and honour for the whole
community. The dignity of the school as an institution should be restored and
important dates, such as the foundation day of the school, will be celebrated
along with the community and the list of important alumni may be displayed and
honoured. Furthermore, the un-utilized capacity of school infrastructure could
be used to promote social, intellectual, and volunteer activities for the
community and to promote social cohesion during non-teaching/schooling
hours and may be used as a “Samajik Chetna Kendra”. (NEP Para 7.12)

7.4 IMPLEMENTATION PLAN

7.4.1 Review the existing school ecosystem status to facilitate transition to new
structures (Ref para 7.1 to 7.6):
• Task 200: Unified administrative structure for primary, secondary and senior
secondary schools under Samagra Shiksha will be ensured by all States and UTs.

163
 This will be a non-negotiable for effective implementation of NEP 2020.
(Timeline 2021-22)
• Task 201: State/UT shall prepare a short-term (upto 2025) and long-term (up to
2030) plan for laying down the roadmap for grouping/clustering schools into
school complexes or any other format of grouping for efficient and effective
sharing of infrastructure and resources for the benefit of the learners. These
plans may preferably be based on present CRC system. However, if a better and
more efficient rationalisation is possible, it may be undertaken by suitable
changes in the schools that will be a part of the CRC. The guidelines for
formation of CRC/BRC may be followed while effecting these changes.
(Timeline 2022-23)
• Task 202: Providing of infrastructure and resource requirements of these
groups/clusters/complex of schools shall also form a part of the above plans,
and states/UTs shall plan to provide these in a phased manner through Samagra
Shiksha scheme by 2030. As a part of this exercise the states/UTs shall prepare
detailed guidelines for the role and responsibilities of CRC/BRC.
(Timeline: 2022-30)
o BRC/CRC have a significant role in ensuring the implementation of the
National Education Policy, 2020
o BRCs/URCs and CRCs are the most critical units for ensuring and
evaluating the quality of education at school level on a constant basis and
provide timely remedial interventions.
o SCERT will develop an overall strategic plan, and an institution wise action
plan for the reinvigoration of CRCs, BRCs, and DIETs within three years
(NEP Para 8.5)
o BRCs/URCs and CRCs are the main units providing training and on-site
support to schools and teachers.
o Given the significance of these structures, the programme will strengthen
the faculty and infrastructure support to BRC/URC and CRCs.
o States/UTs will prepare detailed Guidelines for the roles, responsibilities,
selection criteria, functioning and reporting by CRC/BRC based on the
requirements of the National Education Policy, 2020. These Guidelines
will also lay down a rubrics of Key performance Indicators for assessing the
performance of BRC/URC/CRC, which will include the following among
others:
(i) regular academic inspection visits to school,
(ii) providing training and on-site support to schools and teachers,

164
 (iii) monitoring the number of hours of teaching by teachers in a week
(iv) ensuring introduction and sustenance of innovative pedagogies in schools
(art-integrated/sport-integrated/activity-based/experiential/story-telling-
based/ICT-integrated learning, etc.),
(v) ensuring effective use of all TLM provided to schools
(vi) facilitating and guiding preparation of no cost or low cost teaching
aids/tools by school teachers
(vii) ensuring continuous and effective integration of ICT through efficient use
of ICT equipment and ICT based educational resources
(viii) monitoring the progress of Foundational Literacy and Numeracy
(ix) ensuring learning enhancement activities/learning enrichment activities in
school,
(x) ensuring individualized support for CWSN and slow learners,
(xi) ensuring 50 hours of CPD for all teachers and head teachers,
(xii) ensuring all directions, circulars, information, etc. percolates down to the
last teacher in the last school,
(xiii) ensuring constructive parental/volunteer engagement by schools,
(xiv) ensuring schools are undertaking safety audit
(xv) ensuring timely and correct reporting on KPIs by schools,
(xvi) ensuring timely and correct reporting by BRC/CRC to district/state level,
o The reporting by CRC/BRC must be App based, hence States/UTs may
prepare Apps based on CRC.BRC guidelines in the local language.
• Task 203: States/UTs shall also develop robust guidelines/framework for
governance of schools through this mechanism of grouping of schools into
school groups/clusters/complex, formation of School Group/Cluster/Complex
Management Committee and for the functioning of these groups/complex of
schools. The implementation of these guidelines for grouping schools shall be
completed in a phased manner by 2025-26, while provisioning of adequate
resources shall be completed by 2030. (Timeline: 2022-26)
• The guidelines will also contain among others, mechanisms for training of
school heads, teachers, scheduling of time table keeping in view travel distances
and time and ensuring real time biometric attendance of all teachers who are
shared within the school complex. State and UT Govt. will also explore
innovative mechanisms in these grouped schools to ensure effective and efficient
sharing of infrastructure, teachers, resources, counsellors etc. Use of GIS

165
 Mapping, local area mapping, community involvement for logistically feasible
grouping of schools can be a part of these guidelines/framework. Infrastructure
for adult and vocational education will be integrated with school complexes.
Mutually beneficial linkages between schools and higher education institutions
shall also be a part of the guidelines.
7.4.2 Setting up of School Complexes (Ref para 7.7 to 7.9)
• Task 204: State/UTs may conduct pilot studies to analyse the effectiveness and
implications of grouping of schools through different mechanisms. On the basis
of the findings, a report may be developed with detailed roadmap and future
plan of action to achieve the targets and goals by schools through efficient
resource sharing. (Timeline: 2023-24)
7.4.3 Twinning of Schools, Bal Bhavan, Samajik Chetna Kendras (ref para 7.10
to 7.12)
• Task 205: All States and UTs will prepare detailed guidelines for facilitating
Twinning between public and private schools in the state/UT; wherever twinning
is not possible for any reason, partnerships hubs maybe formed between 4-5
schools located near to each other. These guidelines will include objectives of
the twinning/partnership process and activities that can be undertaken jointly by
the partners. The CBSE has prepared very detailed guidelines on clustering 4-5
schools into Hubs of Learning in March 2019. These guidelines can be used as
the base for undertaking this task by schools. The circular of CBSE in this regard
can be seen at http://cbse.nic.in/newsite/attach/hubs%20of%
20learning%2015.3.19_final.pdf. (Timeline 2021-23)
• Task 206: States and UTs will take up strengthening of existing Bal Bhavans to
make them centers of joyful, cognitive/psychomotor/affective engagement
venues for young learners, for learning new skills and crafts, and exhibiting
talent. Existing Bal Bhavans will therefore provide art, career and play related
activities and will be integral part of school/clusters. The Head school in a school
complex/cluster can also be provided with few facilities for the cluster/group
school students, and can be set up as a special day time boarding schools on
weekends for undertaking joyful art and play related activities by children.
(Timeline: 2022-30)
• Task 207: For understanding the importance of history as a subject, and for
getting a sense of how history is written, every school in every
State/UT/CBSE/KVS/JNV/CTSA/BOAs will undertake classroom activities with
students of grades 1 to 12, to map the history of village/town/area they stay in to
map and write the history of the school, including its foundation day, first
Principal/teachers, alumni, etc. This exercise will be taken in a grade
appropriate manner and SCERTs will prepare the framework of this experiential

166
 learning activity. Students will require to conduct interviews, visit places, identify
old structures, meet the aged, understand the local culture/traditions, etc. for
this. As a natural corollary to this, States/UTs will ensure that important events
such as founding days of the village/town/area are celebrated by the school with
the community; alumni may be honoured on the occasion. This will bring in a
strong sense of history, a feeling of pride and belonging among students and
teachers to remain rooted in the local culture. For this NCERT will develop broad
framework in NCFSE, while States/UTs may develop guidelines and disseminate
so that the exercise is initiated in 2022-23 academic session onwards.
(Timeline: 2022-23)
• Task 208: Framework for using schools as Samajik Chetna Kendra to promote
social cohesion by using the unutilised capacity of school infrastructure in non-
teaching/schooling hours, shall be prepared by NCERT. (Timeline: 2022-23)
• Task 209: Based on this framework prepared by NCERT for using schools as
Samajik Chetna Kendra, SCERTs will develop their own innovative models for
effective utilisation of unused capacity of schools. SCERTs will prepare detailed
implementation plans and ensure convergence of all educational activities –
from school education, to ICT based activities, to adult education, to sports, etc.
The states/UTs will begin implementing this task from 2022-23.
(Timeline: 2023-24)

7.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 200 Unified administrative structure for primary, secondary States/UTs 2021-22
and senior secondary schools under Samagra Shiksha
will be ensured by all States and UTs.
Task 201 State/UT shall prepare a short-term (upto 2025) and States/UTs 2022-23
long-term (upto 2030) plan for laying down the
roadmap for grouping/clustering schools into school
complexes or any other format of grouping.
Task 202 Providing of infrastructure and resource requirements States/UTs 2022-30
of these groups/clusters/complex of schools shall
also form a part of the above plans.
Task 203 States/UTs shall also develop robust guidelines/ States/UTs 2022-26
framework for governance of schools through this
mechanism of grouping of schools into school
groups/clusters/complex.

167
Task Task Responsibility Timeline
number
Task 204 State/UTs may conduct pilot studies to analyse the States/UTs 2023-24
effectiveness and implications of grouping of schools
through different mechanisms. On the basis of the
findings, a report may be developed with detailed
roadmap and future plan of action to achieve the
targets and goals by schools through efficient
resource sharing.
Task 205 All States partnering and UTs will prepare detailed States/UTs 2021-30
guidelines for facilitating Twinning between public
and private schools in the state/UT.
Task 206 States and UTs will take up strengthening of existing States/UTs 2022-30
Bal Bhavans to make them centres of joyful,
cognitive/psychomotor/affective engagement
venues for young learners. For undertaking this task,
states/UTs will need to prepare a year-wise plan of
action and submit the same to DoSEL.
Task 207 For understanding the importance of history as a NCERT, 2022-23
subject, and for getting a sense of how history is States/UTs/
written, every school in every state/UT/CBSE/KVS/ SCERTs/ CBSE/
JNV/BOAs will undertake classroom activities with KVS/ JNV/
students of grades 1 to 12, to map the history of CTSA/ BOAs
village/town/area they stay in to map and write the
history of the school, including its foundation day, first
Principal/teachers, alumni, etc. NCERT will prepare
the broad framework of this experiential learning
activity in NCFSE, while SCERTs shall prepare
detailed guidelines.
Task 208 Framework for using schools as Samajik Chetna NCERT, SCERT 2022-23
Kendra to promote social cohesion by using the
unutilised capacity of school infrastructure in non-
teaching/schooling hours, shall be prepared by
NCERT.
Task 209 Based on this framework prepared by NCERT for SCERT 2023-24
using schools as Samajik Chetna Kendra, SCERTs will
develop their own innovative models for effective
utilisation of unused capacity of schools.

168
7.6 LONG TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• School groupings/school clusters/complex
to be implemented in all States and UTs.
• States will ensure that at least 50% schools Adequate infrastructure and resources to
have adequate resources (shared or be available in 100% School groupings/
otherwise), such as a library, science labs, school clusters/complex.
computer labs, skill labs, playgrounds,
sports equipment and facilities, etc. (States
and UTs)
• At least 50% States and UTs to adopt the • 100% States and UTs to adopt the
concept of Samajik Chetna Kendras. concept of Samajik Chetna Kendras.
• Bal Bhavans strengthened and expanded.
(States & UTs)

169
 Chapter 8
Regulation and Accreditation of School Education

171
8.1 OVERALL TARGET
India’s school education system is invigorated through effective regulation and
accreditation mechanisms that ensure integrity and transparency and foster
quality and innovation for continually improving educational outcomes.
• To achieve the SDG goal 4 of universalization secondary education by 2030
for all, continuous efforts will be made to universalise pre-primary to
secondary education for the next 5 years i.e. 2025 and simultaneously
increasing access to Higher Secondary level.
• Establishment of National Assessment Centre PARAKH by the end of
2021
• Establishment of SSSA as a regulatory body that sets the standards and
provides certication to private schools, in States and UTs

8.1 BACKGROUND
The Right to Education Act, 2009, lays down norms and standards for schools,
including infrastructure norms, minimum teacher qualifications, pupil-teacher ratios
and curricular standards. However, some aspects of private school operations
continue to be governed almost exclusively by State laws, such as fee fixation and
inspection of schools. The landmark judgment in the T.M.A. Pai case in 2003
established that while private schools had the broad autonomy to fix their admission
policy and fee structure, profiteering was disallowed and private schools could only
make a ‘reasonable surplus’. At present, 62 Centre/State Boards are functional and
the boards are expected to provide some regulatory framework/norms/standards for
maintaining required parameters for efficient functioning of schools. However, the
focus of these boards is more on examination rather than providing enabling
regulatory environment.
At present, more than 50% students in States like Uttar Pradesh, Haryana, Nagaland
and Manipur attending private schools at secondary level ; and States like Andhra
Pradesh, Haryana, Rajasthan, Manipur, Nagaland, Telangana, and Uttar Pradesh in
India have more than 50% of students attending private schools at higher secondary
grades.
55%
50%
45%
40%
35%
30%
25%
20%
15%
10%
2012-13

2013-14

2014-15

2015-16

2016-17

Rural Urban Total

15
Source: COBSE Website accessed in January 2020.
16
Uttar Pradesh 66.5%, Haryana 57.5%, Nagaland 69.7% and Manipur 72.6% as per UDISE+ 2018+19 (provisional)
17
Andhra Pradesh 71.9%, Haryana 62.3, Rajasthan 50.4%, Manipur 69%, Nagaland 72.2%, Telangana 67.7% and
Uttar Pradesh 63.5% as per UDISE+ 2018+19 (provisional)

172
 We can also see a year-on-year increase in the proportion of children (aged 6-14)
enrolled in private schools. The percentage of children (aged 6-14) enrolled in private
schools was ~26% in 2013 and is almost at 31% in 2018 . Given this increase in the
proportion of students who are attending private schools (close to 33% according to U-
DISE 2017-18), there is a need to ensure a robust system of accreditation and an
enabling regulatory environment. The current regulation and inspection are extremely
input-focused with no focus on learning outcome indicators. It becomes very important
to collect national level learning data for private schools as well and modify the
regulatory framework to stress on outcome markers.

8.3 NEP RECOMMENDATIONS

• The goal of the school education regulatory system must be to continually
improve educational outcomes; it must not overly restrict schools, prevent
innovation, or demoralize teachers, principals, and students. All in all,
regulation must aim to empower schools and teachers with trust, enabling them
to strive for excellence and 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.
(NEP Para 8.1)
• At present, all main functions of governance and regulation of the school
education system - namely, the provision of public education, the regulation of
education institutions, and policymaking - are handled by a single body, i.e., the
Department of School Education or its arms. This leads to conflict of interests and
excessive centralized concentration of power; it also leads to ineffective
management of the school system, as efforts towards quality educational
provision are often diluted by the focus on the other roles, particularly regulation,
that the Departments of School Education also perform.(NEP Para 8.2)
• The current regulatory regime also has not been able to curb the
commercialization and economic exploitation of parents by many for-profit
private schools, yet at the same time it has all too often inadvertently
discouraged public-spirited private/philanthropic schools. There has been far
too much asymmetry between the regulatory approaches to public and private
schools, even though the goals of both types of schools should be the same: to
provide quality education. (NEP Para 8.3)
• 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

18
U-DISE Data 2012-2018

173
 play a significant and beneficial role. (NEP Para 8.4)
• The key principles and recommendations of this Policy regarding the State school
education system, the independent responsibilities within that system, and the
approach to its regulation are as follows:
o 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 public education system; it
will not be involved with the provision and operation of schools or with the
regulation of schools, in order to ensure due focus on the improvement of
public schools and to eliminate conflict of interests.
o The educational operations and service provision for the public schooling
system of the whole State will be handled by the Directorate of School
Education (including the offices of the DEO and BEO, etc.); it will work
independently to implement policies regarding educational operations
and provision.
o An effective quality self-regulation or accreditation system will be instituted
for all stages of education including pre-school education - private, public,
and philanthropic - to ensure compliance with essential quality standards.
To ensure that all schools follow certain minimal professional and quality
standards, States/UTs will set up an independent, State-wide, body called
the State School Standards Authority (SSSA). The SSSA will establish a
minimal set of standards based on basic parameters (namely, safety,
security, basic infrastructure, number of teachers across subjects and
grades, financial probity, and sound processes of governance), which shall
be followed by all schools. The framework for these parameters will be
created by the SCERT in consultation with various stakeholders, especially
teachers and schools.
o 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 dimensions on which information has to be self-
disclosed, and the format of disclosure will be decided by the SSSA in
accordance with global best practices for standard-setting for schools. This
information will have to be made available and kept updated and accurate
by all schools, on the aforementioned public website maintained by the
SSSA and on the schools’ websites. Any complaints or grievances from
stakeholders or others arising out of the information placed in the public
domain shall be adjudicated by the SSSA. Feedback from randomly
selected students will be solicited online to ensure valuable input at regular
intervals. Technology will be employed suitably to ensure efficiency and
transparency in all work of the SSSA. This will bring down significantly the

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 heavy load of regulatory mandates currently borne by schools.
o Academic matters, including academic standards and curricula in the
State will be led by the SCERT (with close consultation and collaboration
with the NCERT), which will be reinvigorated as an institution. The SCERT
will develop a School Quality Assessment and Accreditation Framework
(SQAAF) through wide consultations with all stakeholders. The SCERT will
also lead a “change management process” for the reinvigoration of CRCs,
BRCs, and DIETs which must change the capacity and work culture of these
institutions in 3 years, developing them into vibrant institutions of
excellence. Meanwhile, certification of competencies of students at the
school-leaving stage will be handled by the Boards of
Assessment/Examination in each State.(NEP Para 8.5)
• The culture, structures, and systems that empower and provide adequate
resources to schools, institutions, teachers, officials, communities, and other
stakeholders, will also build concomitant accountability. Each stakeholder and
participant of the education system will be accountable to perform their role with
the highest level of integrity, full commitment, and exemplary work ethic. Each
role of the system will have explicitly articulated role expectations and rigorous
assessment of their performance vis-à-vis these expectations. The assessment
system will be objective and developmentally oriented, while ensuring
accountability. It will have multiple sources of feedback and assessment, to
ensure a full view of the performance (and will not just be linked simplistically,
e.g., to `mark of students). The assessment will recognize that outcomes such as
educational attainment of students have multiple intervening variables and
extraneous influences. It will also recognize that education requires teamwork,
particularly at the level of the school. Promotion, recognition, and accountability
of all individuals will be based on such performance assessment. All
functionaries will be responsible to ensure that this development, performance,
and accountability system is run with high integrity, and systematically, within
their span of control. (NEP Para 8.6)
• Public and private schools (except the schools that are managed/aided/
controlled by the Central government)will be assessed and accredited on the
same criteria, benchmarks, and processes, emphasizing online and offline
public disclosure and transparency, so as to ensure that public-spirited private
schools are encouraged and not stifled in any way. Private philanthropic efforts
for quality education will be encouraged - thereby affirming the public-good
nature of education - while protecting parents and communities from arbitrary
increases in tuition fees. Public disclosure on the school website and on the SSSA
website - for both public and private schools - would include (at the very least)
information on the numbers of classrooms, students, and teachers, subjects

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 taught, any fees, and overall student outcomes on standardized evaluations
such as the NAS and SAS. For schools controlled/managed/aided by the central
government, the CBSE in consultation with the MOE shall prepare a framework.
All the 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. (NEP Para 8.7)
• The standard-setting/regulatory framework and the facilitating systems for
school regulation, accreditation, and governance shall be reviewed to enable
improvements on the basis of the learnings and experiences gained in the last
decade. This review will aim to ensure that all students, particularly students from
underprivileged and disadvantaged sections, shall have universal, free and
compulsory access to high-quality and equitable schooling from early childhood
care and education (age 3 onwards) through higher secondary education (i.e.,
until Grade 12). The overemphasis on inputs, and the mechanistic nature of their
specifications– physical and infrastructural – will be changed and requirements
made more responsive to realities on the ground, e.g., regarding land areas and
room sizes, practicalities of playgrounds in urban areas, etc. These mandates
will be adjusted and loosened, leaving suitable flexibility for each school to make
its own decisions based on local needs and constraints, while ensuring safety,
security, and a pleasant and productive learning space. Educational outcomes
and the transparent disclosure of all financial, academic, and operational
matters will be given due importance and will be incorporated suitably in the
assessment of schools. This will further improve India's progress towards
achieving Sustainable Development Goal 4 (SDG4) of ensuring free, equitable,
and quality primary and secondary education for all children. (NEP Para 8.8)
• The aim of the public-school education system will be to impart the highest
quality education so that it becomes the most attractive option for parents from
all walks of life for educating their children. (NEP Para 8.9)
• For a periodic‘health check-up’ of the overall system, a sample-based National
Achievement Survey (NAS) of student learning levels will be carried out by the
proposed new National Assessment Centre, PARAKH with suitable cooperation
with other governmental bodies- such as the NCERT– that may assist in
assessment procedures as well as data analysis. The assessment will cover
students across government as well as private schools. States will also be
encouraged to conduct their own census-based State Assessment Survey (SAS),
the results of which will be used only for developmental purposes, public
disclosure by schools of their overall and anonymized student outcomes, and for
continuous improvement of the school education system. Until the establishment
of the proposed new National Assessment Centre, PARAKH, NCERT may
continue to carry out NAS. (NEP Para 8.10)

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 • Finally, the children and adolescents enrolled in schools must not be forgotten in
this whole process; after all, the school system is designed for them. Careful
attention must be paid to their safety and rights- particularly girl children - and
the various difficult issues faced by adolescents, such as substance or drug abuse
and forms of discrimination and harassment including violence, with clear, safe,
and efficient mechanisms for reporting and for due process on any infractions
against children’s/adolescents’ rights or safety. The development of such
mechanisms that are effective, timely, and well-known to all students will be
accorded high priority. (NEP Para 8.11)

8.4 IMPLEMENTATION PLAN

8.4.2 Improvement in regulatory and governance system (ref. para. 8.1 to 8.4)
(Timeline: 2022-23)
• Task 210: States/UTs through SCERTs will undertake a detailed exercise and
consultation process to prepare regulations to ensure empowerment of schools
and enforcement of transparent and online public disclosure of all finances,
procedures and educational outcomes, by all schools in the region – whether
public or private, and following any recognized secondary Board of education
(Indian or international). These regulations and online self-disclosure system
should become functional in all states/UTs by 2022-23. (Timeline: 2021-23)
• Task 211: To encourage private/philanthropic school sector to play a significant
and beneficial role in the school education sector, the sates/UTs will
operationalize an IT based engagement format including Ease of Doing
Business for this sector. (Reference Tasks 81 and 287) (Timeline: 2022-24)
8.4.2 Setting up of regulatory and governance systems (Ref para 8.5):
(Timeline: 2024-25)
• Task 212: States/UTs will set up an independent, State-wide, body called the
State School Standards Authority (SSSA). The SSSA will establish a minimal set of
standards based on basic parameters (namely, safety, security, basic
infrastructure, number of teachers across subjects and grades, financial probity,
progress in achievement of learning outcomes, innovative classroom practices,
following of NCFSE, and sound processes of governance), which shall be
followed by all schools in the state/UT, irrespective of Board of affiliation (except
KVS and JNV schools). SSSA will establish an effective, quality self-regulation or
accreditation system to ensure that all schools private, public, and philanthropic
follow these minimal professional and quality standards. The SSSA will provide a
digital platform for self-disclosure by all schools on an annual basis. Certain
areas of this self-disclosure shall also be integrated with the UDISE+ in an
aggregated format. (Timeline: 2021-23)

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 • Task 213: The States/UTs will immediately begin planning their strategy and
timelines for separating the functions of policy-making (Department of School
Education), operations (Directorate of School Education), academics (SCERTs)
and regulation (by setting up SSSA). These functions shall be fully separated by
all states/UTs by 2023. (Timeline: 2021-23)
(i) Role of SSSA
• An effective quality self-regulation or accreditation system will be instituted
for all stages of education including pre-school education, for all schools,
including - private, public, and philanthropic - to ensure compliance with
essential quality standards.
• Criteria for self-declaration by the schools will be developed by the SSSAs;
the requirements and criteria of self-declaration to start a school will also
be developed simultaneously by all the SSSAs.
• Educational outcomes and the transparent disclosure of all financial,
academic, and operational matters will be given due importance and will
be incorporated suitably in the assessment of schools by SSA.
• The SSSAs will also set up a mechanism of accreditation in consultation
with SCERTs; schools and other organizations with capacity and credibility
will be provided the orientation to be able to do audits of the accreditation.
Accreditation bodies will be identified and assigned by SSSA as per the
requirement and number of schools in their respective States.
• SSSA to develop effective mechanism for redressal of complaints or
grievances from stakeholders or others arising out of the information
placed by the schools on the public domain.
• SSSA will also develop an innovative mechanism for getting feedback from
randomly selected students of the school on hand on an anonymized basis.
• Right from its inception, suitable technology integration will be done for
100% functioning of the SSSA to ensure efficiency and effectiveness.
• SSSAs will ensure that all public disclosures are available on the websites of
the schools and as well as on portal/website of SSSA. (All States/UTs to
have SSSA websites by 2023).
• SSSAs shall be fully empowered to enforce the regulatory regime, including
by withdrawing approval to operate schools, i.e. shutting down schools, if
the basic minimal parameters for self-disclosure and/or accreditation are
not satisfied.
• For schools to get affiliated to any Board of Assessment, the pre-condition
would be self-disclosure on SSSA portal/website. BOAs can also fix levels
of accreditation as criteria.

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 • States/UTs may like to consider setting up SSSA in their BOAs or within
SCERTs for more effective coordination.
(ii) Role of SCERT
• SCERT will be the apex body for academic matters in the state;
• Task 214: SCERT will lead a “change management process” for the
reinvigoration of CRCs, BRCs, and DIETs to change the capacity and work
culture of these institutions within 3 years, developing them into vibrant
institutions of excellence. For this, SCERTs will develop an overall strategic
plan, and an institution wise action plan by 2021-22 and begin its
implementation from 2022-23. The plan will include among others,
capacity building, norms for recruitment/deputation, functions/roles and
responsibilities, IT based-solutions for administration, planning and
governance of these institutions, etc. (Timeline: 2021-24)
• Task 215: School Quality Assurance and Accreditation Framework
(SQAAF) will be developed by SCERT as per guidelines developed by
NIEPA and NCERT. SQAAF will be implemented and used by SSSA for
regulation based on accreditation. SQAAF will be developed in
consultation with various stakeholders, specially teachers and students.
Common regulatory regime will be there for public and private schools.
(Timeline: 2021-23)
• SCERT to develop any additional parameters/dimensions from time to time
with objective of improving educational outcomes.
8.4.3 Regulatory Mechanism for Central/Govt. Schools (Ref para 8.6 to
8.7): (Timeline 2021-22 onwards)
• Task 216: For schools controlled/managed/aided by the Central government
(that is, KVS and JNV) the CBSE in consultation with the MOE shall prepare a
framework for online self-disclosure on minimal set of standards based on basic
parameters (namely, safety, security, basic infrastructure, number of teachers
across subjects and grades, financial probity, and sound processes of
governance). KVS/JNV/CTSA will come out with detailed guidelines on
grievance redressal mechanism based on self-disclosure. The private and state
government schools affiliated to CBSE will mandatorily follow the directions of
the SSSA of the state/UT they are located in. However, for private and state
government schools affiliated to CBSE, the Board can also have few special
parameters for online self-disclosure in addition to those of their respective
SSSAs for the purpose of examination registrations, extension of affiliation, etc.
CBSE will need to modify its Affiliation and Examination Byelaws accordingly.
(Timeline: 2021-23)

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 8.4.4 Universal, free and compulsory access to high-quality and equitable
schooling (ref para 8.8): (Timeline 2030)
• Task 217: The States/UTs will prepare an all-encompassing Strategic
Implementation Plan which will aim to ensure that all students, shall have
universal, free and compulsory access to high-quality and equitable schooling
from early childhood care and education (age 3 onwards) through higher
secondary education (i.e., until Grade 12). In this plan, the tasks and actions to
be taken along with budget and timelines for achievement of various
recommendations of NEP 2020 shall be detailed out carefully and strategically
to ensure universal access to education from pre-school to grade 12 for all
children. This plan will be operationalised on priority by 2022, and not later than
2023 by all states/UTs. (Timeline 2021-23)
8.4.5 Assessment of the system/Setting–up of PARAKH (Ref para 8.10)
(Timeline 2021-22 onwards)
• Task 218: MOE/NCERT will prepare framework/guidelines for the holistic
assessment of the education governance system at state/district/block/cluster/
school levels. Assessment system will be objective and developmentally oriented,
while ensuring accountability. NCERT and NIEPA will build further on the already
developed systems of Shala Siddhi, PINDICS, etc. It will have multiple sources of
feedback and assessment, to ensure a full view of the performance. The
assessment will not be ‘reductionist’ or ‘simplistic’. It will also recognize that
education requires team-work, particularly at the level of the school. This
framework will then be made online to facilitate the states/UTs to participate in
self-assessment. (Timeline 2022-23)
• Task 219: SCERTs will conduct census-based achievement surveys and State
Assessment Survey (SAS) for continuous improvement of school education
system in the year/s when National Achievement Survey is not being held. These
surveys will test achievement of grade appropriate competencies in
Mathematics/Science/Reading literacy in particular for grades 3, 5, 8 and 10.
(Timeline 2022-onwards)
• Task 220: For conduct of NAS, CBSE/NCERT will expand coverage and
enhance reliability check. (Timeline 2021-22)
o NAS will also ensure the following:
a) a wider coverage of students in government, government aided and
private schools
b) third party administration/observation
c) Introducing of measures to improve data quality (e.g., sharing multiple

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 sample frames with States, creating multiple test booklets, independent
process and data audits, etc.)
d) enabling comparability of results across cycles.
8.4.6 School safety framework (ref para 8.11): (Timeline: 2021-22 onwards)
• Task 221: A school safety framework will be designed by DoSEL at national
level. All States/UTs shall adopt/adapt this framework by considering it as the
minimum requirement, and by adding to it as per local requirements and ensure
its implementation on priority. (Timeline 2021-22)
• Task 222: Online programmes for generating awareness of child rights will be
developed by SCERT and enforcement of child rights in schools will be assured
by the regulatory system. (Timeline 2022-23)

8.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 210 States/UTs through SCERTs will prepare regulations SCERT 2021-23
to ensure empowerment of schools and enforcement
of transparency and online public disclosure.
Task 211 To encourage private/philanthropic school sector to States/UTs 2022-24
play a significant and beneficial role in the school
education sector, the sates/UTs will operationalize an
engagement IT based format including Ease Of
Doing Business for this sector. (Reference Tasks 81
and 298)
Task 212 States/UTs will set up an independent, State-wide, States/UTs 2021-23
body called the State School Standards Authority
(SSSA). All States/UTs to have SSSA websites by 2023.
Task 213 The states/UTs will immediately begin planning their States/UTs 2021-23
strategy and timelines for separating the functions of
policy-making (Department of School Education),
operations (Directorate of School Education),
academics (SCERTs) and regulation (by setting up
SSSA).
Task 214 SCERT will develop an overall strategic plan, and an SCERT 2021-24
institution wise action plan for the reinvigoration of
C R C s , B R C s , a n d D I E Ts a n d c o m p l e t e
implementation of plan by 2023-24.

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Task Task Responsibility Timeline
number
Task 215 School Quality Assurance and Accreditation SCERT 2021-23
Framework (SQAAF) will be developed by SCERT as
per guidelines developed by NIEPA and NCERT.
Task 216 For schools controlled/managed/aided by the CBSE, MOE, 2021-23
Central government (that is, KVS, JNV and CTSA) the JNV, KVS,
CBSE in consultation with the MOE shall prepare a CTSA
framework for online self-disclosure on minimal set
of standards based on basic parameters. CBSE can
also lay down few parameters for private/state
government schools affiliated to it for examination
registration, extension of affiliation, etc.
Task 217 The
States/UTs
states/UTs will prepare an all-encompassing 2021-23
Strategic Implementation Plan which will aim to
ensure that all students, shall have universal, free and
compulsory access to high-quality and equitable
schooling from early childhood care and education
(age 3 onwards) through higher secondary
education (i.e., until Grade 12).
Task 218 MOE/NCERT/NIEPA will prepare framework/ MOE, NCERT, 2022-23
guidelines for the holistic assessment of the NIEPA
education governance system at state/district/block/
cluster/school levels.
Task 219 SCERTs will conduct census-based achievement SCERT 2022
surveys and State Assessment Survey (SAS) for onwards
continuous improvement of school education system
in the year/s when National Achievement Survey is
not being held.
Task 220 For the conduct of NAS, CBSE/NCERT will expand CBSE, NCERT 2021-22
coverage and enhance reliability check.
Task 221 A school safety framework will be designed by DoSEL DoSEL 2021-22
at national level. All States/UTs shall use this
framework as the minimum requirements, and add to
it as per local requirements and ensure its
implementation
Task 222 Online programmes for generating awareness about SCERT 2022-23
child rights will be developed by SCERT and
enforcement of child rights in schools will be assured
by the regulatory system.

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8.6 LONG TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• SSSA set up in all states/UTs. • Review of implementation (MOE)
• School Quality Assessment and
Accreditation Framework (SQAAF) will be
developed in all states/UTs. (SCERTs)
• Robust and easily accessible public
grievance and redressal mechanism set
up by all SSSAs. (SSSA)
• Online system of public disclosure will be
developed by SSSA for all schools in their
respective States and UTs. (States and
UTs)
• SSSA will also develop online self-
disclosure framework for giving
permission to start new schools. (States
and UTs)
• SCERTs, DIETs, BITEs, BRCs and CRCs will
be strengthened to provide the necessary
academic support to the schools. (States
and UTs)
• PARAKH an autonomous body will • All school Boards will become compliant
conduct NAS 2023 based on competency to norms/standards/guidelines laid
-based items, focusing on higher-order down by PARAKH
skills and deep analysis of data on student • Robust data monitoring/learning
learning achievement and through third management system will be developed
party administration. (MOE) to track progress of students in 100%
• Question banks will be developed and states/UTs.
placed on DIKSHA (SCERTs and School
Boards)
• Robust data monitoring/learning
management system will be developed to
track progress of students in 50% states/
UTs. (States/UTs)

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Chapter 9
Teacher Education

185
9.1 OVERALL TARGET
Ensuring that teachers are given the highest quality training in content,
pedagogy, and practice, by moving the teacher education system into
multidisciplinary colleges and universities, and establishing the four-year
integrated Bachelor’s Degree as the minimum qualication for all school
teachers.

9.2 BACKGROUND
The National Policy on Education (NPE), 1986 and the Programme of Action (1992)
there under, envisaged a National Council for Teacher Education with statutory status
and necessary resources as a first step for overhauling the system of teacher education.
The National Council for Teacher Education as a statutory body came into existence in
pursuance of the National Council for Teacher Education Act, 1993 (No. 73 of 1993)
on the 17th August,1995. The main objective of the NCTE is to achieve planned and
coordinated development of the teacher education system throughout the country, the
regulation and proper maintenance of Norms and Standards in the teacher education
system and for matters connected therewith. NCTE, unlike all other regulatory bodies
has a peculiar organizational structure and hierarchy of powers. It has been so
structured that its regional Committees are all powerful in the grant of approval to new
institutions and also in terms of termination of an erring institution as well.
At present (as on 31.03.2019), there are 16728 Teacher Education Institutions across
the country with the intake capacity of 1961184 students, many of these are of poor
quality or do not prescribe to standards. The growth of TEIs is quite striking with
around 92% of the TEIs in the private sector, 6% in the Govt. aided sector and hardly
2% TEIs in the Govt. sector. However, the progress of teacher education institutes over
the years has been skewed and uneven across States and Regions. The trend shows
that the regulatory authority could exercise little control over the fast expansion of TEIs.
This resulted in limited supply of qualified teacher educators whose demand had gone
up due to steep rise in the number of elementary and secondary teacher education
institutions leaving an unabridged gap between the demand and supply of teacher
educators. It may also be noted that while TEIs grew at a fast pace and on a large scale
in many States, in others such as the North Eastern States and some States in the
Eastern and Western region like Bihar, Jharkhand, Odisha and Chhattisgarh, their
number expanded at a slow pace, leaving these States heavily under served and
suffering from shortage of trained teachers.

9.3 NEP RECOMMENDATIONS

• Teacher education is vital in creating a pool of schoolteachers that will shape the
next generation. Teacher preparation is an activity that requires multidisciplinary
perspectives and knowledge, formation of dispositions and values, and

19
As per data from NCTE

186
 development of practice under the best mentors. Teachers must be grounded in
Indian values, languages, knowledge, ethos, and traditions including tribal
traditions, while also being well-versed in the latest advances in education and
pedagogy. (NEP Para 15.1)
• 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.(NEP Para 15.2)
• In order to improve and reach the levels of integrity and credibility required to
restore the prestige of the teaching profession, the Regulatory System shall be
empowered to take stringent action against substandard and dysfunctional
teacher education institutions (TEIs) that do not meet basic educational criteria,
after giving one year for remedy of the breaches. By 2030, only educationally
sound, multidisciplinary, and integrated teacher education programmes shall be
in force. (NEP Para 15.3)
• As teacher education requires multidisciplinary inputs, and education in high-
quality content as well as pedagogy, all teacher education programmes must be
conducted within composite multidisciplinary institutions. To this end, all
multidisciplinary universities and colleges - will aim to establish, education
departments which, besides carrying out cutting-edge research in various
aspects of education, will also run B.Ed. programmes, in collaboration with
other departments such as psychology, philosophy, sociology, neuroscience,
Indian languages, arts,music, history, literature, physical education, science and
mathematics. Moreover, all stand-alone TEIs will be required to convert to
multidisciplinary institutions by 2030, since they will have to offer the 4-year
integrated teacher preparation programme. (NEP Para 15.4)
• The 4-year integrated B.Ed. offered by such multidisciplinary HEIs will, by 2030,
become the minimal degree qualification for school teachers. The 4-year
integrated B.Ed. will be a dual-major holistic Bachelor’s degree, in Education as
well as a specialized subject such as a language, history, music, mathematics,
computer science, chemistry, economics, art, physical education, etc. Beyond
the teaching of cutting-edge pedagogy, the teacher education will include
grounding in sociology, history, science, psychology, early childhood care and

187
 education, foundational literacy and numeracy, knowledge of India and its
values/ethos/art/traditions, and more. The HEI offering the 4-year integrated
B.Ed. may also run a 2-year B.Ed., for students who have already received a
Bachelor’s degree in a specialized subject. A 1-year B.Ed. may also be offered
for candidates who have received a 4-year undergraduate degree in a
specialized subject. Scholarships for meritorious students will be established for
the purpose of attracting outstanding candidates to the 4-year,2-year, and 1-
year B.Ed. programmes. (NEP Para 15.5)
• HEIs offering teacher education programmes will ensure the availability of a
range of experts in education and related disciplines as well as specialized
subjects. Each higher education institution will have a network of government
and private schools to work closely with, where potential teachers will student-
teach along with participating in other activities such as community service, adult
and vocational education, etc. (NEP Para 15.6)
• In order to maintain uniform standards for teacher education, the admission to
pre-service teacher preparation programmes shall be through suitable subject
and aptitude tests conducted by the National Testing Agency, and shall be
standardized keeping in view the linguistic and cultural diversity of the country.
(NEP Para 15.7)
• The faculty profile in Departments of Education will necessarily aim to be diverse
and but teaching/field/research experience will be highly valued. Faculty with
training in areas of social sciences that are directly relevant to school education
e.g., psychology, child development, linguistics, sociology, philosophy,
economics, and political science as well as from science education,
mathematics education, social science education, and language education
programmes will be attracted and retained in teacher education institutions, to
strengthen multidisciplinary education of teachers and provide rigour in
conceptual development.(NEP Para 15.8)
• All fresh Ph.D. entrants, irrespective of discipline, will be required to take credit-
based courses in teaching/education/pedagogy/writing related to their chosen
Ph.D subject during their doctoral training period. Exposure to pedagogical
practices, designing curriculum, credible evaluation systems, communication,
and so on will be ensured since many research scholars will go on to become
faculty or public representatives/communicators of their chosen disciplines.
Ph.D students will also have a minimum number of hours of actual teaching
experience gathered through teaching assistantships and other means. Ph.D.
programmes at universities around the country will be re-oriented for this
purpose. (NEP Para 15.9)
• In-service continuous professional development for college and university

188
 teachers will continue through the existing institutional arrangements and
ongoing initiatives; these will be strengthened and substantially expanded to
meet the needs of enriched teaching-learning processes for quality education.
The use of technology platforms such as SWAYAM/DIKSHA for online training of
teachers will be encouraged, so that standardized training programmes can be
administered to large numbers of teachers within short span of time.
(NEP Para 15.10)
• A National Mission for Mentoring shall be established, with a large pool of
outstanding senior/retired faculty – including those with the ability to teach in
Indian languages – who would be willing to provide short and long-term
mentoring/professional support to university/college teachers.
(NEP Para 15.11)

9.4 IMPLEMENTATION PLAN

9.4.1 Teacher Education Programmes (Ref para 15.1 to 15.7)
• In accordance with Task 159 of chapter 5, all Teacher education programmes
will be conducted within composite multi-disciplinary institutions by 2030, and
NCTE will develop curriculum and guidelines for all HEIs to adopt the 4-year
B.Ed. program which shall serve as the minimal degree qualification for school
teachers
• NCTE will prepare detailed action plan as per following for the
recommendations mentioned above:
o In accordance with Task 142 in chapter 5, a scheme for scholarships for
meritorious students will be established for the purpose of attracting
outstanding candidates to B.Ed. programmes. This will be implemented by
the states/UTs/TEIs.
o In accordance with Task 162 in chapter 5, NCTE to design a 1-year B.Ed.
programme for particularly outstanding candidates who have received a
4-year undergraduate degree in a specialised subject.
• Task 223: National Testing Agency will design and conduct a national common
entrance test for entry to these 4-year integrated B.Ed courses. For this NCTE will
prepare guidelines that will be issued for all states/UTs to follow.
(Timeline 2021-22)
9.4.2 Teacher Education Institutions (ref para 15.8 to 15.9)
• In accordance with Task 166 in chapter 5, NHERC/NCTE will work out the
modalities for phasing out the standalone/dysfunctional/substandard TEIs.
• Task 224: NCTE will coordinate with UGC for ensuring that credit-based
courses in teaching/education/pedagogy/writing are offered to all fresh Ph.D.

189
 entrants during their doctoral training period, teaching assistantships and other
means. Ph.D. programmes at universities around the country will be re-oriented
for this purpose. (Timeline 2022-24)
9.4.3 Training (Ref para 15.10 to 15.11):
• Task 225: Areas specific to the capacities required by teachers to implement the
NEP 2020 will be identified by SCERT in a comprehensive in-service annual
teacher training plan prepared by SCERTs for conducting CPD and other training
programmes. This plan will include teachers from pre-primary to higher
secondary and school heads and Principals. The CPD will preferably be
undertaken through digital modes, such as Swayam Prabha, SWAYAM/DIKSHA
by the states/UTs. (Timeline 2021-25)
• Task 226: D/o Higher Education will set up a National Mission for Mentoring;
NCTE will also be part of this mission to link and facilitate teacher educators. This
mission will focus on mentoring with a large pool of outstanding senior/retired
faculty (to teach in Indian languages) to provide short and long-term
mentoring/professional support to university/college teachers/teacher
educators/faculty of TEIs. For this purpose, technology-based solutions will be
used effectively to prepare national database of Mentors and facilitating online
linkages to Mentees. Mentors will be identified on priority for teachers teaching
foundational stages. (Timeline 2022-23)

9.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 223 National Testing Agency will design and conduct a NTA 2021-22
national common entrance test for entry to 4-year
integrated B.Ed courses.
Task 224 NCTE will coordinate with UGC for ensuring credit- NCTE 2022-24
based courses in teaching/education/pedagogy/
writing are offered to all fresh Ph.D. entrants during
their doctoral training period.
Task 225 Areas specific to the capacities required by teachers SCERT 2021-25
to implement the NEP 2020 will be identified by
SCERT in a comprehensive in-service annual teacher
training plan prepared by SCERTs.

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Task Task Responsibility Timeline
number
Task 226 D/o Higher Education will set up a National Mission DoHE, NCTE 2022-23
for Mentoring; NCTE will also be part of this mission
to link and facilitate teacher educators. This mission
will focus on mentoring with a large pool of
outstanding senior/retired faculty (to teach in Indian
languages) to provide short and long-term
mentoring/professional support to university/college
teachers/teacher educators/faculty of TEIs.

9.6 LONG TERM ACHIEVEMENTS

Achievement by 2025 Achievement by 2030
• 4-year B.Ed. integrated will be a preferred • The 4-year integrated B.Ed. will be
course for teacher education aspirants. offered by multidisciplinary HEIs and
(NCTE) will become the minimal degree
• Entrance tests for admission to TEIs qualification for school teachers.
conducted by NTA and adopted by
Universities and multi- disciplinary
Institutions for 4 year Integrated B.Ed
programmes.
• Public stand-alone TEIs will be move • Standalone/dysfunctional/substandard
towards multidisciplinary higher TEIs will be phased out from the system.
educational institutions. (HEIs, HECI) (HECI/NCTE)
• Such HEIs will ensure the availability of a
range of experts in education and related
disciplines as well as specialised subjects.
(HEIs)
• Each higher educational institution will
have a network of government and private
schools and school complexes to work
with in close proximity, where potential
teachers will student-teach. (HEI)
• A robust regulatory and accreditation
system in TEIs will be in place. (NCTE)
•Customised teacher education
programmes to attract outstanding
students will be available. (NCTE/HECI)
• A National Mission for Mentoring will be
set up. (NCTE

191
Chapter 10
Reimagining Vocational Education

193
10.1 TARGET
By 2025, at least 50% of learners through the school and higher education
system shall have exposure to vocational education.

10.2 BACKGROUND
The 12th Five-Year Plan (2012–2017) estimated that only a very small percentage of
the Indian workforce in the age group of 19–24 (less than 5%) received formal
vocational education; this may be compared to other countries such as the USA where
the number is 52%, Germany 75%, and South Korea as high as 96%. These numbers
only underline the urgency or the need to hasten the spread of vocational education in
India. One of the primary reasons for the small numbers of students receiving
vocational education is the unfortunate fact that vocational education has in the past
focused largely on dropouts (Grade 8 and upwards) and on Grades 11–12.
Moreover, students passing out from Grades 11–12 with vocational subjects often did
not have well-defined pathways to continue with their chosen vocations in higher
education. The admission criteria for general higher education were also not
designed to provide openings to students who had vocational education
qualifications, leaving them at a disadvantage relative to their compatriots from
‘mainstream’ or ‘academic’ education. This led to a complete lack of vertical mobility
for students from the vocational education stream, an issue that has only been
addressed recently through the announcement of the National Skills Qualifications
Framework (NSQF) in 2013.
The lack of planning and the poor delivery of vocational education in the past has
contributed to the creation of a social status hierarchy in which vocational education is
perceived to be inferior to mainstream education, meant largely for students who are
unable to cope with the latter.
a) The low social status accorded to the vocational education has always been a
deterrent in popularisation of vocational education. There is a need to develop
appropriate strategies for popularizing the role and importance of
Vocationalisation of Education in schools and to make it socially acceptable.
Integrating vocational education with formal education would help in making
applied learning popular in the schools. Skill development is the shared
responsibility of the Government and the Industry. Government, Industry
Associations, Community Members, Parents and Teachers should encourage
students to develop a positive attitude towards vocational education. Also, there
is a need to modify the recruitment rules of both government and private jobs so
that due recognition could be given to the formally skilled people, which would
also encourage students to opt for vocational education.

194
b) The non-availability of good quality vocational teachers/ trainers is a major issue
in imparting quality vocational education and training. Industry should play a
major role in the training and assessment of skills of the students. Currently, there
are about 18000 vocational trainers in schools and there would be a need of
around 1.5 lakh trainers if 50% of the learners are to be covered by 2025. The
outcome-based approach for preparing quality vocational teachers and trainers
would need to be adopted by the Teacher Training Institutions so that
professional and experienced teachers could be prepared to teach vocational
subjects. It has been observed that the assessment of skills by the Industry leads to
better acceptance of the students in the work force. A large number of assessors
from the industry would be needed for conducting skill assessments of the
learners in the schools. A standing panel of industry experts with the respective
education boards would be the need of the hour for carrying out assessment of
school students.
c) The Government is implementing the scheme of Vocationalisation of School
Education under the umbrella of ‘Samagra Shiksha - an integrated scheme for
school education’. The scheme seeks to integrate vocational education with
general academic education with an aim to prepare educated, employable and
competitive human resource for various sectors of the economy and the global
market. The scheme covers Government and Government aided schools. The
scheme has been implemented in 10160 schools with reported enrolment of
more than 12 lakh students. National Institute of Open Schooling (NIOS) is also
implementing various Certificate and Diploma courses for various vocational
subjects through their 1379 AVI (Accredited Vocational Institutes). 5% of the
cumulative enrolment of 27 Lakh in NIOS is under vocational courses.
10.3 NEP RECOMMENDATIONS (related to school education)
• The 12th Five-Year Plan (2012–2017) estimated that only a very small
percentage of the Indian workforce in the age group of 19–24 (less than 5%)
received formal vocational education Whereas in countries such as the USA the
number is 52%, in Germany 75%, and South Korea it is as high as 96%. These
numbers only underline the urgency of the need to hasten the spread of
vocational education in India. (NEP Para 16.1)
• One of the primary reasons for the small numbers of students receiving
vocational education is the fact that vocational education has in the past focused
largely on Grades 11–12 and on dropouts in Grade 8 and upwards. Moreover,
students passing out from Grades 11–12 with vocational subjects often did not
have well-defined pathways to continue with their chosen vocations in higher
education. The admission criteria for general higher education were also not

195
 designed to provide openings to students who had vocational education
qualifications, leaving them at a disadvantage relative to their compatriots from
‘mainstream’ or‘academic’ education. This led to a complete lack of vertical
mobility for students from the vocational education stream, an issue that has only
been addressed recently through the announcement of the National Skills
Qualifications Framework (NSQF) in 2013. (NEP Para 16.2)
• Vocational education is perceived to be inferior to mainstream education and
meant largely for students who are unable to cope with the latter. This is a
perception that affects the choices students make. It is a serious concern that can
only be dealt with by a complete re-imagination of how vocational education is
offered to students in the future. (NEP Para 16.3)
• This policy aims to overcome the social status hierarchy associated with
vocational education and requires integration of vocational education
programmes into mainstream education in all education institutions in a phased
manner. Beginning with vocational exposure at early ages in middle and
secondary school, quality vocational education will be integrated smoothly into
higher education. It will ensure that every child learns at least one vocation and is
exposed to several more. This would lead to emphasizing the dignity of labor and
importance of various vocations involving /Indian arts and artisanship.
(NEP Para 16.4)
• 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 4.4and 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 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. ‘LokVidya’, i.e.,
important vocational knowledge developed in India, will be made accessible to

196
 students through integration into vocational education courses. The possibility of
offering vocational courses through ODL mode will also be explored.
(NEP Para 16.5)
• Vocational education will be integrated into all school and higher education
institutions in a phased manner over the next decade. Focus areas for vocational
education will be chosen based on skills gap analysis and mapping of local
opportunities. MOE will constitute a National Committee for the Integration of
Vocational Education (NCIVE), consisting of experts in vocational education and
representatives from across Ministries, in collaboration with industry, to oversee
this effort. (NEP Para 16.6)
• Individual institutions that are early adopters must innovate to find models and
practices that work and then share these with other institutions through
mechanisms set up by NCIVE, so as to help extend the reach of vocational
education. Different models of vocational education, and apprenticeships, will
also be experimented by higher education institutions. Incubation centres will be
set up in higher education institutions in partnership with industries.
(NEP Para 16.7)
• The National Skills Qualifications Framework will be detailed further for each
discipline vocation and profession. Further, Indian standards will be aligned with
the International Standard Classification of Occupations maintained by the
International Labour Organization. This Framework will provide the basis for
Recognition of Prior Learning. Through this, dropouts from the formal system will
be reintegrated by aligning their practical experience with the relevant level of
the Framework. The credit-based Framework will also facilitate mobility across
‘general’ and vocational education. (NEP Para 16.8)

10.4 IMPLEMENTATION PLAN

10.4.1 Expansion and strengthening of vocational education
(ref para16.1 to 16.8)
• Task 227: Strengthening of PSSCIVE will be undertaken to build its capacity for
developing curriculum and learning resources, both offline and online for
vocational courses and training of teachers/trainers. From 2022-23 onwards
PSSCIVE will undertake regular teacher training for vocational education,
preferably through online/digital mode. PSSCIVE will train Key resource Persons
from States/UTs and also prepare engaging online training modules for self-
learning as well. (Timeline: 2022-23)
• Task 228: States/UTs will organise awareness programmes to change the
general attitude towards Vocational Education. Such public awareness to de-
stigmatise Vocational Education will be done through online/digital modes,

197
 through training of school teachers, and through use of social media platforms.
For motivating students/parents/teachers, compilation and sharing of good
practices in vocational education shall be done for image building through
digital media. (Timeline: 2022-23 onwards)
• Task 229: NCERT will ensure inclusion of vocationalisation of education from
Class VI to secondary level in NCFSE, with introduction of skills training
appropriate to the age of the child. NCERT will also prepare detailed curricular
framework for vocational education in schools. NCERT will take the views of
CBSE and other BOAs for integrating vocational courses in the educational
offerings of all secondary schools in a phased manner over the next decade.
(Timeline: 2022-23)
• Task 230: States and UTs to also prepare detailed curricular sub-framework for
vocational education in schools as a part of SCFSE. States/UTs will also ensure
that 50% students at upper primary level are covered by vocationalisation by
2025 and 100% of upper primary are covered by 2030. A school-wise roadmap
will be prepared by States/UTs to implement this in 2022 for implementation
from 2022-30. (Timeline: 2022)
• Task 231: Based on NCFSE, states/UTs/CBSE/BOAs/KVS/JNV/CTSA will
prepare detailed guidelines to ensure implementing of vocationalisation in such
a way that every child will be encouraged to develop a skill during his/her school
period. These guidelines will also provide framework for secondary schools to
collaborate with ITIs, polytechnics, local industry, etc. (Timeline: 2022-23)
• Task 232: Based on guidelines, states/UTs/CBSE/BOAs/KVS/JNV/CTSA will
undertake its implementation from 2022-24 academic session onwards. Use of
local ‘Skills Knowledge Providers (SKP)’ by states/UTs will also help ensure that
students are trained for vocations of relevance in the local area, and improve the
likelihood of them finding jobs locally after Grade 12. (Timeline: 2023-24)
• Task 233: States/UTs will provide training modules, preferably in the online
mode/blended mode for courses in entrepreneurship, soft skills such as
communication skills, courses on digital and financial literacy, entrepreneurship
etc. as a part of the vocationalisation of education. States/UTs will also set up
Skill labs in a hub and spoke model in school clusters/complexes.
(Timeline: 2022-25)
• Task 234: After the finalisation of SCF, States/UTs will independently take up
encouragement of the local arts and craft among the school children by
designing suitable courses through SCERTs. The local artisans would be
involved for providing training in such arts and crafts. States will develop their
own framework for this. (Timeline: 2022-23)

198
• Task 235: Problem based Learning approach will be promoted in schools so
that students are able to develop requisite skills for innovation and
entrepreneurship. NCERT and SCERTs will develop project-based activities and
online resources for Teaching Learning Material (TLM) for this.
(Timeline: 2022-23)
10.4.2 Curriculum and assessment:
• Task 236: Assessment of vocational education will necessarily be split into two
parts- the practical part by certified external assessors and the remaining by the
educational institution and/or the BOA. A suitable framework for this needs to be
created by the NCIVE, working in conjunction with PSSCIVE and with CBSE,
State-level institutions and BOAs. (Timeline: 2022-23)
10.4.3 Teachers, trainers and training:
• Task 237: Short term training courses, preferably online courses, will be
designed for vocational trainers as per the state curriculum and assessment
framework by the SCERTs/DIETs. Apart from regular teachers who are trained in
imparting vocational education, trainers will be drawn from different sections of
society for their expertise in different vocations as a guest faculty. External
trainers, who are experts in their vocations, can also be invited to act as master
trainers in the online courses for local teachers, who will be mentored at CRCs,
BRCs and DIETs. (Timeline: 2022-25)
10.4.4 Guidance for making Informed Choices
• Task 238: States/UTs/BOAs/CBSE will work out an online/offline mechanism
for providing career counselling and guidance to children in Classes IX to XII so
that children can make a career choice based on their interest, aspiration and
abilities. (Timeline: 2022-23)
• Task 239: NCERT will develop Skill Based Aptitude Test (SBT) in online mode at
end of Class VIII and Class X, and states/UTs/BOAs/CBSE may introduce it or
prepare their own version of SBT to provide guidance to the students of classes
VII and X for career choice. (Timeline: 2022-25)
10.4.5 ODL to expand the coverage
• Task 240: NIOS will cater to the dropouts from the formal system through ODL
courses designed and promoted for improving the mobility and employability of
students. For this NIOS will develop a mechanism of collaboration with
states/UTs to get correct data for pro- actively pursuing students to complete
schooling. (Timeline: 2022-25)
• Task 241: Textbooks for the National Institute of Open Schooling (NIOS) will be
aligned with those of NCERT. This will enable many students to feel confident
about their career choices, because any student who desires to exit at class 10 to

199
 pursue a career in a vocational skill, will be able to smoothly transit from formal
to open school education. NIOS will ensure that Knowledge of India is
incorporated wherever relevant in an accurate and scientific manner. Stories,
arts, games, sports, examples, problems, etc. in textbooks will be incorporated in
such manner that they are as much as possible rooted in the Indian context.
(Timeline: 2022-25)
• Task 242: CBSE and other BOAs will explore offering stand-alone Vocational
courses in affiliated schools in ODL mode and develop suitable assessment and
certification mechanisms. This will be introduced in a phase wise manner from
2022-23 academic session onwards. (Timeline: 2022-25)

10.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 227 Strengthening of PSSCIVE will be undertaken to build PSSCIVE 2022-23
its capacity for developing curriculum and learning
resources, both offline and online for vocational
courses and training of teachers/trainers.
Task 228 States/UTs will organise awareness programmes to States/UTs 2022-23
change the general attitude towards Vocational onwards
Education.
Task 229 NCERT will ensure inclusion of vocationalisation of NCERT, CBSE, 2022-23
education from Class VI to secondary level in NCFSE, BoAs
with introduction of skills training appropriate to the
age of the child.
Task 230 States and UTs to also prepare detailed curricular States/UTs 2022
sub-framework for vocational education in schools
as a part of SCFSE. States/UTs will also ensure that
50% students at upper primary level are covered by
vocationalisation by 2025 and 100% of upper
primary are covered by 2030. A school-wise
roadmap will be prepared by States/UTs to
implement this in 2022 for implementation from
2022-30.
Task 231 Based on NCFSE, states/UTs/CBSE/BOAs/KVS/ States/UTs/ 2022-23
JNV/CTSA will prepare detailed guidelines to ensure CBSE/BOAs/
implementing of vocationalisation in such a way that KVS/JNV/
every child will be encouraged to develop a skill CTSA
during his/her school period.

200
Task Task Responsibility Timeline
number
Task 232 Based on guidelines of DoSEL, states/UTs/CBSE/BOAs States/UTs, 2023-24
will undertake its implementation from 2022-2023 CBSE, BoAs
academic session onwards.
Task 233 States/UTs will provide training modules, preferably States/UTs 2022-25
in the online mode/blended mode for courses in
entrepreneurship, soft skills such as communication
skills. States/UTs will also set up Skill labs in a hub
and spoke model in school clusters/complexes.
Task 234 After the finalisation of SCF, States/UTs will States/UTs/ 2022-23
independently take up encouragement of the local SCERTs/CBSE
arts and craft among the school children by /KVS/JNV
designing suitable courses through SCERTs.
CBSE/KV/JNV schools shall be free to adopt/adapt
these courses as per local context of the student mix
and location of the school.
Task 235 Problem based Learning approach will be promoted NCERT, SCERT, 2022-23
in schools and colleges so that students are able to CBSE
develop requisite skills for innovation and
entrepreneurship. NCERT and SCERTs will develop
project-based activities and online resources for
Teaching Learning Material (TLM) for this.
Task 236 A suitable framework for assessment of vocational NCIVE 2022-23
education will be created by the NCIVE, working in
conjunction with PSSCIVE and with CBSE and State-
level institutions and BOA.
Task 237 Short term training courses, preferably online SCERT, DIET 2022-25
courses, will be designed for vocational trainers as
per the state curriculum and assessment framework
by the SCERTs/DIETs.
Task 238 States/UTs/BOAs/CBSE will work out an online/offline States/UTs, 2022-23
mechanism for providing career counselling and CBSE, BoAs
guidance to children in Classes IX to XII
Task 239 NCERT will develop Skill Based Aptitude Test (SBT) in NCERT 2022-25
online mode at end of Class VIII and Class X, and
states/UTs/BOAs/CBSE may introduce it or prepare
their own version of SBT

201
Task Task Responsibility Timeline
number
Task 240 NIOS will cater to the dropouts from the formal NIOS 2022-25
system through ODL courses designed and
promoted for improving the mobility and
employability of students. For this NIOS will develop
a mechanism of collaboration with states/UTs
Task 241 Textbooks for the National Institute of Open Schooling NIOS 2022-25
(NIOS) will be aligned with those of NCERT. This will
enable many students to feel confident about their
career choices, because any student who desires to
exit at class 10 to pursue a career in a vocational skill,
will be able to smoothly transit from formal to open
school education. NIOS will ensure that Knowledge of
India is incorporated wherever relevant in an accurate
and scientific manner. Stories, arts, games, sports,
examples, problems, etc. in textbooks will be
incorporated in such manner that they are as much as
possible rooted in the Indian context.
Task 242 CBSE and other BOAs will explore offering stand- CBSE, BoAs 2022-25
alone Vocational courses in affiliated schools in ODL
mode and develop suitable assessment and
certification mechanisms.

202
10.6 LONG TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• 50% Students at Middle level will be • Expansion of vocational education
provided vocational exposure (States & (MOE)
UTs) • Covering all students enrolled at Middle
level for vocational crafts (MOE, States
and UTs)
• Counsellors available to support students • Vocational Education courses available in
(Schools) 100% of secondary/senior secondary
• Vocational Education courses available in schools/clusters
50% of secondary/senior secondary
schools/clusters
• Framework for assessment (NCIVE)
• Training at DIETs, CRCs, and BRCs
(SCERTs)
• Development of pool of master trainers in
various sectors for training teacher/
trainers in schools (NCERT/ PSSCIVE/
NSDC/ States/UT)
• Development of pool of assessors for
conducting skill assessment of school
students. (State /UT/School Education
Board /NCERT/PSSCIVE/ NSDC)

203
Chapter 11
Adult Education and Lifelong Learning

205
11.1 OVERALL TARGET
Achieve 100% youth and adult literacy rates by 2030, and signicantly expand
adult and continuing education programmes.

11.2 BACKGROUND
The abilities to attain foundational literacy, obtain an education, and pursue a
livelihood must be viewed as fundamental rights of every citizen. Literacy and basic
education open up whole new worlds of personal, civic, economic, and lifelong-
learning opportunities for individuals that enable them to progress personally and
professionally. Worldwide data on nations indicate extremely high correlations
between literacy rates and per capita GDP. The Sustainable Development Goal 4.6 of
the United Nations states “By 2030 ensure that all youth and adults, both men and
women, achieve literacy and numeracy”. It is estimated that as per Census 2011,
there were about 25 crore illiterate adults in the Country. India has made tremendous
strides in literacy since Independence with 84% literacy rate in Urban areas and 64.1%
in rural areas (Age 15 and above, NSSO 2014). However, there are still equity gaps
based on geography (urban vs rural) and gender (male vs female).

Literacy Rate (Age 15 and above, NSSO 2014)

100
89.7
90 84
80 77.9
75
70 64.1
60 53.1
50
40
30
20
10
0
Male Female Total
Urban Rural

To reduce this gap, the number of beneficiaries in Adult Education Program (Sakshar
Bharat) have increased from 1.07 Crore in 2014-15 to 1.93 Crore in 2016-17.

20
As per NSSO 2014, sourced from MOE’s Statistics Handbook
21
MOE Statistics Handbook

206
11.3 NEP RECOMMENDATIONS
• The opportunity to attain foundational literacy, obtain an education, and pursue
a livelihood must be viewed as basic rights of every citizen. Literacy and basic
education open up whole new worlds of personal, civic, economic, and lifelong-
learning opportunities for individuals that enable them to progress personally
and professionally. At the level of society and the nation, literacy and basic
education are powerful force multipliers which greatly enhance the success of all
other developmental efforts. Worldwide data on nations indicate extremely high
correlations between literacy rates and per capita GDP. (NEP Para 21.1)
• Meanwhile, being a non-literate member of a community, has innumerable
disadvantages, including the inability to: carry out basic financial transactions;
compare the quality/quantity of goods purchased against the price charged; fill
out forms to apply for jobs, loans, services, etc.; comprehend public circulars
and articles in the news media; use conventional and electronic mail to
communicate and conduct business; make use of the internet and other
technology to improve one’s life and profession; comprehend directions and
safety directives on the street, on medicines, etc.; help children with their
education; be aware of one’s basic rights and responsibilities as a citizen of
India; appreciate works of literature; and pursue employment in medium or
high-productivity sectors that require literacy. The abilities listed here are an
illustrative list of outcomes to be achieved through adoption of innovative
measures for Adult Education. (NEP Para 21.2)
• 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. (NEP Para 21.3)
• Strong and innovative government initiatives for adult education - in particular,
to facilitate community involvement and the smooth and beneficial integration of
technology - will be affected as soon as possible to expedite this all-important
aim of achieving 100% literacy. (NEP Para 21.4)

207
 • First, an outstanding adult education curriculum framework will be developed by
a new and well-supported constituent body of the NCERT that is dedicated to
adult education, so as to develop synergy with and build upon NCERT’s existing
expertise in establishing outstanding curricula for literacy, numeracy, basic
education, vocational skills, and beyond. The curriculum framework for adult
education will include at least five types of programmes, each with clearly
defined outcomes: (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). The framework would keep in mind that adults in many
cases will require rather different teaching-learning methods and materials than
those designed for children. (NEP Para 21.5)
• Second, suitable infrastructure will be ensured so that all interested adults will
have access to adult education and lifelong learning. A key initiative in this
direction will be to use schools/ school complexes after school hours and on
weekends and public library spaces for adult education courses which will be
ICT-equipped when possible and for other community engagement and
enrichment activities. The sharing of infrastructure for school, higher, adult, and
vocational education, and for other community and volunteer activities, will be
critical for ensuring efficient use of both physical and human resources as well as
for creating synergy among these five types of education and beyond. For these
reasons, Adult Education Centres (AECs) could also be included within other
public institutions such as HEIs, vocational training centres, etc.(NEP Para 21.6)
• Third, the instructors/educators will be required to deliver the curriculum
framework to mature learners for all five types of adult education as described in
the Adult Education Curriculum Framework. These instructors will be trained by
the National, State, and district level resource support institutions to organize
and lead learning activities at Adult Education Centres, as well as coordinate
with volunteer instructors. Qualified community members including from HEIs as
part of each HEI’s mission to engage with their local communities will be
encouraged and welcomed to take a short training course and volunteer, as
adult literacy instructors, or to serve as one-on-one volunteer tutors, and will be
recognized for their critical service to the nation. States will also work with NGOs
and other community organizations to enhance efforts towards literacy and adult
education.(NEP Para 21.7)

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• Fourth, all efforts will be undertaken to ensure the participation of community
members in adult education. Social workers/counsellors travelling through their
communities to track and ensure participation of non-enrolled students and
dropouts will also be requested, during their travels, to gather data of parents,
adolescents, and others interested in adult education opportunities both as
learners and as teachers/tutors. The social workers/counsellors will then
connect them with local Adult Education Centres (AECs). Opportunities for adult
education will also be widely publicized, through advertisements and
announcements and through events and initiatives of NGOs and other local
organizations.(NEP Para 21.8)
• Fifth, improving the availability and accessibility of books is essential to
inculcating the habit of reading within our communities and educational
institutions. This Policy recommends that all communities and educational
institutions- schools, colleges, universities and public libraries - will be
strengthened and modernized to ensure an adequate supply of books that cater
to the needs and interests of all students, including persons with disabilities and
other differently-abled persons. The Central and State governments will take
steps to ensure that books are made accessible and affordable to all across the
country including socio-economically disadvantaged areas as well as those
living in rural and remote areas. Both public and private sector
agencies/institutions will devise strategies to improve the quality and
attractiveness of books published in all Indian languages. Steps will be taken to
enhance online accessibility of library books and further broad basing of digital
libraries. For ensuring vibrant libraries in communities and educational
institutions, it will be imperative to make available adequate library staff and also
devise appropriate career pathways and CPD for them. Other steps will include
strengthening all existing libraries, setting up rural libraries and reading rooms in
disadvantaged regions, making widely available reading material in Indian
languages, opening children’s libraries and mobile libraries, establishing social
book clubs across India and across subjects, and fostering greater
collaborations between education institutions and libraries.(NEP Para 21.9)
• Finally, technology will be leveraged to strengthen and even undertake all the
above initiatives. Quality technology-based options for adult learning such as
apps, online courses/modules, satellite-based TV channels, online books, and
ICT-equipped libraries and Adult Education Centres, etc. will be developed,
through government and philanthropic initiatives as well as through
crowdsourcing and competitions. In many cases, quality adult education could
thereby be conducted in an online or blended mode. (NEP Para 21.10)

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11.4 IMPLEMENTATION PLAN
11.4.1 Community Participation and Awareness (ref para 21.1 to 21.4):
(Timeline 2021-22)
• Task 243: States/UTs will make efforts to undertake a survey of non-literate
adults through the census survey to be conducted in 2021. Only if that is not
possible, an app-based survey to identify the non- literate members of the
community may be undertaken. This survey will be done in combination with the
survey at Task 60 meant for identifying Out of School Children.
(Timeline: 2021-22)
• Task 244: States/UTs will design a systematic and intensive awareness
drive/campaign for community involvement and volunteerism to be undertaken
to promote adult literacy. This awareness drive will rely upon social media,
Internet, discussions and information on digital modes including TV and Radio,
in schools through school children, and through optimal involvement of PRIs,
ULBs, NCC, NYKS and NSS and other college students. This awareness drive will
be initiated in 2021-22 and will continue in various creative formats that rely
largely on social media for ensuring the success of the program.
(Timeline: 2021-25)
11.4.2 Adult Education Curriculum Framework (ref para 21.5):
(Timeline 2021-22)
• Task 245: NCERT will set up a constituent body dedicated to Adult
Education within the organisation. (Timeline: 2021-22)
• Task 246: This constituent body of NCERT on Adult Education will review
and revise current curricula for adult education and develop a National
Curriculum Framework for Adult Education (NCFAE). It will also delineate
clear and measurable learning Outcomes for functional literacy on which
adult learners can be assessed. The framework to be flexible enough to
accommodate local needs (including employment needs), with a clear
view also to incorporate local art, literature, language, culture,
knowledge, interests, and customs. (Timeline: 2022-23)
• Framework will include the following 5 types of programmes.
a. Foundational literacy and numeracy: The material in this programme will
initially cover basic reading and writing (including of numbers) so that the
learner may successfully carry out essential daily activities outside of the
home, including reading signs, price tags, receipts, license plates, etc., as
well as filling out forms, addressing envelopes to mail, etc. The learners will
also be able to read booklets, newspapers, read and write letters, fill out
survey forms etc. and creating awareness about various social issues

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 relating to adults such as parenting, child marriage, women’s rights, or
alcoholism.
b. Critical life skills: This programme will be intended for neo-literates to learn
essential life skills for modern times: how to open a bank account and carry
out basic financial transactions; how to use a computer or
tablet/smartphone to connect to the internet in order to send e-mails, learn
to browse websites, or conduct business; how to be discern the uses and
dangers of the internet (especially for children and adolescents);how to
help in children’s education, and other useful parenting skills for the21st
century; how to manage accounts for home and commercial purposes;
basic health care and nutritional awareness; and family welfare.
c. Basic education: The thrust of the Basic Education Programme will be to
enable neo-literates to continue learning beyond basic literacy and
numeracy, and acquire education equivalent to the Preparatory, Middle
and secondary stages of education through either the open learning
system. The competency levels developed by NCFAE, will form the basis for
organisation of the programme as well as for certification.
d. Vocational skills development: The Vocational Skills Development
Programme will be a blended mode programme, that is, an online
programme with a component for practical training, and it will aim at
equipping non- and neo-literate adults with vocational skills to improve
their living conditions and earning capabilities. Under the programme, skill
development training may relate to vocations such as carpentry, plumbing,
electrical and electronics, tailoring and embroidery, cosmetology and
beauty, health care, etc. The Vocational Skills Programme courses in each
local region will be guided by a study of local demand for each vocation
and the employment needs of the region.
e. Continuing education: The Continuing Education Programme (CEP) will
provide lifelong-learning opportunities to neo-literates and other targeted
beneficiaries. The programme will involve short-term thematic courses on,
e.g.: health awareness/care; food and nutrition; water conservation and
drinking water; sanitation; education; AIDS/STD; consumer
awareness/rights; legal literacy; group discussions on various social issues
of the day; vocational and skill development; readings and discussions of
great literature (including local literature such as poetry in the local
language); sports, recreation, and cultural activities; teaching of music;
technology demonstration and use; electoral literacy and voting; and other
topics (such as continuations of material in (a)-(d) above) that may be of
interest to local learners.

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 • Task 247: The NIOS and Department of Adult Education in HEIs will be the
central and main organisation of the DoSEL for undertaking Adult Education
work. For this purpose, they shall prepare a detailed plan of implementation to
reach maximum non-literate adults. As a part of its plan, NIOS will also develop
methods of collaboration with States/UTs and mechanisms for outreach through
them. They will undertake to develop online modules for each of the five
components of Adult Education in Hindi, and will also develop a mechanism for
online assessment and certification of adult learners who undertake these
programmes. In particular, NIOS will make available courses/programmes of
study with respect to vocational skills development, basic education, and
continuing education. (Timeline: 2021-25)
• Task 248: SCERTs will use this framework developed by NCERT to prepare
content for each aspect of the framework (consisting of 5 components as
mentioned above) in local language/s and integrate it with technology tools
such as digital platforms, mobile app, DTH etc. so that delivery of all adult
learning content is primarily through using digital and online mode. SCERTs will
clearly lay down the portions that can be undertaken in digital mode, and the
portions that will require practical or face-to-face learning. SCERTs will
accordingly prepare model schedules for districts to follow or adapt. Since most
of the adult learning will take place through digital modes, expert adult
education instructors will need to be identified and trained by the State for
preparing e-content for learners as well as for educators. (Timeline: 2021-23)
11.4.3 Ensuring infrastructure, Resources and technology
(Ref para 21.6 to 21.8)
• Task 249: States and UTs will ensure appropriate institutional structures for adult
education in accordance with the Padhna Likhna Abhiyan scheme. For this,
States/UTs will create a constituent body within the SCERTs to look after
implementation of adult education, to adopt/adapt the NCFAE, and to prepare
resources for implementing the programme. (Timeline 2022-25)
• Task 250: States/UTs will ensure that no additional infrastructure is created for
implementing this programme. Instead, States/UTs will prepare detailed
guidelines for schools/school complexes after working hours and on weekends
for adult education courses. The guidelines will ensure that all AE classes are
held virtually/online/through pre-loaded material on computers/tablets, etc.
The schools to be utilised for this purpose shall be carefully identified based on
the number of illiterates enrolled in that area and availability of computer labs
and other ICT equipment and connectivity for conducting virtual/online classes.
The guidelines should come into force in all states/UTs by 2022-23 academic
session. (Timeline 2022-23)

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• Task 251: Adult Education Centres (AECs) will be systematically included within
other public institutions such as HEIs, vocational training centres, public libraries
etc. For this, the DoSEL will take up with the concerned Ministries to develop
broad guidelines/framework for collaboration, that can be adopted/adapted by
the states/UTs for implementation. (Timeline 2022-25)
• Task 252: States/UTs will require to gather data of parents, adolescents, and
others interested in adult education opportunities both as learners and as
voluntary teachers/tutors. Teachers/tutors will be connected to the adult learners
through IT based solutions. States/UTs will draw out a schedule for covering all
adult illiterates with adult education before 2030 in this manner. The schedule
will be strictly followed and monitored through IT based tools at the state level.
(Timeline 2022-30)
• Task 253: To implement the schedule drawn out by states, district level resource
support institutions (mostly the DIETs) will organize online/digital and learning
activities at Adult Education Centres, as well as coordinate with volunteer
instructors for the practical aspects of learning. States/UTs will also draw up a
framework to engage qualified community members including from HEIs as part
of each HEI’s mission to engage with their local communities will be encouraged
to take a short training course and volunteer, as adult literacy instructors, or to
serve as one-on-one volunteer tutors. States may decide to also work with NGOs
and other community organizations to enhance efforts towards literacy and adult
education. (Timeline 2022-23)
11.4.4 Accessibility of books, reading and Technology (Ref para 21.9 & 21.10)
• Task 254: States/UTs will take up the programme of strengthening schools and
public libraries to ensure an adequate supply of books that cater to the needs
and interests of all students, including adult learners and persons with disabilities
and other differently-abled persons. For this, states/UTs will also devise various
means of book contribution – both online and offline – such as, through CSR,
donation of books, identifying free online books/resources and preparing an
online e-library that is accessible to the learners, setting up rural libraries, mobile
libraries, establishing social book clubs across subjects, etc.
(Timeline 2022-25)
• Task 255: The DoSEL and States/UTs will take steps to ensure that digital content
in particular, are made accessible and affordable to all across the country
including socio-economically disadvantaged areas as well as those living in
rural and remote areas. For this, the National Digital Library (NDL) will be
strengthened with resources for adult learning in multiple Indian languages.
(Timeline 2022-25)

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 • Task 256: High quality textbooks and workbooks will be produced and
published by the states/UTs in the local language/s and may be sold, at the cost
of printing, to interested adult learners. (Timeline 2023-30)
• Task 257: To develop multiple pathways to learning, States/UTs will enable and
strengthen various formal and non-formal education modes - including one-on-
one tutoring (by volunteer tutors/teachers as mentioned in Task 264), Open
Distance Learning through SIOS as well as NIOS (as mentioned in Task 247),
smartphone apps, systematically leveraging parents, volunteers as a resource
etc. (Timeline 2021-22)
• Task 258: The States/UTs will strengthen their SIOS’s or establish new ones (in
accordance with Task 80). These will develop programmes analogous to those
offered by NIOS (in Task 247) in regional languages.
(Timeline 2021-22 onwards)

11.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 243 States/UTs will make efforts to undertake a survey of States/UTs 2021-22
non-literate adults through the census survey to be
conducted in 2021. Only if that is not possible, an
app-based survey to identify the non- literate
members of the community may be undertaken.
Task 244 States/UTs will design a systematic and intensive States/UTs 2021-25
awareness drives/campaign for community
involvement and volunteerism to promote adult
literacy.
Task 245 NCERT will set up a constituent body dedicated to NCERT 2021-22
Adult Education within the organisation.
Task 246 The constituent body of NCERT on Adult Education NCERT 2022-23
will review and revise current curricula for adult
education and develop a National Curriculum
Framework for Adult Education (NCFAE).
Task 247 The NIOS and Department of Adult Education in NIOS and 2021-25
HEIs will be the central and main organisations of the Department of
DoSEL for undertaking Adult Education work. For this Adult
purpose, they shall prepare a detailed plan of Education
implementation to reach maximum non-literate in HEIs
adults. As a part of its plan, they will also develop
methods of collaboration with states/UTs and

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Task Task Responsibility Timeline
number
mechanisms for outreach through them. They will
undertake to develop online modules for each of the
five components of Adult Education.
Task 248 SCERTs will use the framework developed by NCERT SCERTs 2021-23
to prepare content for each aspect of the framework
(consisting of 5 components) in local language/s and
integrate it with technology tools such as digital
platforms, mobile app, DTH etc. so that delivery of all
adult learning content is primarily through using
digital and online mode.
Task 249 States and UTs will create a constituent body within States/UTs, 2022-25
the SCERTs to look after implementation of adult SCERTs
education, to adopt/adapt the NCFAE, and to
prepare resources for implementing the programme.
Task 250 States/UTs will ensure that no additional States/UTs 2022-23
infrastructure is created for implementing this
programme. Instead, states/UTs will prepare detailed
guidelines for schools/school complexes after
working hours and on weekends for adult education
courses. The guidelines will ensure that all AE classes
are held virtually/online/through pre-loaded
material on computers/tablets, etc.
Task 251 Adult Education Centres (AECs) will be systematically DoSEL 2022-25
included within other public institutions such as HEIs,
vocational training centres, public libraries etc. For
this, the DoSEL will take up with the concerned
Ministries to develop broad guidelines/framework.
Task 252 States/UTs will draw out a schedule for covering all States/UTs 2022-30
adult illiterates with adult education before 2030 in
this manner. Teachers/tutors will be connected to the
adult learners through IT based solutions.
Task 253 DIETs
To implement the schedule drawn out by states, 2022-23
district level resource support institutions (mostly the
DIETs) will organize online/digital and learning
activities at Adult Education Centres, as well as
coordinate with volunteer instructors for the practical
aspects of learning.

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Task Task Responsibility Timeline
number
Task 254 States/UTs will take up the programme of States/UTs 2022-25
strengthening schools and public libraries to ensure
an adequate supply of books that cater to the needs
and interests of all students, including adult learners
and persons with disabilities and other differently-
abled persons.
Task 255 National Digital Library (NDL) will be strengthened DoSEL and 2022-25
with resources for adult learning in multiple Indian States/UTs
languages.
Task 256 High quality textbooks and workbooks will be States/UTs 2023-30
produced and published by the states/UTs in the local
language/s and may be sold, at the cost of printing,
to interested adult learners.
Task 257 To develop multiple pathways to learning, States/UTs States/UTs 2021-22
will enable and strengthen various formal and non-
formal education modes - including one-on-one
tutoring (by volunteer tutors/teachers as mentioned
in Task 264), Open Distance Learning through SIOS
as well as NIOS (as mentioned in Task 247),
smartphone apps, systematically leveraging parents,
volunteers as a resource etc.
Task 258 The states/UTs will strengthen their SIOS’s or States/UTs 2021-22
establish new ones (in accordance with Task 80). onwards
These will develop programmes analogous to those
offered by NIOS (in Task 247) in regional languages.

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11.6 LONG TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
Number of Learners enrolment by 2025 - 100% adult literacy achieved.
5.5 crore
Online/digital material for adult • To review the achievement of targets and
learners available for all AE modules implement continuous learning (MOE,
in local languages. States and UTs)
• AECs within school complexes (States/UTs)
• All AECs well stocked (States/UTs)
• Technology based and other innovative
delivery mechanisms for adult education
(States/UTs, NIOS, HEIs)
• Review of status of setting up of libraries
(MOE, States & UTs)
• All States have adapted MOE’s
technology platform for coordinating the
volunteers for the adult literacy program
(States/ UTs)

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 Chapter 12
Promotion of Indian Languages, Arts, and Culture

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12.1 OVERALL TARGET
Ensure the preservation, growth, and vibrancy of all Indian languages.

12.2 BACKGROUND
The earliest form of speech in India were reflected in the texts such as Rig-Veda, the
Brahmanas, and the Upanishads - the oldest preserved treatises from which the Indian
"literary" traditions of verse have sprung. The Indian literary tradition demonstrated
that early Indian creative writers interacted very closely with critical thinkers, and a very
rich interpretive tradition developed just as they excelled in literary creativity in a
number of genres – beginning from poetry and in its epic form to story-telling as well as
to the dramas. The Indian linguistic space, as it exists today in truncated form in the
South Asian subcontinent – after its independence in 1947, has been a new geo-
political identity.
The Eighth Schedule of the Constitution consists of the following 22 languages
–Assamese, Bengali, Gujarati, Hindi, Kannada, Kashmiri, Konkani, Malayalam,
Manipuri, Marathi, Nepali, Oriya, Punjabi, Sanskrit, Sindhi, Tamil, Telugu, Urdu,
Bodo, Santhali, Maithili and Dogri. Of these languages, 14 were initially included in
the Constitution. Sindhi language was added in 1967. Thereafter three more
languages viz., Konkani, Manipuri and Nepali were included in 1992. Subsequently,
Bodo, Dogri, Maithili and Santhali were added in 2004. According to Census 2011,
around 19569 languages or dialects are spoken in India as mother tongues . There
are 121 languages which are spoken by 10,000 or more people in India. The 121
languages are presented in two parts — languages included in the Eighth Schedule of
the Indian Constitution, comprising 22 languages and languages not included in the
Eighth Schedule, comprising of 99 languages plus the category “total of other
languages”, which includes all other languages and mother tongues which returned
less than 10,000 speakers each at the all-India level or were not identifiable on the
basis of the linguistic information available.
Language is the medium of growth which provides capacity for preservation and
communication of intellectual life. Further, at higher levels, language also provides
the medium of free thinking and research. We need language to learn, to retain and to
recall our knowledge. It is the primary need of the child. Furthermore, as knowledge
develops and is acquired from across the world, there needs to be adequate
vocabulary across Indian languages to keep pace with these developments.
12.3 NEP RECOMMENDATIONS (related to school education)
• India is a treasure trove of culture, developed over thousands of years and
manifested in the form of arts, works of literature, customs, traditions, linguistic

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23
https://censusindia.gov.in/2011Census/C-16_25062018_NEW.pdf

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 expressions, arte facts, heritage sites, and more. Crores of people from around
the world partake in, enjoy, and benefit from this cultural wealth daily, in the form
of visiting India for tourism, experiencing Indian hospitality, purchasing India’s
handicrafts and handmade textiles, reading the classical literature of India,
practicing yoga and meditation, being inspired by Indian philosophy,
participating in India’s unique festivals, appreciating India’s diverse music and
art, and watching Indian films, amongst many other aspects. It is this cultural and
natural wealth that truly makes India, “Incredible India”, as per India’s tourism
slogan. The preservation and promotion of India’s cultural wealth must be
considered a high priority for the country, as it is truly important for the nation’s
identity as well as for its economy. (NEP Para 22.1)
• The promotion of Indian arts and culture is important not only for the nation but
also for the individual. Cultural awareness and expression are among the major
competencies considered important to develop in children, in order to provide
them with a sense of identity, belonging, as well as an appreciation of other
cultures and identities. It is through the development of a strong sense and
knowledge of their own cultural history, arts, languages, and traditions that
children can build a positive cultural identity and self-esteem. Thus, cultural
awareness and expression are important contributors both to individual as well
as societal well-being. (NEP Para 22.2)
• The arts form a major medium for imparting culture. The arts - besides
strengthening cultural identity, awareness, and uplifting societies - are well
known to enhance cognitive and creative abilities in individuals and increase
individual happiness. The happiness/well-being, cognitive development, and
cultural identity of individuals are important reasons that Indian arts of all kinds
must be offered to students at all levels of education, starting with early
childhood care and education. (NEP Para 22.3)
• Language, of course, is inextricably linked to art and culture. Different languages
‘see’ the world differently, and the structure of a language, therefore, determines
a native speaker’s perception of experience. In particular, languages influence
the way people of a given culture speak with others, including with family
members, authority figures, peers, and strangers, and influence the tone of
conversation. The tone, perception of experience, and familiarity/‘apnapan’
inherent in conversations among speakers of a common language are a
reflection and record of a culture. Culture is, thus, encased in our languages.
Art, in the form of literature, plays, music, film, etc. cannot be fully appreciated
without language. In order to preserve and promote culture, one must preserve
and promote a culture’s languages. (NEP Para 22.4)
• 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

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 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.
(NEP Para 22.5)
• Moreover, even those languages of India that are not officially on such
endangered lists, such as the 22 languages of Eighth Schedule of the
Constitution of India, are facing serious difficulties on many fronts. Teaching and
learning of Indian languages need to be integrated with school and higher
education at every level. For languages to remain relevant and vibrant, there
must be a steady stream of high-quality learning and print materials in these
languages including textbooks, workbooks, videos, plays, poems, novels,
magazines, etc. Languages must also have consistent official updates to their
vocabularies and dictionaries, widely disseminated, so that the most current
issues and concepts can be effectively discussed in these languages. Enabling
such learning materials, print materials, and translations of important materials
from world languages, and constantly updating vocabularies, are carried out by
countries around the world for languages such as English, French, German,
Hebrew, Korean, and Japanese. However, India has remained quite slow in
producing such learning and print materials and dictionaries to help keep its
languages optimally vibrant and current with integrity. (NEP Para 22.6)
• Additionally, there has been a severe scarcity of skilled language teachers in
India, despite various measures being taken. Language-teaching too must be
improved to be more experiential and to focus on the ability to converse and
interact in the language and not just on the literature, vocabulary, and grammar
of the language. Languages must be used more extensively for conversation and
for teaching-learning. (NEP Para 22.7)
• A number of initiatives to foster languages, arts, and culture in school children
have been discussed in Chapter 4, which include a greater emphasis on music,
arts, and crafts throughout all levels of school; early implementation of the three-
language formula to promote multilingualism; teaching in the home/local
language wherever possible; conducting more experiential language learning;
the hiring of outstanding local artists, writers, crafts persons, and other experts as
master instructors in various subjects of local expertise; accurate inclusion of
traditional Indian knowledge including tribal and other local knowledge
throughout into the curriculum, across humanities, sciences, arts, crafts, and
sports, whenever relevant; and a much greater flexibility in the curriculum,
especially in secondary schools and in higher education, so that students can

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 choose the ideal balance among courses for themselves to develop their own
creative, artistic, cultural, and academic paths. (NEP Para 22.8)

12.4 IMPLEMENTATION PLAN

• Task 259: Aside from a position paper, NCERT will also develop guidelines,
textbooks and other material to aid the promotion of Indian languages in the
light of multilingualism of India covering status of languages, approaches to
languages teaching-learning, language across the curriculum, learning
outcomes, mother tongue based multilingual education, language assessment,
etc. NCERT will also develop guidelines for SCERTs for preparing courses and
syllabi on Indian Languages and framework for developing teacher handbooks
for teaching these courses with the help of innovative pedagogy in an engaging
manner. (Timeline: 2023-24)
• Task 260: On the basis of the NCERT guidelines, SCERTs will take up the
development of Indian language textbooks in three areas:
o Development of teacher handbooks
o Development of material for teacher professional development (preferably
through digital modes only).
o SCERTs will also develop supplementary materials like: Workbooks, Audio-
Video, Novels, Magazines, Dictionaries etc. for Indian Languages
(Including Classical, Tribal and other Minor languages) that are
spoken/written/understood in the state/UT. (Timeline: 2022-25)
• Task 261: NIOS has prepared several courses on Indian languages and ancient
Indian literature. For promoting these in India and abroad, NIOS will develop
them as individual online courses that can be offered to learners in India and
abroad. (Timeline: 2022-25).
• Task 262: Teachers shall use their own innovative pedagogies in consonance
with Task 157, to teach languages in engaging and joyful manners. Teachers will
ensure that they link the mother tongue/home language of the child to the
language being taught in the oral domain in classroom transactions. The
framework being developed by SCERTs in Task 157 shall include this aspect.
(Timeline: 2022-24).
• Task 263: Children will be encouraged to undertake excursion/ online or e-
tourism, have pen pals in link states, learn the language of the link states, etc.
under EBSB to have exposure to the diversity, natural resources and rich heritage
of India. For this purpose, certain key actions that need to be undertaken are as
follows: (Timeline: 2023-30).
o NCERT and SCERTs will include India’s rich culture and heritage in the

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 curricular aspects at all stages through NCF/SCF and textbooks.
o Children shall be exposed to the culture/language etc. of the link state
through systematic interventions at school, CRC, BRC, District and State
levels by the states/UTs in collaboration with the link states.
o Online repositories of the rich language, arts, music, indigenous
textiles/food/sports, culture and ethos, etc. shall be created by SCERTs of
each state/UT, so that link states are able to easily access this material.
o Joint Online Heritage Quizzes shall be conducted by the two linked
states/UTs every year at various levels of school education.
o States/UTs shall also take up other innovative activities on their own too.
o Guidelines for EBSB shall be modified to include some of the key areas
mentioned here, by DoSEL.
• Task 264: Online repositories of the rich language, arts, music, indigenous
textiles/food/sports, culture and ethos, etc. shall be created by SCERTs of each
state/UT, so that link states are able to easily access this material.
(Timeline: 2022-23).

12.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 259 NCERT will develop guidelines, textbooks and other NCERT, SCERT 2023-24
material to aid the promotion of Indian languages in
the light of multilingualism of India covering status of
languages, approaches to languages teaching-
learning, language across the curriculum, learning
outcomes, mother tongue based multilingual
education, language assessment, etc. NCERT will
also develop guidelines for SCERTs for preparing
courses and syllabi on Indian Languages.
Task 260 SCERTs will take up the development of Indian NCERT 2022-25
language textbooks, teacher handbooks and
material for teacher professional development
SCERTs will also develop supplementary materials
like: Workbooks, Audio-Video, Novels, Magazines,
Dictionaries etc. for Indian Languages (Including
Classical, Tribal and other Minor languages) that are
spoken/written/ understood in the state/UT.

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Task Task Responsibility Timeline
number
Task 261 NIOS has prepared several courses on Indian NIOS 2022-25
languages and ancient Indian literature. For
promoting these in India and abroad, NIOS will
develop them as individual online courses that can
be offered in India and abroad.
Task 262 Teachers shall use their own innovative pedagogies SCERTs 2022-24
in consonance with Task 157, to teach languages in
engaging and joyful manners. Teachers will ensure
that they link the mother tongue/home language of
the child to the language being taught in the oral
domain in classroom transactions. The framework
being developed by SCERTs in Task 157 shall include
this aspect.
Task 263 Children will be encouraged to undertake States/UTs 2023-30
excursion/online or e-tourism, have pen pals in link
states, learn the language of the link states, etc.
under EBSB to have exposure to the diversity, natural
resources and rich heritage of India. For this purpose,
certain key actions need to be undertaken.
Task 264 Online repositories of the rich language, arts, music, SCERTs 2022-23
indigenous textiles/food/sports, culture and ethos,
etc. shall be created by SCERTs of each state/UT, so
that link states are able to easily access this material.

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12.6 LONG TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• Development of guidelines, textbooks and
other material to aid the promotion of
Indian languages
• Offering of face-to-face and online
courses (NCERT)
• Indian languages and ancient Indian • Indian languages and ancient Indian
literature Online courses for students in literature Online courses for students in
India and abroad (at least 10 countries) several countries abroad
(NIOS)
• Comprehensive updated dictionary of
Indian languages published; curricula to
include the standard terminology
(Regional Bodies)
• All NCERT-developed textbooks and
nationally recommended teaching-
learning materials (with collaboration from
SCERTs) available in all major Indian
languages (NCERT, SCERTs, IITI)
• Active involvement of all states/UTs in
EBSB activities through Curricular
Framework, Textbooks, Repositories,
exchanges, etc.

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Chapter 13
Technology - Use and Integration

227
13.1 OVERALL TARGET
Appropriate use of technology in all levels of education - to improve student
learning outcomes, teaching learning and evaluation processes at scale;
enhance educational access to disadvantaged groups; increase availability of
data to enhance understanding of how children learn and streamline
educational planning, administration and management

13.2 BACKGROUND
With reference to School Education, over the years, through several interventions,
Government has been able to appreciably enhance access and familiarity to ICT
among the students and teachers. As on date, almost 65% of secondary and senior
secondary schools have been covered by ICT scheme of Government of India.

Status of ICT in Schools

120000
109282
100670
100000

80000 72996 73996

60000
49702

40000

20000

0
Schools approved Functional Schools having Schools having Schools having
under ICT Schools electricity internet computer/laptop/
tablet

Source: PRABANDH & UDISE+ 2018-19 (Note: Data for schools of Govt. & Govt Aided Schools)

Just as in the case of the overall education scenario, the focus of ICT now needs to shift
towards quality aspects to enhance learning outcomes. In order to achieve this along
with the hardware, easy access to high-quality e-content and educational software
powered by latest technology is critical to achieving improvement in student learning
outcomes. This software connected with modern network system to monitor the usage
of hardware and e-content also needs to be developed.
DIKSHA is the national platform for school education available for all states and the
central government for grades 1 to 12, and was launched in September 2017.
DIKSHA can be accessed through a web-portal and mobile application. DIKSHA
provides access to a large number of curriculum linked e-content through several use

228
 cases and solutions such as QR coded Energized Textbooks (ETBs), courses for
teachers, quizzes and others. As of July 2020, it is estimated that over 45 crore ETBs
are being printed this year in India by 35 states and Union Territories, with more than
30 crore content plays and 200 crore page hits already on DIKSHA.
As part of PM eVidya announced under the Atma Nirbhar Bharat programme,
DIKSHA is the ‘one nation; one digital platform’ for school education in India. DIKSHA
is being transformed into a platform for diverse and rich curriculum linked e-content
requirements of learners and teachers for all states/UTs accessible across digital
devices (laptop/mobile/desktop/tablets, TV and radio) in order to have coherence of
access and learning experience. At the same time, DIKSHA is designed to inherently
support states/UTs to exercise autonomy, independence and choice to craft and run
learning programs to suit their needs and achieve their goals, by using solutions, tools
and data on the platform.
In April, 2020 VidyaDaan was launched as a national content contribution program
that leverages the DIKSHA platform and tools to seek and allow
contribution/donation of e-learning resources for school education by educational
bodies, private bodies, and individual experts.

13.3 NEP RECOMMENDATIONS (related to school education)

• India is a global leader in information and communication technology and in
other cutting-edge domains, such as space. The Digital India Campaign is
helping to transform the entire nation into a digitally empowered society and
knowledge economy. While education will play a critical role in this
transformation, technology itself will play an important role in the improvement
of educational processes and outcomes; thus, the relationship between
technology and education at all levels is bi-directional. (NEP Para 23.1)
• Given the explosive pace of technological development allied with the sheer
creativity of tech-savvy teachers and entrepreneurs including student
entrepreneurs, it is certain that technology will impact education in multiple
ways, only some of which can be foreseen at the present time. New technologies
involving artificial intelligence, machine learning, block chains, smart boards,
handheld computing devices, adaptive computer testing for student
development, and other forms of educational software and hardware will not just
change what students learn in the classroom but how they learn, and thus these
areas and beyond will require extensive research both on the technological as
well as educational fronts. (NEP Para 23.2)
• 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

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 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:
o provide independent evidence-based advice to Central and State
Government agencies on technology-based interventions;
o build intellectual and institutional capacities in educational technology;
o envision strategic thrust areas in this domain; and
o articulate new directions for research and innovation.
(NEP Para 23.3)
• To remain relevant in the fast-changing field of educational technology, the
NETF will maintain a regular inflow of authentic data from multiple sources
including educational technology innovators and practitioners and will engage
with a diverse set of researchers to analyze the data. To support the development
of a vibrant body of knowledge and practice, the NETF will organize multiple
regional and national conferences, workshops, etc. to solicit inputs from
national and international educational technology researchers, entrepreneurs,
and practitioners. (NEP Para 23.4)
• The thrust of technological interventions will be for the purposes of improving
teaching-learning and evaluation processes, supporting teacher preparation
and professional development, enhancing educational access, and streamlining
educational planning, management, and administration including processes
related to admissions, attendance, assessments, etc. (NEP Para 23.5)
• A rich variety of educational software, for all the above purposes, will be
developed and made available for students and teachers at all levels. All such
software will be available in all major Indian languages and will be accessible to
a wide range of users including students in remote areas and Divyang students.
Teaching-learning e-content will continue to be developed by all States in all
regional languages, as well as by the NCERT, CIET, CBSE, NIOS, and other
bodies/institutions, and will be uploaded onto the DIKSHA platform. This
platform may also be utilized for Teacher’s Professional Development through e-
content. CIET will be strengthened to promote and expand DIKSHA as well as
other education technology initiatives. Suitable equipment will be made

230
 available to teachers at schools so that teachers can suitably integrate e-
contents into teaching-learning practices. Technology-based education
platforms, such as DIKSHA/SWAYAM, will be better integrated across school
and higher education, and will include ratings/reviews by users, so as to enable
content developers create user friendly and qualitative content.(NEP Para 23.6)
• Particular attention will need to be paid to emerging disruptive technologies that
will necessarily transform the education system. When the 1986/1992 National
Policy on Education was formulated, it was difficult to predict the disruptive effect
that the internet would have brought. Our present education system's inability to
cope with these rapid and disruptive changes places us individually and
nationally at a perilous disadvantage in an increasingly competitive world. For
example, while computers have largely surpassed humans in leveraging factual
and procedural knowledge, our education at all levels excessively burdens
students with such knowledge at the expense of developing their higher-order
competencies. (NEP Para 23.7)
• This policy has been formulated at a time when an unquestionably disruptive
technology -Artificial Intelligence (AI) 3D/7D Virtual Reality-has emerged. As the
cost of AI-based prediction falls, AI will be able to match or outperform and,
therefore, be a valuable aid to even skilled professionals such as doctors in
certain predictive tasks. AI's disruptive potential in the workplace is clear, and the
education system must be poised to respond quickly. One of the permanent tasks
of the NETF will be to categorize emergent technologies based on their potential
and estimated timeframe for disruption, and to periodically present this analysis
to MOE. Based on these inputs, MOE will formally identify those technologies
whose emergence demands responses from the education system.
(NEP Para 23.8)
• As disruptive technologies emerge, schooling and continuing education will
assist in raising the general populace’s awareness of their potential disruptive
effects and will also address related issues. This awareness is necessary to have
informed public consent on matters related to these technologies. In school, the
study of current affairs and ethical issues will include a discussion on disruptive
technologies such as those identified by NETF/MOE. Appropriate instructional
and discussion materials will also be prepared for continuing education.
(NEP Para 23.12)
• Data is a key fuel for AI-based technologies, and it is critical to raise awareness
on issues of privacy, laws, and standards associated with data handling and data
protection, etc. It is also necessary to highlight ethical issues surrounding the
development and deployment of AI-based technologies. Education will play a
key role in these awareness raising efforts. Other disruptive technologies that are

231
 expected to change the way we live, and, therefore, change the way we educate
students, include those relating to clean and renewable energy, water
conservation, sustainable farming, environmental preservation, and other green
initiatives; these will also receive prioritized attention in education.
(NEP Para 23.13)

13.4 IMPLEMENTATION PLAN

• Task 265: CIET in NCERT will need to be strengthened to become the central
hub for promoting, developing and expanding all initiatives related to education
technology for school education sector. CIET in that sense will also become the
policy advising body to DoSEL with regard to Ed Tech in school education. For
enabling and strengthening CIET, NCERT/CIET will form an expert committee
under the aegis of DoSEL to study the present structure, resources, functioning,
etc. of CIET, the way forward for becoming a vibrant support to DoSEL for
promoting, developing and expanding all initiatives related to education
technology for school education sector, and the gaps that need to be filled to
reach there. Based on the findings of this committee, NCERT/CIET will prepare
its action plan, timelines and budget and convey to DoSEL for approval. If need
be, a special sub-head will be created for CIET from the 2021-22 budget
onwards for this purpose. (Timeline: 2021-22)
• Task 266: States/UTs will undertake a similar exercise in SCERTs for the SIETs (as
mentioned in Task 275) and prepare a roadmap to strengthen the SIETs by 2021-
22. (Timeline: 2021-22)
• Task 267: National Digital Library (NDL) will be linked to the e-resources of
NCERT and SCERTs for effective utilization of available contents. Also, NCERT
and SCERTs will contribute all books/resources prepared by them to NDL for
enriching it. (Timeline: 2021-25)
• Task 268: The ICT scheme under Samagra Shiksha will be strengthened to
include greater flexibility for States on the type of technology to deploy and
accommodate differential funding for schools based on student enrolment.
Schools will be funded under this scheme in a systematic and time bound
fashion, to usher in ICT integration with classroom transactions. States/UTs will
prepare a school wise roadmap to ensure this integration before 2030.
(Timeline: 2021-23)
• Task 269: UDISE+ will be further strengthened and expanded by DoSEL to
include District level and School level Performance Grading Indices.
(Timeline: 2021-23)
• Task 270: DoSEL will work with MEITy on preparing an all-encompassing school
education digital infrastructure. This work will be initiated by DoSEL on priority.
(Timeline: 2020-23)

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13.5 MAJOR TASKS AND TIMELINES
Task Task Responsibility Timeline
number
Task 265 CIET in NCERT will be strengthened to become the NCERT 2021-22
central hub for promoting, developing and
expanding all initiatives related to education
technology for school education sector.
Task 266 States/UTs will undertake a similar exercise in SCERTs States/UTs, 2021-22
for the SIETs (as mentioned in Task 275) and prepare SCERTs
a roadmap to strengthen the SIETs by 2021-22.
Task 267 National Digital Library (NDL) will be linked to the e- NCERT and 2021-25
resources of NCERT and SCERTs for effective SCERTs
utilization of available contents.
Task 268 The ICT scheme under Samagra Shiksha will be DoSEL 2021-23
strengthened giving greater flexibility for States on the
type of technology to deploy and accommodate
differential funding for schools based on student
enrolment.
Task 269 UDISE+ will be further strengthened and expanded DoSEL 2021-23
by DoSEL to include District level and School level
Performance Grading Indices.
Task 270 DoSEL will work with MEITy on preparing an all- DoSEL 2020-23
encompassing school education digital
iinfrastructure. This work will be initiated by DoSEL on
priority.

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13.6 LONG TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• All States have integrated EdTech in their
teaching learning process based on their
context and needs (for remediation, tech
for assessments, teacher aids, teacher
professional development, etc).
(States/UTs)
• All allocated budget under ICT @Schools
scheme have been utilized by the States
(States/UTs)
• All Government and Aided Secondary
and Senior Secondary Schools will have
two smart classrooms each. Same
facilities will also be provided to KVs, NVs
and CTSA. (MOE)
• Programmes for capacity building of
teachers will ensure 100% teachers are
trained on the integration of ICT in school
education (States/UTs)
• Healthy competition amongst states/UTs
for PGI rankings at state/district/school
level

234
Chapter 14
Online and Digital Education:
Ensuring Equitable Use of Technology

235
14.1 OVERALL TARGET
Appropriate use of technology in all levels of education – to improve student
learning outcomes, teaching learning and evaluation processes at scale;
enhance educational access to disadvantaged groups; increase availability of
data to enhance understanding of how children learn and streamline
educational planning, administration and management

14.2 BACKGROUND
With reference to School Education, over the years, through several interventions,
Government has been able to appreciably enhance access and familiarity to ICT
among the students and teachers.
As far as e-content is concerned, the Digital Infrastructure for Knowledge Sharing
(DIKSHA) is being envisaged as One Nation, One Digital Platform. This will become a
single point access of all e-content relating to school education. E-pathshala,
NROER and similar other portals hosting e-content and digitised text books are being
integrated with DIKSHA. Some States (e.g. Tamil Nadu, Andhra Pradesh, Uttar
Pradesh, Maharashtra) are already contributing actively in the process of e-content
creation and uploading it on DIKSHA. The platform has so far been used as a
supplementary to school education and as an aid to teachers for teaching and
students for learning. However, given the impact of pandemic on school education,
DIKSHA has remodelled itself to become the main platform for providing learning and
schooling from home.
This change was possible because of the highly scalable and flexible nature of
infrastructure capabilities of DIKSHA. DIKSHA is also hosting the training modules for
42 lakh teachers in the country for NISHTHA: National Initiative for School Heads' and
Teachers' Holistic Advancement which is a capacity building programme for
"Improving Quality of School Education through Integrated Teacher Training". It aims
to build competencies among all the teachers and school principals at the elementary
stage. Each State and Central Institutions (CBSE, NCERT, NIOS) have the
independence to define their curriculum scope and bring content in their local
language. Tech Savvy teachers from each state are primary contributors of digital
content mapped to their own curriculum needs.
DIKSHA’s capability to deliver courses is used for training of teachers by various states
as a supplementary tool so far. 15 states have started to prepare for online training of
teachers using DIKSHA’s training infrastructure. Uttar Pradesh, Jharkhand, Madhya
Pradesh, CBSE, Chandigarh are already in advanced state preparation for delivering
completely online training to teachers.
The evolution of DIKSHA as One India, One Platform will be possible due to the
capabilities of the platform as it is a central infrastructure for decentralized choice and

236
 use. It has browser and app capabilities. It is built on sophisticated technology, made
in India, made for India, which incorporates the latest in AI/ML and other internet
technologies, including telemetry which captures detailed usage data. Tools, such as,
two-way video and two-way-audio interface for holding online classes and online
assessment will be possible due to scalable nature of platform.
Platform's extensive data architecture such as machine-readable telemetry, graph-
based taxonomy and content models, unstructured massively scalable content
storage, allows the platform to fully leverage AI/ML open technologies. The platform
takes advantage of a massively scalable data pipeline to allow both batch-oriented
and streaming data analytics to be performed. The platform takes advantage of latest
AI/ML technologies integrating platforms such as Tensorflow and other open-source
capabilities to perform supervised and unsupervised learning, neural networks,
predictions, recommendations, machine transactions for Indian languages,
video/text translations, etc.

14.3 NEP RECOMMENDATIONS

• New circumstances and realities require new initiatives. The recent rise in
epidemics and pandemics necessitates that we are ready with alternative modes
of quality education whenever and wherever traditional and in-person modes of
education are not possible. In this regard, the National Education Policy 2020
recognizes the importance of leveraging the advantages of technology while
acknowledging its potential risks and dangers. It calls for carefully designed and
appropriately scaled pilot studies to determine how the benefits of online/digital
education can be reaped while addressing or mitigating the downsides. In the
meantime, the existing digital platforms and ongoing ICT-based educational
initiatives must be optimized and expanded to meet the current and future
challenges in providing quality education for all. (NEP Para 24.1)
• However, the benefits of online/digital education cannot be leveraged unless the
digital divide is eliminated through concerted efforts, such as the Digital India
campaign and the availability of affordable computing devices. It is important
that the use of technology for online and digital education adequately addresses
concerns of equity. (NEP Para 24.2)
• Teachers require suitable training and development to be effective online
educators. It cannot be assumed that a good teacher in a traditional classroom
will automatically be a good teacher in an online classroom. Aside from changes
required in pedagogy, online assessments also require a different approach.
There are numerous challenges to conducting online examinations at scale,
including limitations on the types of questions that can be asked in an online
environment, handling network and power disruptions, and preventing unethical
practices. Certain types of courses/subjects, such as performing arts and science

237
 practical have limitations in the online/digital education space, which can be
overcome to a partial extent with innovative measures. Further, unless online
education is blended with experiential and activity-based learning, it will tend to
become a screen-based education with limited focus on the social, affective and
psychomotor dimensions of learning. (NEP para 24.3)
• 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 two-way-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

238
 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. (NEP para 24.4)
• Creating a Dedicated Unit for Building of World Class, Digital
Infrastructure, Educational Digital Content and Capacity
Technology in education is a journey and not a destination and capacity will be
needed to orchestrate the various ecosystem players to implement policy
objectives. A dedicated unit for the purpose of orchestrating the building of
digital infrastructure, digital content and capacity building will be created in the

239
 Ministry to look after the e-education needs of both school and higher
education. Since technology is rapidly evolving, and needs specialists to deliver
high quality e-learning, a vibrant ecosystem has to be encouraged to create
solutions that not only solve India’s challenges of scale, diversity, equity, but also
evolve in keeping with the rapid changes in technology, whose half-life reduces
with each passing year. This centre will, therefore, consist of experts drawn from
the field of administration, education, educational technology, digital pedagogy
and assessment, e-governance, etc. (NEP para 24.5)

14.4 IMPLEMENTATION PLAN

14.4.1 Pilot studies (Ref Para 24.1 and 24.4 a):
• Task 271: CIET/NCERT/SCERT will conduct various pilot studies to evaluate the
benefits of integrating education with online education while mitigating the
downsides and also to study related areas. The results of these pilot studies will
be publicly communicated and used for continuous improvement.
(Timeline 2023-25)
14.4.2 Addressing the digital divide (NEP Para 24.2 and 24.4 e)
• Task 272: CIET/NCERT/SCERTs will ensure that e-learning resources for pre-
school to grades 12 are made available centrally, as well as by states/UTs in local
languages. This content will be prepared with the central idea of focusing on
competencies and the attainment of outcomes of learning. Therefore, DIKSHA
will contain e-resources under six component categories to begin with. These
categories will be expanded and diversified as per need. In the backdrop of the
pandemic, it is essential that states/UTs ensure that e-content for learners is
uploaded on DIKSHA by them as soon as possible, but not later than 21-22
academic session. (Timeline: 2021-22)
• The six categories of components under DIKSHA are as follows:
o Part A - Content based on SCERT Textbooks for grades 1 to 12 in local
medium/s of instruction – including, E-content tagged to the QR codes of
Energized Textbooks or ETBs, and chapter/module/topic wise content for
all subjects/grades to study each topic as a course; this will be prepared by
the SCERTs.
o Part B – Content based on NCERT/NIOS Textbooks for grades 1 to 12 in
Hindi and English – including, E-content tagged to the QR codes of
Energized Textbooks or ETBs, and chapter/module/topic wise content for
all subjects/grades to study each topic as a course; this will be prepared by
NCERT (along with CBSE/KVS/JNV/CTSA) and NIOS
o Part C - Standardized criterion referenced test items, and item banks of
questions based on higher order thinking prepared by the Central and

240
 state level to test achievement of Learning Outcomes in each grade, to be
released from time to time.
o Part D- Systematic teacher capacity building modules by NCERT and
SCERTs
o Part E – Virtual Laboratories and other e-content based on AR/VR will also
be prepared by NCERT and SCERTs.
o Part F – Vidyadaan or portal for states/UTs to call for systematic
contribution of identified category of e-content form individuals,
organisations, teachers, experts, etc.
• Task 273: For ensuring equity in educational technology, it will be ensured that
the same e-contents are available across all digital modes (portals, Apps, TV,
radio) for the same topic/s under the Coherence policy of DoSEL. For this,
concerted efforts will be made by all states/UTs in consultation with NCERT
through DIKSHA. States/UTs will prepare strict action plans for achieving this not
later than 2021-22 academic session. (Timeline: 2021-22)
• Task 274: One class, one channel through Swayam Prabha will be activated
with high quality e-learning content by NCERT and SCERTs not later than 2021-
22 academic session. (Timeline: 2021-22)
Digital Devices (NEP Para 24.2 and 24.4 e)
• Task 275: The schools in the Special Education Zones and Aspirational districts
will be integrated with digital devices on priority by states/UTs under the
strengthened ICT scheme (as mentioned in Task 278). States/UTs will plan
accordingly for projecting before the Samagra Shiksha PAB from 2021-22
financial year onwards. (Timeline: 2021-22 onwards)
• Task 276: The Ministry will pursue with MEITy and Commerce Ministries for the
Make in India scheme to be aligned to produce and market a useful, affordable,
maintainable digital device. These devices once made available, can be
considered for partial sponsoring to meritorious students from SEDG categories.
(Timeline: 2021-25)
14.4.4 Digital infrastructure (NEP Para 24.4 b)
• As mentioned in Task 280, DoSEL will collaborate with NIC and MEITY to
provide 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.

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 14.4.5 Online teaching platform and tools (NEP Para 24.4 c)
• Task 277: To begin with, DoSEL will pursue with MEITy for facilitating
development of tools, such as, two-way video and two-way-audio interface for
holding online classes along with other tools to track and monitor progress of
learners. (Timeline: 2021-22)
14.4.6 Training and incentives for teachers (NEP Para 24.3 and 24.4 g)
• Task 278: NCERT and SCERT will arrange for teachers to undergo rigorous
online 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 by building AI based solutions.
The created content will have a mechanism for evaluation so that there is
incentive for better creations and it can also weed out extra content not useful to
children. (Timeline: 2021-25)
14.4.7 Content creation, digital repository, and dissemination
(NEP Para 24.4 d)
• Task 279: Aside from undertaking e-content creation as mentioned in Task 283
and para 14.4.3, based on NETF recommendations and pilot studies, digital
repository of innovative content will be created, including creation of
coursework, Learning Games & Simulations, Augmented Reality and Virtual
Reality, 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 promoted. This work will be undertaken by NCERT and SCERT in
collaboration with Commerce Ministry, MEITY, etc. over a period of time.
(Timeline: 2021-25)
14.4.8 Virtual Labs (NEP Para 24.4 f)
• Task 280: NCERT and SCERTs will leverage existing e-learning platforms such
as DIKSHA, SWAYAM and SWAYAMPRABHA for creating virtual labs so that all
students have equal access to quality practical and hands-on experiment-based
learning experiences. (Timeline: 2021-23)
14.4.9 Online assessment and examinations (NEP Para 24.3 and 24.4 h)
• Task 281: The proposed National Assessment Centre or PARAKH, CBSE, NIOS,
BOAs and NTA will design and implement assessment frameworks
encompassing design of competencies, portfolio, rubrics, standardized
assessments, and assessment analytics. Mechanisms will be developed for
online assessment and examinations for both summative and formative
assessment. (Timeline 2025-30)

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 14.4.10 Blended learning (NEP Para 24.4 i)
• Task 282: The COVID-19 pandemic has taught many lessons regarding how to
build resilience in education. One very strong learning is that online education
must be continued in a blended mode in all grades at all times, so that transition
to fully online education is smooth in case of a challenging situation like the
present pandemic. For ensuring this, NCERT will recommend the approach for
the phased-manner of introduction, percentage, manner, format, etc. of
blended education through discussions with experts in the National Curriculum
Framework. CBSE, KVS, JNV and CTSA will initiate implementation as soon as
NCFSE is launched by NCERT. (Timeline: 2022-23)
• Task 283: Based on the NCFSE recommendations for continuing blended
learning, SCERTs will suitably incorporate the same in their curriculum, in a
phased manner and initiate implementation immediately thereafter.
(Timeline: 2022-24)
14.4.11 Laying down standards (NEP para 24.4 j)
• Task 284: DoSEL will take up with NETF, after its formation by DoHE, the matter
of setting standards of content, technology, and pedagogy for online/digital
teaching-learning in school education. These standards will help to formulate
guidelines for e-learning by States, Boards, schools and school complexes, HEIs,
etc. (Timeline: 2022-24)
14.4.12 Creating a Dedicated Unit for Building of World Class, Digital
Infrastructure, Educational Digital Content and Capacity (NEP Para 24.5)
• Task 285: A dedicated Online and Digital Education unit will be created in the
Ministry consisting of experts drawn from the field of administration, education,
educational technology, digital pedagogy and assessment, e-governance, etc.
for the purposes mentioned in NEP 2020. (Timeline: 2021-22)

14.4 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 271 CIET/NCERT/SCERT will conduct pilot studies to NCERT and 2023-25
evaluate the benefits of integrating education with SCERTs
online education.
Task 272 DIKSHA will contain e-resources under six component NCERT and 2021-22
categories to begin with – NCERT textbook based, SCERTs
SCERT textbook based, Learning Outcome based Item
banks, TPD, Virtual Labs, and Vidyadaan content.
These categories will be expanded and diversified as

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Task Task Responsibility Timeline
number
Task 271 CIET/NCERT/SCERT will conduct pilot studies to NCERT and 2023-25
evaluate the benefits of integrating education with SCERTs
online education.
Task 272 DIKSHA will contain e-resources under six component NCERT and 2021-22
categories to begin with – NCERT textbook based, SCERTs
SCERT textbook based, Learning Outcome based Item
banks, TPD, Virtual Labs, and Vidyadaan content.
These categories will be expanded and diversified as
per need. In the backdrop of the pandemic, it is
essential that states/UTs ensure that e-content for
learners is uploaded on DIKSHA by them as soon as
possible, but not later than 21-22 academic session.
Task 273 For ensuring equity in educational technology, it will States/UTs 2021-22
be ensured that the same e-contents are available
across all digital modes (portals, Apps, TV, radio) for
the same topic/s under the Coherence policy of
DoSEL. States/UTs will prepare strict action plans for
achieving this not later than 2021-22 academic
session.
Task 274 One class, one channel through Swayam Prabha will NCERT and 2021-22
be activated with high quality e-learning content by SCERTs
NCERT and SCERTs not later than 2021-22
academic session.
Task 275 The schools in the Special Education Zones and States/UTs 2021-22
Aspirational districts will be integrated with digital onwards
devices on priority by states/UTs under the
strengthened ICT scheme.
Task 276 The Ministry will pursue with MEITy and Commerce MOE 2021-25
Ministries for the Make in India scheme to be aligned
to produce and market a useful, affordable,
maintainable digital device.
Task 277 DoSEL will pursue with MEITy for facilitating DoSEL 2021-22
development of tools, such as, two-way video and
two-way-audio interface for holding online classes
along with other tools to track and monitor progress
of learners.

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Task Task Responsibility Timeline
number
Task 278 NCERT and SCERT will arrange for teachers to NCERT and 2021-25
undergo rigorous online training in learner-centric SCERTs
pedagogy and on how to become high-quality online
content creators themselves using online teaching
platforms and tools.
Task 279 Digital repository of innovative content, including NCERT and 2021-25
creation of coursework, Learning Games & SCERTs
Simulations, Augmented Reality and Virtual Reality,
apps, gamification of Indian art and culture, in
multiple languages, with clear operating instructions,
will be promoted by NCERT and SCERT in
collaboration with Commerce Ministry, MEITY, etc.
over a period of time.
Task 280 NCERT and SCERTs will leverage existing e-learning NCERT and 2021-23
platforms such as DIKSHA, SWAYAM and SCERTs
SWAYAMPRABHA for creating virtual labs.
Task 281 The proposed National Assessment Centre or PARAKH, 2025-30
PARAKH, CBSE, NIOS, BOAs and NTA will CBSE,
design mechanisms for online assessment and NIOS, BOAs,
examinations for both summative and formative NTA
assessment.
Task 282 NCERT will recommend the approach for the CBSE, KVS, 2022-23
phased-manner of introduction, percentage, JNV, CTSA
manner, format, etc. of blended education through
discussions with experts in the National Curriculum
Framework. CBSE, KVS, JNV and CTSA will initiate
implementation as soon as NCFSE is launched by
NCERT.
Task 283 Based on the NCFSE recommendations for continuing SCERTs 2022-24
blended learning, SCERTs will suitably incorporate the
same in their curriculum, in a phased manner and
initiate implementation immediately thereafter.
Task 284 DoSEL will take up with NETF, setting standards of DoSEL 2022-24
content, technology, and pedagogy for online/digital
teaching-learning in school education.

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Task Task Responsibility Timeline
number
Task 285 A dedicated unit will be created in the Ministry MOE 2021-22
consisting of experts drawn from the field of
administration, education, educational technology,
digital pedagogy and assessment, e-governance,
etc. for the purposes mentioned in NEP 2020.

14.6 LONG TERM ACHIEVEMENTS

Achievement by 2025 Achievement by 2030
• Studies will be put to action and • Continuous studies based on evidence
experimentation and gaps identified.
• Enhanced and improved version 2.0 of • Enhanced and improved version 3.0 of e-
e-learning repository learning repository, including AR/VR
content and virtual labs
• Phase 1: Facilitating SEDG students and • Phase 2: Facilitating SEDG students and
teachers to afford suitable digital devices, teachers to afford suitable digital devices,
such as tablets with pre-loaded content. such as tablets with pre-loaded content.

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 Chapter 15
Financing: Affordable and Quality Education for All

247
15.1 OVERALL TARGET
Efcacy and efciency of fund ow will be ensured through a robust online
mechanism; Focus of provision of funds will be on providing access,
infrastructure facilities, improving learning outcomes, nutrition, professional
development of teachers, strengthening of teacher education institutions,
expansion of vocational education etc.

15.2 BACKGROUND
The Policy commits to significantly raising educational investment, as there is no better
investment towards a society’s future than the high-quality education of our young
people. Public spending on education has not yet even come close to the
recommended level of 6% of GDP, as envisaged by the 1968 Policy, reiterated in the
Policy of 1986, and which was further reaffirmed in the 1992 review of the Policy. The
current public (Government - Centre and States) expenditure on education in India
has hovered around 4.38% of GDP (Analysis of Budgeted Expenditure 2016-17); and
only around 10% of the total Government spending goes towards education
(Economic Survey 2017-18). These numbers are far smaller than most developed and
developing countries. (NEP Para 25.1)
While the NEP has made excellent recommendations to transform the quality of
school education, India is too complicated for a one-size-fits all policy. Hence,
increase in expenditure of even the well-intentioned inputs is no guarantee for
improved key outcomes in school education.

15.3 NEP RECOMMENDATIONS

• The Policy commits to significantly raising educational investment, as there is no
better investment towards a society’s future than the high-quality education of
our young people. Unfortunately, public expenditure on education in India has
not come close to the recommended level of 6% of GDP, as envisaged by the
1968 Policy, reiterated in the Policy of 1986, and which was further reaffirmed in
the 1992 review of the Policy. The current public (Government - Centre and
States) expenditure on education in India has been around 4.43% of GDP
(Analysis of Budgeted Expenditure 2017-18) and only around 10% of the total
Government spending towards education (Economic Survey 2017-18). These
numbers are far smaller than most developed and developing countries.
(NEP Para 26.1)
• 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

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 States will work together to increase the public investment in 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. (NEP Para 26.2)
• 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 socio-economically disadvantaged groups. (NEP Para 26.3)
• 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 system: (a) universal provisioning of quality
early childhood care education; (b) ensuring 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. (NEP Para 26.4)
• Even the low level of funding on education in India, is frequently not spent in a
timely manner at the District/institution level, hampering the achievement of the
intended targets of those funds. Hence, the need is to increase efficiency in use of
available budget by suitable policy changes. Financial governance and
management will focus on the smooth, timely, and appropriate flow of funds,
and their usage with probity; administrative processes will be suitably amended
and stream lined so that the disbursal mechanism may not lead to high volume of
unspent balances. The provisions of GFR, PFMS and ‘Just in Time’ release to
implementing agencies will be followed for efficient use of government resources
and avoiding parking of funds. Mechanism of performance-based funding to
State / HEIs may be devised. Similarly, efficient mechanism will be ensured for the
optimal allocation and utilization of funds earmarked for SEDGs. The new
suggested regulatory regime, with clear separations of roles and transparent
self-disclosures, empowerment and autonomy to institutions, and the
appointment of outstanding and qualified experts to leadership positions will
help to enable a far smoother, quicker, and more transparent flow of funds.
(NEP Para 26.5)

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 • The Policy also calls for the rejuvenation, active promotion, and support for
private philanthropic activity in the education sector. In particular, over and
above the public budgetary support which would have been otherwise provided
to them, any public institution can take initiatives towards raising private
philanthropic funds to enhance educational experiences. (NEP Para 26.6)
• The matter of commercialization of education has been dealt with by the Policy
through multiple relevant fronts, including: the ‘light but tight’ regulatory
approach that mandates full public self-disclosure of finances, procedures,
course and programme offerings, and educational outcomes; the substantial
investment in public education; and mechanisms for good governance of all
institutions, public and private. Similarly, opportunities for higher cost recovery
without affecting the needy or deserving sections will also be explored.
(NEP Para 26.7)

15.4 IMPLEMENTATION PLAN

15.4.1 Effective and efcient use of Funds
• Task 286: Key thrust areas for financing will be (i) expanding and continually
improving early childhood education; (ii) ensuring foundational literacy and
numeracy; (iii) providing adequate and appropriate resourcing of school
complexes; (iv) providing food and nutrition (breakfast and midday meals); (v)
investing in teacher education and continuing professional development of
teachers; (vi) Curriculum reforms and development of textbooks (vii) Assessing
the learning achievements of students (viii) exposure to vocational education etc.
Funds will be provided for learning resources, nutritional support, adequate
staffing, teacher development, and to ensure an equitable high-quality
education for underprivileged and underrepresented groups. Matters of student
safety and well-being will be given priority. In addition, States/UTs will be
encouraged to use various mechanisms for funding innovative initiatives, such
as through CSR funds, PPP mode, etc. In this backdrop, all States/UTs will
immediately prepare their NEP implementation plan from 2021-2030, and use
it for all subsequent PABs for presenting annual projects for funding of school
education to DoSEL. (Timeline: 2021-22)
• Task 287: A robust online mechanism will be developed by DoSEL to monitor the
timely fund flow and its proper utilisation by states/UTs. (Timeline: 2021-22)
• Task 288: The Guidelines/framework for encouraging and incentivising Private
and philanthropic activity based on best practises prepared by states/UTs will be
utilised as a model for other states/UTs to prepare their own guidelines and begin
implementation. (Reference Tasks 81 and 224) (Timeline: 2022-23)

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 15.4.2 Focusing on outcomes and delivering better value for money
• Task 289: DoSEL will form a joint committee of Joint secretaries with various
ministries with a similar mandate (MoWCD, MoTribal Affairs, MoRural
Development, MoSkill Development, etc.), to systematically seek greater
convergence with their mandate in functioning. Representatives from States/UTs
who have actively pursued convergence on the field will also be co-opted to this
committee. This committee will make recommendations from time to time for
various convergences. (Timeline: 2021-22)
• Task 290: MOE/ Central Government will take up a systematic exercise to
delineate important outcomes related goals for each State/ UT for quality (for
example, % of children achieving foundational skills by Class 3), equity (e.g.,
gap in performance between SC and General Category) and access (e.g.,
school completion rate of disadvantaged section) based on data reported by
state/UT in UDISE+. States/UTs will be funded through Samagra Shiksha for
improving the quality of outcomes. (Timeline: 2021-22 onwards)
• Task 291: DoSEL will create more incentives for States/ UTs to improve their
performance, such as district and school level PGI. Readiness Index for Digital
Education (RIDE). A % of central funding will be linked to improvements in key
outcomes of these indices which could be spent by the States/ UTs on their
discretion. (Timeline: 2022-23)
15.4.3 Seek greater private participation through a robust PPP framework
• Task 292: Local bodies like South Delhi Municipal Corporation are already
running schools under the innovative PPP scheme. There are States like
Chhattisgarh which have also experimented with PPP. Each state/UT will develop
its own PPP policy, if desired, for setting up new schools based on the local need.
(Timeline: 2022-24).

15.5 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 286 States/UTs will immediately prepare their NEP MOE 2021-22
implementation plan from 2021-2030, and use it for
all subsequent PABs for presenting annual projects
for funding of school education to DoSEL.
Task 287 A robust online mechanism will be developed by DoSEL 2021-22
DoSEL to monitor the timely fund flow and its proper
utilisation by states/UTs.

24
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Task Task Responsibility Timeline
number
Task 288 The Guidelines/framework for encouraging and DoSEL 2022-23
incentivising Private and philanthropic activity
prepared by DoSEL will be utilised as a model by
states/UTs to prepare their own guidelines and begin
implementation. (Reference Tasks 224 and 298)
Task 289 DoSEL will form a joint committee of Joint secretaries DoSEL 2021-22
with various ministries with a similar mandate
(MoWCD, MoTribal Affairs, MoRural Development,
MoSkill Development, etc.), to systematically seek
greater convergence.
Task 290 MOE/ Central Government will take up a systematic DoSEL 2021-22
exercise to delineate important outcomes related onwards
goals for each State/ UT for quality, equity and access
based on data reported by state/UT in UDISE+.
States/UTs will be funded through Samagra Shiksha
for improving the quality of outcomes.
Task 291 DoSEL will create more incentives for States/ UTs to DoSEL 2022-23
improve their performance, such as district and
school level PGI and Readiness Index for Digital
Education (RIDE), etc.
Task 292 Each state/UT will develop its own PPP policy, if States/UTs 2022-24
desired, for setting up new schools, providing
selective infrastructural/logistics/resource support to
schools, etc.

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15.6 LONG TERM ACHIEVEMENTS
Achievement by 2025 Achievement by 2030
• Adequate funds will be provided for • Target of 6% of GDP will be achieved by
learning resources, nutritional support, Central government and all State
adequate staffing, teacher development, Governments. (States/ UTs)
and to ensure an equitable high-quality
education for underprivileged and
underrepresented groups and other
important aspects of education to achieve
the goals and targets of SDG 4. (States/
UTs)
• A % of funding for States is linked to the • At least 50% states/UTs achieve 100% key
improvement of key outcomes (MOE) outcomes.
• Rest of states/UTs achieve at least 50% of
key outcomes.

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Chapter 16
Implementation

255
16.1 OVERALL TARGET
(i) Implementation of the National Education Policy, 2020 in a synchronized
and systematic manner by all stakeholders (ii) Yearly joint review of the
progress made in the implementation of the Policy to be undertaken (iii)
Evaluation of the Policy and ne tuning as well as major changes, if called for,
to be done by 2030 (iv) Comprehensive review of the Policy to be undertaken
after 2040.

16.2 NEP RECOMMENDATIONS

• Any policy’s effectiveness depends on its implementation. Such implementation
will require multiple initiatives and actions, which will have to be taken by
multiple bodies in a synchronized and systematic manner. Therefore, the
implementation of this Policy will be led by various bodies including MOE,
CABE, Union and State Governments, education-related Ministries, State
Departments of Education, Boards, NTA, the regulatory bodies of school and
higher education, NCERT, SCERTs, schools, and HEIs along with timelines and a
plan for review, in order to ensure that the policy is implemented in its spirit and
intent, through coherence in planning and synergy across all these bodies
involved in education. (NEP Para 27.1)
• 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. (NEP Para 27.2)

256
 • 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 MOE 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. (NEP Para 27.3)

16.3 IMPLEMENTATION PLAN

• Task 293: DoSEL will set up subject-wise implementation committee. This
implementation committee will consist of representatives of the ministry, NCERT,
CBSE, NIOS, NCTE, KVS, JNV, CTSA and other relevant ministries, along with
some subject experts. This implementation committee will finetune this
implementation plan and guide and supervise the actual implementation at the
centre and by the states/UTs. (Timeline: 2021-22)
• Task 294: States/UTs will set-up similar subject-wise implementation
committees of experts, both to finetune implementation plans developed by
them in accordance and in sync with this Implementation Plan, and to ensure
implementation of the Policy as per the principles laid down in NEP 2020.
(Timeline: 2021-22)
• Task 295: The implementation plan for NEP would certainly require
amendments in certain sections of the RTE Act, 2009 (which is the vehicle for
elementary education) for its smooth implementation. This task will be
undertaken immediately by initiating consultations and discussions, followed by
finalising the draft amendment and taking to the Legislature.
(Timeline: 2021-23)
• The sections of the RTE Act need amendment as follows:
o Section 2 (n): Where the definition of school has been defined, alternate
model of schools as mentioned in NEP are required to be added.
o Section 3: A child with disability referred to in sub-clause to be in line with
the RPwD Act, 2016 which emphasizes on adapting the disabilities covered
as per the Schedule of Disabilities mentioned in the Rights of Persons with
Disabilities (RPwD) Act, 2016.
o Section 23: Qualifications for appointment and terms and conditions of
service of teachers to acquire ECCE qualifications with minimal disruption
to their current work.

257
 o Section 31 and 32: Monitoring of child’s right to education which need to
be realigned with the roles and responsibility of Counsellors and safety and
security of children.
o Section 21 and 22: School Management Committee and School
Development Plan for realigning the roles and responsibilities of School
Complex Management Committees (SCMC) in preparing school
development plan in the context of school complexes/clusters.
o Section 25: Review of Pupil Teacher Ratio (PTR)
• The other major focus areas of the implementation plan, which need to be
included in the RTE Act include:
o To allow alternative models of education (the requirements for schools to
be made less restrictive enabling open school courses equivalent to class
3,5 and 8 (b) establishment of school complexes/clusters,
o Curriculum and evaluation procedure by emphasizing on holistic report
card
o Other models for schools will also be piloted, such as philanthropic-public
partnerships
o Standard-setting/regulatory framework and the facilitating systems for
school regulation, accreditation, and governance
• The Ministry will take up evaluation of the Policy and its further fine tuning as well
as major changes, if called for, to be done by 2030; these will be based on the
experience of implementing the policy so far.
• Comprehensive review of the Policy will be undertaken by the ministry after
2040.
• Task 296: In order to ensure effective implementation of major
recommendations of the NEP, States and UTs will prepare yearly reports on the
progress of following themes/subjects: (Timeline: 2021 onwards)
i. Progress on Foundational Literacy and Numeracy
ii. Progress on Early Childhood Care and Education (ECCE)
iii. Report on E-Governance and Digital education
iv. Convergence initiatives with various line ministries
v. Progress on Vocational Education
vi. Progress on Teacher Education
vii. State Innovations in Education report
These reports will be submitted in the month of June every year.

258
 • Task 297: To generate awareness and wide dissemination about innovative
pedagogies, puzzles, games etc. for students and teachers, hackathons may be
organised at national and state level. (Timeline: 2021-22)

16.4 MAJOR TASKS AND TIMELINES

Task Task Responsibility Timeline
number
Task 293 DoSEL will set up subject-wise implementation DoSEL 2021-22
committee.
Task 294 States/UTs will set-up similar subject-wise States/UTs 2021-22
implementation committees.
Task 295 The implementation plan for NEP would require MOE 2021-23
amendments in certain sections of the RTE Act, 2009.
This task will be undertaken immediately by initiating
consultations and discussions, followed by finalising
the draft amendment and taking to the Legislature.
Task 296 In order to ensure effective implementation of major States/UTs 2021
recommendations of the NEP, States and UTs will onwards
prepare yearly reports on the progress of following
themes/subjects: (Timeline: 2021 onwards)
i. Progress on Foundational Literacy and Numeracy
ii. Progress on Early Childhood Care and Education
(ECCE)
iii. Report on E-Governance and Digital education
iv. Convergence initiatives with various line ministries
v. Progress on Vocational Education.
vi. Progress on Teacher Education.
vii.State Innovations in Education report
These reports will be submitted in the month of June
every year.
Task 297 To generate awareness and wide dissemination MoE, States/ 2021-22
about innovative pedagogies, puzzles, games etc. for UTs
students and teachers, hackathon may be organised
at national and state level.

16.5 LONG TERM ACHIEVEMENTS

The long-term achievements would be based on the strategic planning and
implemented as mentioned in various chapters with timeline in a phased manner till
2030. A detailed mode of implementation in the existing schemes i.e. Samagra
Shiksha, Mid-day Meal, Adult Education of department of school education and
literacy to be aligned with NEP 2020 to ensure achieving the goals envisaged in NEP
in a time bound manner is given in chapter 17 of this document.

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 Chapter 17
Mode of Implementation:
Samagra Shiksha, Mid-day Meal, Adult Education

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17.1 OVERALL TARGET
The existing schemes i.e. Samagra Shiksha, Mid-day Meal, Adult Education of
department of school education and literacy to be aligned with NEP 2020 to
ensure achieving the goals envisaged in NEP in a time bound manner.

17.2 BACKGROUND OF EXISTING SCHEMES

I. SAMAGRA SHIKSHA
The erstwhile schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik
Shiksha Abhiyan (RMSA) and Centrally Sponsored Scheme on Teacher
Education (CSSTE) were the three major flagship school education development
programmes of the Ministry Of Education (MOE), Government of India being
implemented in partnership with State/UTs. While the SSA covered the
elementary level (grades IVIII), the RMSA covered grades IX-X (IX-XII for certain
components). CSSTE aimed to provide infrastructural and institutional support to
Government TEIs to enhance the quality of teachers across classes I-X.
The Union Budget, 2018-19, had proposed to treat school education holistically
without segmentation from pre-nursery to Class 12. Samagra Shiksha - an
overarching programme for the school education sector extending from pre-
school to class 12 was, therefore, prepared with the broader goal of improving
school effectiveness measured in terms of equal opportunities for schooling and
equitable learning outcomes. It subsumed the three erstwhile Schemes of Sarva
Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and
Teacher Education (TE). The scheme envisages the ‘school’ as a continuum from
pre-school, primary, upper primary, secondary to Senior Secondary levels. The
vision of the Scheme is to ensure inclusive and equitable quality education from
pre-school to senior secondary stage in accordance with the Sustainable
Development Goal (SDG) for Education.
The major objectives of the Scheme are provision of quality education and
enhancing learning outcomes of students; Bridging Social and Gender Gaps in
School Education; Ensuring equity and inclusion at all levels of school
education; Ensuring minimum standards in schooling provisions; Promoting
Vocationalisation of education; Support States in implementation of Right of
Children to Free and Compulsory Education (RTE) Act, 2009; and Strengthening
and up-gradation of SCERTs/State Institutes of Education and DIET as a nodal
agencies for teacher training.
The focus of interventions will be the teacher and use of technology to deliver
quality education. The major interventions, across all levels of school education,
proposed under the scheme are: (i) Universal Access including Infrastructure

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 Development and Retention; (ii) Gender and Equity; (iii) Inclusive Education; (iv)
Quality; (v) Financial support for Teacher Salary; (vi) Digital initiatives; (vii) RTE
Entitlements including uniforms, textbooks etc.;(viii) Pre-school Education; (ix)
Vocational Education; (x) Sports and Physical Education; (xi) Strengthening of
Teacher Education and Training; (xii) Monitoring; (xiii) Programme
Management; and (xiii) National Component. It is proposed that preference in
the interventions would be given to Educationally Backward Blocks (EBBs), LWEs
affected districts, Special Focus Districts (SFDs), Border areas and the 115
Aspirational districts.
The Department has undertaken various new initiatives to bring reforms in the school
eco system.
1) Performance Grading Index (PGI) has been designed to catalyse
transformational change in the field of school education. It will grade all States
and UTs on their performance across 70 indicators on school education and will
identify gaps thereby enabling all States & UTs to design appropriate
interventions to bridge them.
2) UDISE+ (Unied District Information on School Education Plus) has been
launched by leveraging the power of information technology to ensure reliable
and real time data collection on all parameters relating to school education. It
includes visualisation maps, big data analytics, data verification tools using
mobile apps and an MIS for the Samagra Shiksha.
3) The RTE (Amendment) Act, 2019 amending the no detention policy of the
RTE Act, 2009 has been enacted by Parliament and notied on
11.1.2019. Under this, if a student fails in second attempt, he/she can be
detained in Class 5 or 8 or both, or the State can decide not to detain the child.
This will pave the way for improvement in learning outcomes of children.
4) Learning Outcomes: Rules to the RTE Act were amended in February, 2017 to
include, the class wise, subject wise Learning Outcomes till Class VIII, thereby
emphasising the importance of quality education. In this regard, Learning
Outcomes for each class in Languages (Hindi, English and Urdu), Mathematics,
Environmental Studies, Science and Social Science up to the elementary stage
have been developed. These are the basic levels of learning that children should
achieve at the end of each class.
5) Learning outcomes for secondary stage for the subjects of Languages (English,
Hindi, Sanskrit and Urdu), Science, Social Science, Mathematics, Health and
Physical Education, and Art Education are being developed by NCERT and
shared with all States and UTs.

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 6) The National Initiative for School Heads’ and Teachers’ Holistic
Advancement (NISHTHA), has been launched to build the capacities of
around 42 lakh teachers and Heads of Schools, faculty members of SCERTs and
DIETs and Block Resource Coordinators and Cluster Resource Coordinators.
Through this integrated programme, teachers, the heads of schools and others
involved in the running of schools will be oriented towards competency based
higher order thinking skills, awareness about the diverse and multilingual need
of students and to carry out assessments accordingly. The training programme is
being conducted in collaborative manner by NCERT and NIEPA with all the
States and UTs.
7) Shagun Repository: The repository has been designed for showcasing the
multitude of innovative and successful models being implemented by all States &
UTs in diverse circumstances. It enables these successful initiatives to be
replicated and taken to scale. This repository of good practices focuses on
positive stories and developments that are driving performance improvements in
school education. These innovative practices are documented in the form of
case studies, videos, testimonials and images.
8) PRABANDH (PRoject Appraisal, Budgeting Achievements and Data Handling
System): A System has enabled in which States and UTs may view the status of
GoI Releases, approved outlays, coverage as per UDISE, school wise list of
approvals, gaps, cancellations in approvals etc. under Samagra Shiksha. In
addition, on line submission of Monthly Progress Reports, physical as well as
financial, can also be made by the respective State/UTs.

II. MID DAY MEAL (MDM)

With a view to enhance enrolment, attendance, retention and simultaneously to
improve the nutritional status of children, a Centrally Sponsored Scheme
‘National Programme of Nutritional Support to Primary Education (NP-NSPE)’
was launched on 15th August, 1995. In 2008-09, the scheme was extended to
cover children of upper primary classes and the Scheme was renamed as
‘National Programme of Mid-Day Meal in Schools’, popularly known as Mid-
Day Meal Scheme covers all school children studying in I - VIII classes in
Government and Government-aided schools, Special Training Centres (STCs)
and Madrasas & Maktabs supported under Samagra Shiksha. Content and
coverage of the scheme has been revised from time to time.
The objectives of the Scheme are to address two of the pressing problems for
majority of children in India, viz. hunger and education by:
o Improving the nutritional status of children studying in classes I – VIII in
Government and Government-aided schools, Special Training Centers
(STCs) and Madrasas & Maktabs supported under Samagra Shiksha.

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 o Encouraging poor children belonging to disadvantaged sections to attend
school more regularly and help them concentrate on classroom activities.
o Providing nutritional support to children of elementary stage in drought-
affected areas during summer vacations.

III. ADULT EDUCATION

Recognizing that literacy is a force multiplier for all actions of social
development, the Saakshar Bharat programme was launched as the national
adult education programme of India on 8th September 2009, the ‘International
Literacy Day’, and was extended till 31st March, 2018. The programme aimed
at achieving 80% national literacy level and reducing the gender gap (between
male and female) of literacy to the level of 10 percent points.

17.3 CONVERGENCE WITH OTHER LINE MINISTRIES/SCHEMES

Based on NEP recommendations and existing alignment with other schemes
of line ministries, it is proposed that convergence among various schemes
would be an effective tool to ensure optimal utilisation of resources and
efcient implementation of centrally sponsored schemes of focused aim and
target group. Few convergence areas/schemes identied are as below:
• Mid-Day-Meal scheme of the Department of School Education and Literacy for
providing a noon meal to children at the elementary stage of education.
• Pre-nursery education through the Anganwadi centres under the Umbrella
Integrated Child Development Scheme (ICDS) of the Ministry of Women & Child
Development.
• National Rural Drinking Water Programme and Swachh Bharat Mission under
the Ministry of Drinking Water and Sanitation for providing toilets and drinking
water facilities in schools.
• National Child Labour Project (NCLP) of the Ministry of Labour to promote
successful mainstreaming into regular schools of all children who have been
withdrawn from child labour and rehabilitated.
• Residential facilities for SC and ST children by the Ministry of Social Justice &
Empowerment and Ministry of Tribal Affairs.
• Scheme of Assistance to Disabled Persons for Purchase/Fitting of
Aids/Appliances (ADIP Scheme) and Scheme for Implementation of Persons with
Disabilities Act, 2016 (SIPDA) by Ministry of Social Justice and Empowerment.
• School Health Programme (SHP) under Ayushman Bharat, which is a joint
initiative of the Ministry of Health & Family Welfare (MoHFW) and the Ministry of
Education (MoE). The SHP programme will be implemented in government and
government aided schools in 200 districts (including 115 aspirational districts)
of the country in the first phase of the implementation.

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 T
Interventions of existing
schemes of Samagra Shiksha
and Mid-day meal have been
aligned with NEP 2020 and will
be shared separately.

All information relating to

various schemes and initiatives
of the Department of School
Education and Literacy
(DoSE&L) is available on the
website: http://seshagun.gov.in

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CONCLUSION
This implementation plan takes care of the spirit and intent of the Policy in the short term as
well as medium and long term. This Plan will be honed and value additions will be done as we
progress. This plan is proposed to be implemented in a phased manner. For phased
implementation, the prioritisation of the activities to be undertaken is done and accordingly
presented. While selecting the activities to be undertaken, the criteria of comprehensiveness –
which means addressing the entire school system in totality was kept in mind. Attempt has
been made to propose activities in a manner, such that it will be built upon the existing
structure rather than creating new structures. The strength of this implementation plan is
building on what already exists - particularly structures and institutions (except in cases
wherein new structure is inevitable); therefore, this Plan prioritises strengthening of what exists.
Since education is a concurrent subject, care has been taken to design activities in such a
manner that cohesive implementation and joint monitoring can be done. The implementation
plan includes some very critical components necessary for any educational reform, which are
as follow:
1. Current status of implementation of earlier policies, database, etc. in the particular
area- e.g. Early Child Care and Education (ECCE), Foundational Literacy and
Numeracy. This is captured as background information in the plan for every theme,
though briefly, so as not to take away from the actual plan itself.
2. Development of Curriculum Frameworks for ECCE, for the entire school education
(with new pedagogic structure), Teacher Education and Adult Education which will
provide new directions to school education in the country focussing on experiential
learning.
3. Development of new syllabi and textbooks with rationalised curriculum for the entire
school stages.
4. Conduct of surveys for out of school children and constitution of committees for the
review of RTE 2009 Act.
5. Establishment of National Assessment Centre and development of necessary
guidelines and document for bringing Examination Reform.
6. Development of syllabi and textbooks in different languages focussing on cultural and
social values in view of promoting multilingualism and preserving our language
resources,
7. Development of guidelines and support material for creating awareness and capacity
building programmes in the area of nurturance of gifted children, out-of-school
children, vocational education, Technology –integration in teaching and learning, etc.
8. Follow up and support mechanism, which is an in-built component of this
implementation plan for every theme.

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Though timelines have been mentioned, these are estimated timelines and will depend on the
date of launch of NEP, availability of budget and other resources. However, efforts will be
made to make only minor deviations from the timelines, if required.
As is evident, there is a shift in the way we do education:
a. From content (demonstrated by rote learning and marks) to competency in concepts
demonstrated through learning outcomes
b. From completing textbooks and syllabus to ensuring coverage of modules
c. From summative assessments as a benchmark of progress to ensuring progress of each
child in achieving all pre-defined competencies
d. From training of teachers to empowering them to build competence of the learner
The central focus and emphasis of the NEP in the area of curriculum and its
transactions are as follows:
• All children achieving foundational literacy and numeracy by grade 3
• Grades 3, 5 and 8 to lay foundation for secondary school, therefore, very close
monitoring to be done
• Measuring levels of proficiency achieved at every level, for every subject/module, for
every competency, is the unique way to achieve this
• Tracking progress of each child
• Regional language plus English- bilingual approach for Science and Maths
• Technology is the best way to measure, track and standardize the nation’s basic
learning requirements and achievements
• Curriculum will not be textbook based, instead it is to be competency based and will be
taught as modules based on National Curriculum Framework or NCF
• Center and states shall have to collaboratively put their force behind this.
Attempts have been made to make this plan realistic, flexible and collaborative. It is hoped
that this plan will be able to translate the vision of the policy in the field and will reach to grass
root level creating adequate awareness and necessary skills among concerned stakeholders,
thereby transforming the school education in the country.

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 ACKNOWLEDGEMENT
This document would not have been possible without the support and guidance
of Shri Ramesh Pokhriyal ‘Nishank’, Hon’ble Minister of Education,
Government of India and Shri. Sanjay Shamrao Dhotre, Hon’ble Minister of
State for Education, Government of India.

SARTHAQ DOCUMENT TEAM @ MoE

Anita Karwal
Secretary, Department of School Education & Literacy
Govt. of India

Maneesh Garg
Joint Secretary, Samagra Shiksha
Department of School Education & Literacy
Govt. of India

Rashi Sharma
Director, Samagra Shiksha
Department of School Education & Literacy
Govt. of India

Purabi Pattanayak
Chief Consultant, Samagra Shiksha
Department of School Education & Literacy
Govt. of India

Taramani Naorem
Chief Consultant, Samagra Shiksha
Department of School Education & Literacy
Govt. of India

Special thanks to the NCERT, CBSE and all States/UTs for the valuable and
timely suggestions.

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