NEW EDUCATION POLICY 2020

The journal talks about various aspects of New Education Policy and the policy focuses on the
changes, objectives and major challenges of new policy of education in 2020. This policy
purposes the revision and revamping of all aspects of structure of education including its
regulation and governance to create a new system which is aligned with the aspirational goals of
education system. It seeks to introduce and implement vast changes across all levels of education
in India by understanding the essentials. The New Education Policy was approved by the Union
Cabinet to bring major changes including top foreign universities to set it's campus in India, as
it's main objective is to make greater proportion of students getting vocational education, by
taking away the UGC and the All India Council for Technical Education (AICTE), introduction
of a four-year multidisciplinary undergraduate programme with multiple exit options and also to
discontinue the programme of M Phil. The education policy says that students until class 5
should be taught in their regional language or mother tongue. The policy of new education
system also proposes phasing out of all institutions offering single streams and that all
universities and colleges must aim to become multidisciplinary by 2040.
1.1 INTRODUCTION
Education is fundamental for achieving full human potential, developing an equitable and just
society, and promoting national development. Providing universal access to quality education is
the key to India’s continued ascent, and leadership on the global stage in terms of economic
growth, social justice and equality, scientific advancement, national integration, and cultural
preservation. Universal high-quality education is the best way forward for developing and
maximizing our country's rich talents and resources for the good of the individual, the society,
the country, and the world. India will have the highest population of young people in the world
over the next decade, and our ability to provide high-quality educational opportunities to them
will determine the future of our country.
The world is undergoing rapid changes in the knowledge landscape. With various dramatic
scientific and technological advances, such as the rise of big data, machine learning, and
artificial intelligence, many unskilled jobs worldwide may be taken over by machines, while the
need for a skilled workforce, particularly involving mathematics, computer science, and data
science, in conjunction with multidisciplinary abilities across the sciences, social sciences, and
humanities, will be increasingly in greater demand. With climate change, increasing pollution,
and depleting natural resources, there will be a sizeable shift in how we meet the world’s energy,
water, food, and sanitation needs, again resulting in the need for new skilled labour, particularly
in biology, chemistry, physics, agriculture, climate science, and social science. The growing
emergence of epidemics and pandemics will also call for collaborative research in infectious
disease management and development of vaccines and the resultant social issues heightens the
need for multidisciplinary learning. There will be a growing demand for humanities and art, as
India moves towards becoming a developed country as well as among the three largest
economies in the world.
The National Education Policy 2020 is the first education policy of the 21st century and aims to
address the many growing developmental imperatives of our country. This 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 SDG4, while building upon India’s traditions and value systems. The
National Education Policy lays particular emphasis on the development of the creative potential
of each individual. It is based on the principle that education must develop not only cognitive
capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’
cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and
emotional capacities and dispositions.
The new National Educational Policy 2020 revealed on Wednesday 29​th July, seeks to introduce
and implement a sea of changes across all levels of education in India, including the essential
understanding of education in the country. It also seeks to implement changes in the way the
facilitators of such education – schools, colleges and teachers – are trained and how they
approach education.
The New Education Policy 2020 proposes sweeping changes including opening up of Indian
higher education to foreign universities, dismantling of the UGC and the All India Council for
Technical Education (AICTE), introduction of a four-year multidisciplinary undergraduate
programme with multiple exit options, and discontinuation of the M Phil programme.
In school education, the policy focuses on overhauling the curriculum, “easier” Board exams, a
reduction in the syllabus to retain “core essentials” and thrust on “experiential learning and
critical thinking”. In a significant shift from the 1986 policy, which pushed for a 10+2 structure
of school education, the new NEP pitches for a “5+3+3+4” design corresponding to the age
groups 3-8 years (foundational stage), 8-11 (preparatory), 11-14 (middle), and 14-18
(secondary). This brings early childhood education (also known as pre-school education for
children of ages 3 to 5) under the ambit of formal schooling. The mid-day meal programme will
be extended to pre-school children. The New Education Policy says students until Class 5 should
be taught in their mother tongue or regional language.
The policy also proposes phasing out of all institutions offering single streams and that all
universities and colleges must aim to become multidisciplinary by 2040
1.2 CHANGES IN EDUCATIONAL POLICY 2020
A New Education Policy aims to facilitate an inclusive, participatory and holistic approach,
which takes into consideration field experiences, empirical research, stakeholder feedback, as
well as lessons learned from best practices. It is a progressive shift towards a more scientific
approach to education. The prescribed structure will help to cater the ability of the child – stages
of cognitive development as well as social and physical awareness. If implemented in its true
vision, the new structure can bring India at par with the leading countries of the world.
School Education:
Universalization of education from preschool to secondary level with 100% Gross Enrolment
Ratio (GER) in school education by 2030. To bring 2 crore out of school children back into the
mainstream through an open schooling system. The current 10+2 system to be replaced by a new
5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years
respectively.
Class 10 and 12 board examinations to be made easier, to test core competencies rather than
memorized facts, with all students allowed to take the exam twice. School governance is set to
change, with a new accreditation framework and an independent authority to regulate both public
and private schools. Emphasis on Foundational Literacy and Numeracy, no rigid separation
between academic streams, extracurricular, vocational streams in schools.
Vocational Education to start from Class 6 with Internships.
Teaching up to at least Grade 5 to be in mother tongue/regional language. No language will be
imposed on any student. Assessment reforms with 360 degree Holistic Progress Card, tracking
Student Progress for achieving Learning Outcomes
A new and comprehensive National Curriculum Framework for Teacher Education (NCFTE)
2021 will be formulated by the National Council for Teacher Education (NCTE) in consultation
with National Council of Educational Research and Training (NCERT).
By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree.
1.3 HIGHER EDUCATION:
be phased out in 15 years and a stage-wise mechanism to be established for granting graded
autonomy to colleges. Over a period of time, every college is expected to develop into either an
autonomous degree-granting College, or a constituent college of a university.
Other Changes
An autonomous body, the National Educational Technology Forum (NETF), will be created to
provide a platform for the free exchange of ideas on the use of technology to enhance learning,
assessment, planning, administration.
● National Assessment Centre- 'PARAKH' has been created to assess the students.
● It also paves the way for foreign universities to set up campuses in India.
● It emphasizes setting up of Gender Inclusion Fund, Special Education Zones for
disadvantaged regions and groups.
 ● National Institute for Pali, Persian and Prakrit, Indian Institute of Translation and
Interpretation to be set up.
● It also aims to increase the public investment in the Education sector to reach 6% of GDP
at the earliest.
Currently, India spends around 4.6 % of its total GDP on education.
1.4 OBJECTIVES OF NEP 2020
The New Education Policy (NEP) policy was approved by the Union Cabinet to bring a slew of
major changes including allowing top foreign universities to set up campuses to India, to make
greater proportion of students getting vocational education and a move towards institutes
including IITs turning multi-disciplinary. The policy aims at making “India a global knowledge
superpower”. One of the stated aims of the policy is to instil a “deep-rooted pride” in being
Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop
knowledge, skills, values, and dispositions that support responsible commitment to human rights,
sustainable development and living, and global well-being.
Objectives of New Education Policy
The policy also aims at “light but tight” regulation by a single regulator for higher education as
well as o increased access, equity, and inclusion. The NEP lays down that by 2040, all Higher
Education Institutions (HEIs) shall aim to become multidisciplinary institutions, each of which
will aim to have 3,000 or more students. There shall, by 2030, be at least one large
multidisciplinary institution in or near every district.
The aim will be to increase the Gross Enrolment Ratio in higher education including vocational
education from 26.3% to 50% by 2035. Single-stream higher education institutions will be
phased out over time, and all will move towards becoming multidisciplinary. The system of
‘affiliated colleges’ will be gradually phased out in 15 years. The present complex nomenclature
of HEIs in the country such as ‘deemed to be university’, ‘affiliating university’, ‘affiliating
technical university’, ‘unitary university’ shall be replaced simply by ‘university’.
A university will mean a multidisciplinary institution that offers undergraduate and graduate
programmes, with high quality teaching, research, and community engagement. The definition
will allow a spectrum of institutions ranging from those that place equal emphasis on teaching
and research i.e., Research-intensive Universities to teaching-intensive Universities.
The present nomenclature such as ‘deemed to be university’, ‘affiliating university’, ‘affiliating
technical university’, ‘unitary university’ will be done away with.
Even engineering institutions, such as IITs, will move towards more holistic and
multidisciplinary education with more arts and humanities. Students of arts and humanities will
aim to learn more science.
1.5 REFORMS OF NEW EDUCATION POLICY
• Departments in Languages, Literature, Music, Philosophy, Indology, Art, Dance, Theatre,
Education, Mathematics, Statistics, Pure and Applied Sciences, Sociology, Economics, Sports,
Translation and Interpretation, etc. will be established and strengthened at all HEIs.
• The undergraduate degree will be of either 3 or 4-year duration, with multiple exit options. For
instance a certificate after completing 1 year in a discipline or field including vocational and
professional areas, or a diploma after 2 years of study, or a Bachelor’s degree after a 3-year
programme. The 4-year multidisciplinary Bachelor’s programme, however, shall be the preferred
option.
An Academic Bank of Credit (ABC) shall be established which would digitally store the
academic credits earned.
• The 4-year programme may also lead to a degree ‘with Research’ if the student completes a
rigorous research project.
Model public universities for holistic and multidisciplinary education, at par with IITs, IIMs,
etc., called MERUs (Multidisciplinary Education and Research Universities) will be set up
Higher education institutions shall move away from high-stakes examinations towards
continuous and comprehensive evaluation.
• India will be promoted as a global study destination providing premium education at affordable
costs. An International Students Office at each institution hosting foreign students will be set up.
• High performing Indian universities will be encouraged to set up campuses in other countries.
Selected universities like those from among the top 100 universities in the world will be
facilitated to operate in India.
• A legislative framework facilitating such entry will be put in place, and such universities will
be given special dispensation regarding regulatory, governance, and content norms on par with
other autonomous institutions of India.
• In every education institution, there shall be counselling systems for handling stress and
emotional adjustments.
• Efforts will be made to incentivize the merit of students belonging to SC, ST, OBC, and other
SEDGs..
• Vocational education will be integrated into all school and higher education institutions in a
phased manner over the next decade. By 2025, at least 50% of learners through the school and
higher education system shall have exposure to vocational education.
• 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.
• ‘Lok Vidya’, i.e., important vocational knowledge developed in India, will be made accessible
to students. The HRD ministry, which could be renamed education ministry, would constitute a
National Committee for the Integration of Vocational Education (NCIVE)
• The policy also speaks for creating a National Research Foundation (NRF).
• The policy also mentions the creation of a Higher Education Commission of India (HECI).
1.6 MAJOR CHALLENGES OF THE NEW EDUCATION SYSTEM:
1. Opening universities every week is a herculean task
India today has around 1,000 universities across the country. Doubling the Gross Enrolment
Ratio in higher education by 2035 which is one of the stated goals of the policy will mean that
we must open one new university every week, for the next 15 years.
Opening one University every week on an ongoing basis is an undoubtedly massive challenge.
2. The numbers are no less daunting in reforms to our school system
The National Education Policy 2020 intends to bring 2 crore children who are currently not in
schools, back into the school system. Whichever way you look at it, accomplishing this over 15
years requires the setting up of around 50 schools every week.
This certainly requires a substantial amount of investment in classrooms and campuses.
But it also means appointing at least 50 headmasters every single week, and at least 200-300
teachers every single week on an ongoing basis.
Given that many teaching positions are going unfilled even in existing schools, this becomes a
particularly interesting challenge.
3. Funding is a big challenge in the Covid era
From a funding standpoint, this is not a challenge for the faint-hearted. The National Education
Policy 2020 envisages an increase in education spending from 4.6% to 6% of GDP, which
amounts to around INR 2.5 lakh crores per year.
This money will be well-spent building schools and colleges across the country, appointing
teachers and professors, and for operational expenses such as providing free breakfast to school
children.
4. Current focus on healthcare and economic recovery to lower the execution speed
Economists have been calling for large stimulus packages amounting to double-digit percentages
of GDP, despite the strain on the exchequer.
While the National Education Policy is a 20-year journey, one worries that we may be off to a
stumbling start over the next 2-3 years, when government and budgetary priorities are claimed
by the more urgent but equally important needs of healthcare and economic recovery.
5. Need to create a large pool of trained teachers
In school education, the policy envisages a sweeping structural re-design of the curriculum a
very welcome step.
But in order to deliver this curriculum effectively, we need teachers who are trained in and
understand the pedagogical needs.
Many of the curricular changes require substantial mindset shifts on the part of teachers, as well
as parents.
6. Inter-disciplinary higher education demands for a cultural shift
In higher education, the National Education Policy 2020’s focus on inter-disciplinary learning is
a very welcome step. Universities, especially in India, have for decades been very silo-ed and
departmentalized.
This culture of disciplinary mooring runs very deep among scholars and professors alike, with
few exceptions.
For the entire higher education system to be composed of “exceptions” professors who are
curious about, respect and lean into other disciplines while being experts in their own is no easy
task. This requires a cultural shift in the entire higher education ecosystem, over the next 15-20
years.
In summary, the National Education Policy 2020 is in many ways just what India needs, as it
blossoms into the world’s largest workforce in coming years.
To realize the dreams it contains, we must overcome substantial execution challenges in a
sustained manner for years and decades to come.
7. Technology at Scale:
Digital infrastructure of similar scale will be needed using digital classrooms, remote expertise
-driven teaching models, AR/VR tools to bridge gaps in physical teaching and laboratory
infrastructure, uniform assessments across school even in remote villages, career counselling and
teacher training aids.
8. Curriculum and Context:
The NEP calls for curriculum and pedagogical changes. The board which conduct examinations
will need to re-think how they assess students and what the learning content rubric should be.
School textbooks will need realignment too. Given that 87 percent of K12 learners in India are in
the schools with annual tuition fees of less than Rs. 12,000 these changes will need to be easily
cascaded across tiers of school.
9. Evaluation Infrastructure:
Under the NEP, examinations are being advised to transform towards a culture of assessment
with continuous tracking of learning outcomes, a focus on higher order and foundational skills,
and AI-based software progress tracking to enable students to make optimal career choices.
Continuous assessment requires schools and teachers to innovate on evaluation approaches and
assignments that are thought provoking and requires students to apply themselves.
Compared to theory-based-examinations that have unilateral questions and answers that are
easier to administer and score, holistic assessments would require educational boards and
institutions to invest significantly in creating these assessments and practice assignments.
10. Vernacular content:
There are bigger problems to solve. Adapting to online education is easier for English medium
students and teachers due to the ready availability of tools or content. The situation is opposite in
vernacular languages that dominate the Indian school education scene. Only a few ed-tech firms
provide vernacular content.
11. Quality of content:
The quality of content is a bigger issue. Providing quality content is a major take for Ed-tech
firms. There is no check on the quality of content provided by the platforms to students.
12. The great digital divide:
There is a huge digital divide in urban and rural schools. In a recent survey, over 75 pc of
students are impacted due to the lockdown as they found hard to study online, over 80 pc
students said they need hand holding to shift from offline to online and over 25 pc said they need
proper training to pursue education through online.
This is still a dream for the majority of students in India. Most of the parents in India cannot
afford OTT platforms for their wards to study. However, a concerted effort can mitigate many
problems.
Until now, most ed-tech products catered to tier 1 cities and children from the high-income
segment, ignoring the majority of students who come from tier 2, 3 cities and rural areas. With
more students enrolling from tier 2 and 3 cities, the crisis presents a perfect playground for
various companies to modify products, adapt and contextualise them as per the needs of different
customers. Firms should therefore utilise this crisis to build the best possible evidence around
learning outcomes.
Bharat net is connecting all the villages with high-speed broadband network. Part of the project
connecting remote areas in North-East India is already complete. Ensuring digital connectivity,
therefore, may be easier.
The 2011 project to distribute cheap ‘Akash’ tablets to promote e-learning in villages was
unsuccessful due to quality and procurement issues. The scheme can be revived in rural areas by
the state governments. States like Tamil Nadu have started distributing tabs to students for
studies.
1.7 ADVANTAGES & DISADVANTAGES OF NEP 2020
Advantages of NEP
New pedagogical and curricular structure of school education (5+3+3+4)
The education system currently follows the 10+2 structure. This will soon be replaced by the
5+3+3+4 curricular structure. The new structure can be better understood when it corresponds
with a child’s age i.e. 3-8, 8-11, 11-14, and 14-18 years respectively. The first stage includes
time spent in Anganwadi and preschools
Earlier, schooling was mandatory for children aged between six and 14 years. Now education
will be compulsory for children aged between the three and 18 years.
This move would allow those aged from 14-18 years to also demand the same Right to Education
(RTE) that was earlier present only up till 14years. Now children above the age of 14 too can
demand this. Meaning they can get educated up to 12th grade free of charges at any government
educational establishment.
Mother tongue as the medium of instruction
It is obvious that the mother tongue is the first language that a child understands. Hence
understanding newer concepts will be much easier when if done in the mother tongue itself. In
order to implement this the medium of instruction in schools will change too.
Bag less days and informal internship
According to this, students will participate in a 10-day bag less period. During this period
students from Grades 6-8 will intern with local vocational experts such as carpenters, gardeners,
potters, artists, etc.
This was another move, that was hugely appreciated as necessary professionals that are looked
down upon by society will finally be viewed with newer outlooks in the coming generations.
This move will also enable children to pick up at least one skill during the period.
Coding for Children
Children will now be able to learn to code from class 6 as coding will be included as a part of
their curriculum. This move will put students at par with the Chinese where similar policies with
regards to coding have already been implemented in their education system.
Multi-Stream Flexibility
Once the NEP is imposed, the compartmentalization of student’s post 10th into Arts, Science and
Commerce will be blurred. Now students will be allowed to take up courses from varied streams
depending on their interests.
DISADVANTAGES OF NEP:
Language
There are many viewpoints directly addressed at languages i.e. medium through which students
will be taught in schools, and the options available to them. First comes the problem of even
introducing mother tongues into schools. India already faces a huge shortage of teachers leading
to the skyrocketing teacher: student ratio in the country.
The increasing disparity between sections of society
The policy shows how students in government schools will be taught in the regional languages
up to 5th standard if not 8th. The private schools, however, will not take a step back in
introducing English from the early stages. If a student only begins to learn English 7 years later
to that of students in private schools the difference will only add to those of learning a language
in an environment that is not conducive to speaking, writing, and reading English.
Four-year graduation program
The four-year graduation program, unfortunately, lets go of most of the benefits after approving
dropouts in the first year in order to change streams. What is the purpose of allowing dropouts in
the later stages? Why should a student even wait to complete 4 years if he receives a diploma in
two? If he leaves immediately he may have added 2 years of work experience instead of
classwork.
1.8 CLOSING THOUGHTS
Although there may be a few minor loopholes the new National Educational Policy, nevertheless
is revolutionary. Hopefully, these are further addressed in the parliament sessions to come. The
next question that pops up is – By when will the policy be implemented? The implementation,
however, will start immediately with the first change being the Ministry of Human Resource
Development getting renamed as the Ministry of Education.
Other implementations are to be done in phases from July. Meaning many significant changes of
the over 100 action points being noticed. The complete policy, however, is meant to transform
the education system by 2040. Final judgment on the extent of its success can only be made on
its execution. Hopefully, it doesn’t take till 2040.
CONCLUSION
The new National Education Policy (NEP) 2020, is a good policy as it aims at making the
education system holistic, flexible, multidisciplinary, aligned to the needs of the 21st century and
the 2030 Sustainable Development Goals. The intent of policy seems to be ideal in many ways
but it is the implementation where lies the key to success.

The National Education Policy, 2020 aims to shift towards more scientific approach to
education. It will help to cater ability of the child in different stages of development. This
includes cognitive development, social and physical development. When implemented, the
policy will bring India at par2 with leading countries of the world.