National Education Policy (NEP) 2020

Indian Council of Agricultural Research (ICAR)

Presented by Dr. Anuradha Agarwal

National Coordinator, National Agricultural Higher Education Project
Contents
1. National Education Policy 2020: 6. Higher Education – major thrust 11. NEP 2020 in Agricultural
Complete Gamechanger Policy areas and focus Higher Education: Implementation

2. Vision of the National

7. Major milestones and timelines
Education Policy 2020

3 .Key Principles of National 8. Technology Interventions

Education Policy 2020 proposed in NEP

4. NEP 2020 Focuses on Holistic 9. Other major thrust areas and

Development on Students focus

10. NEP 2020 in Agricultural

5. Timelines for Implementation
Higher Education: Initiatives
 National Education Policy 2020: Complete Gamechanger
Policy
• The National Education Policy of India 2020 (NEP 2020), which was started by the Union Cabinet of India
on 29 July 2020, outlines the vision of new education system of India

1st National Education 2nd National Education Modified the National Education
Policy of India - 1968 Policy of India - 1986 Policy of India - 1992

▪ The new policy replaces the previous National Policy on Education, 1986. The policy is a comprehensive
framework for elementary education to higher education as well as vocational training in both rural and urban
India. The policy aims to transform India's education system by 2030
 National Education Policy 2020: Complete Gamechanger
Policy

Languages Background
School
The NEP 2020 replaces the National Education policy of 1986.In January
International
Education branch 2015, a committee under former Cabinet Secretary T.S. R Subramaniam
campuses started the consultation process for the New Education Policy. The Draft
Areas of New Education Policy (DNEP) 2019, was later released by MHRD followed
by a number of public consultations. The Ministry undertook a rigorous
Higher Impact consultation process in formulating the draft policy:
EdTech
Education

2.5L 6600 676

Gram panchayats Districts
Teachers Blocks consulted consulted
consulted

Implementation
▪ In early August 2021, Karnataka became the first state to issue an order with regard to implementing NEP
▪ On 26 th August 2021, Madhya Pradesh implemented NEP 2020
▪ Uttar Pradesh and Telangana State government have decided to implement the newly announced
National Education Policy 2020 (NEP 2020) in the State
 Vision of the National Education Policy 2020

Contribute to an equitable and Develop a deep sense of Instill skills, values and
vibrant knowledge society by respect towards the disposition that support
providing high quality education fundamental rights, duties and responsible commitment to
to all constitutional values, bonding human rights, sustainable
with one’s country and a development and living and
conscious awareness of one’s global well being thereby
role and responsibilities in a reflecting a truly global citizen
changing world
 Key Principles of National Education Policy 2020
Diversity and Local Context
Respect for Diversity and Local Context
(In all curriculum, pedagogy and policy)
Equity and Inclusion
Equity and Inclussion (As the cornerstone
of all Educational decisions)
Community Participation
Encouragement and Facilitation for
philanthropic, private and community
participation
Use of technology
In teaching and learning, removing language
barriers, for Divyang students and in
educational planning and management
Conceptual Understanding
Emphasize conceptual understanding
rather than rote learning and learning for
exams
Unique capabilities
Recognizing , identifying them in each student
Critical thinking and creativity
To encourage logical decision making and
innovation
Continuous Review
Based on sustained research and regular
assessment by educational experts
 NEP 2020 Focuses on Holistic Development on Students

Guiding Principles of NEP 2020 Benefits of NEP 2020

Promoting Multilingualism in teaching

01 Importance Promotion of
given to skill value
development based education
Emphasis on conceptual learning rather
02 than rote learning

Development
03 Promoting life skills No rigid of scientific
separation Benefits temper from
Promoting regular formative assessment between art young age
04 for learning and science
curriculum
Keeping Teachers and faculty at heart of
05 learning process
Introduction of
HEIs with
Flexibility global
06 Promoting flexibility in course choices in choices standards in
India
 Timelines for Implementation in NEP2020
Formulation National
Curricular Framework for
School Education
(NCFSE)
2021-22 2023-24
National Curricular
Step for
Framework OneTeacher
Education
2022-23
A common guiding set of
National professional Standards
for Teachers (NPST)
Teachers prepared for a
Transformation in the
assessment system
Attaining universal
foundational literacy and
numeracy in all primary
schools for all learners
by grade 3
Step Four
2025-26 2027-28
2024-25 2026-27
State/UT governments to optimize
resources through mechanism to group
or rationalize schools, such as, school
complexes
Atleast 50% of learner exposed to
vocational education in the school and
higher education system
Policy is fully operational
Universal provisioning of
following this a
quality early childhood
comprehensive review
development, care
will be undertaken
2029-30 2040
2028-29
Teacher education will gradually be
moved into multi disciplinary colleges
and universities, with minimum deg.
Qualification- 4 year B.Ed.
Only educationally sound, multi disciplinary, and
integrated teacher education programmes shall
be in force and all TEI’s will be converted into
multi disciplinary institutes
 Higher Education – major thrust areas and focus
Restructuring and Consolidation
• Large multi-disciplinary universities and HEI
clusters
• Research-intensive, teaching-intensive
universities and degree-granting colleges
Multidisciplinary and Holistic
• Flexible curricular structures – entry-exit,
duration, choice-credit systems
• MERUs (multi-disciplinary edu. & research univ.)
at par with IIT, IIM
• Academic Bank Credit (ABC)
Graded Autonomy, Quality Accreditation
• Focus on Quality Accreditation – learner support,
better outcomes
• Faculty ratios and quality teaching learning
Transforming the regulatory system
• Umbrella institution of HECI with four
units/functions – regulatory council, accreditation,
provide grants, graduate outcomes/skills
• Current organisations (ICAR, NCTE,, AICTE) will
be Professional Standard setting bodies
Internationalisation
• Promote Study in India – Indology, languages,
AYUSH, yoga, history, culture, music etc.;
Transfer of credits, exchange
• Top 100 foreign universities supported to operate
in India and high performing Indian universities do
the same abroad
Open Distance learning (ODL)
• To increase access; offer life-long learning;
blended learning models
• Based on quality/accreditation
 Major milestones and Timelines

Graded Autonomy based 2030 – HEIs to become

on Quality Accreditation multidisciplinary; 1 such in 2035 – GER of 50%
every district

2025 – 50% of all 2030 – Stand alone 2040 – HEIs to become

learners in schools and professional institutions multi-disciplinary with
HE to have exposure to to become multi- large enrolments
one vocation disciplinary

National Educational
Technology Forum (NETF)
• provide independent
evidence-based advice
to Central and State
Government agencies on
technology-based
interventions;
• build intellectual and
institutional capacities in
educational technology;
• envision strategic thrust
areas in this domain; and
• articulate new directions
for research and
innovation
Technology Interventions proposed in NEP
Online and Digital
Education
• provide independent
evidence-based advice
to Central and State
Government agencies on
technology-based
interventions;
• build intellectual and
institutional capacities in
educational technology;
• envision strategic thrust
areas in this domain; and
• articulate new directions
for research and
innovation
Teacher Recruitment Setting up of
Online Assessments
and Deployment PARAKH
and Examination
• Technology based
• Bodies like planning and • Setting up norms
PARAKH, NTA and
forecasting of teacher- standards and
State Boards shall
recruitment to access guidelines for
try and implement
online assessment expected subject wise assessment and
frameworks teacher vacancies evaluation
• Pilott new ways of over the next two
assessment using decades • Guiding SAS and
education Conducting NAS
technologies • Online computerized
• Monitoring
focusing on 21st system for teacher
transfers to ensure achievement of LO’s
Century Skills
transparency
 Other major thrust areas and focus

Professional Adult education and Technology institutional

Teacher Education Technology use
Education lifelong learning set up

• Gradually to move to • Basic literacy and • Pilot studies for use

• multi-disciplinary numeracy, life skills, digital, • NETF – for advising
multi-disciplinary HEIs
clusters by 2030 centre and states • Digital infra
by 2030 financial, vocational
• Agriculture, legal , • Body within Ministry – • Platforms – SWAYAM,
• 4 year integrated B.Ed • Adult Education Centres
healthcare and DIKSHA
by 2030, 2 year B.Ed within HEIs and vocational for infra, content,
technical education institutes • Content
(those who have capacity building
are earmarked for
Bachelors), 1 year • Use of technology for • Training
reforms
(who have 4 year delivery • Virtual labs
multidisciplinary or
masters) • Blended Delivery
• NTA (National Testing • Assessment and
Agency) for examination
admissions and TET • Standards
(eligibility tests)
 NEP 2020 in Agricultural Higher Education: Initiatives

Institutional Creation of Multi- Elimination of Converting Enhancing Internationalizati Student Creation of

Restructuring disciplinary Affiliation Deemed Gross on of ICAR-AU Development National
and Agricultural system Universities Enrolment System Research
Consolidation Universities of ICAR Ratio (GER) Foundation

Restructuring and Consolidation Initiatives

► University should be:

► University
❑ should be:
A multidisciplinary institution offering undergraduate,
▪ graduate and Ph.D
A multidisciplinary programmes
institution offering undergraduate, graduate
and Ph.D programmes
❑ An institution that build vibrant communities of scholars
▪ An institution
and peers that build vibrant communities of scholars and
peers
❑
▪
An institution that gives emphasis on research with thrust
An institution that gives emphasis on research with thrust on Post
on Post Graduate
Graduate academic programmes
academic programmes
❑
▪ An institutionthat
An institution that
hashas
an an Institutional
Institutional Development
Development Plan
Plan (IDP)
(IDP)
 NEP 2020 in Agricultural Higher Education: Initiatives

Institutional Creation of Multi- Elimination of Converting Enhancing Internationalizati Student Creation of

Restructuring disciplinary Affiliation Deemed Gross on of ICAR-AU Development National
and Agricultural system Universities Enrolment System Research
Consolidation Universities of ICAR Ratio (GER) Foundation

Creation of Multi-disciplinary Agricultural Universities

► University
▪ should
NEP calls be:
for phasing out single stream Higher Education
❑ Institutions by 2030.
A multidisciplinary institution offering undergraduate,
▪ graduate
Colleges may andchoose
Ph.D toprogrammes
become vibrant multidisciplinary farm
universities.
❑ An institution that build vibrant communities of scholars
▪ Single-stream
and peers Agriculture University will have to either merge
with Parent Universities or expand into multidisciplinary
❑ An institution
universities that gives emphasis on research with thrust
by 2030.
▪
on Postsingle-stream
Multiple Graduate academic programmes
universities located in the same premises
❑ must
An be mergedthat
institution intohas
single
anmultidisciplinary universities. Plan
Institutional Development
(IDP)
 NEP 2020 in Agricultural Higher Education: Initiatives

Institutional Creation of Multi- Elimination of Converting Enhancing Internationalizati Student Creation of

Restructuring disciplinary Affiliation Deemed Gross on of ICAR-AU Development National
and Agricultural system Universities Enrolment System Research
Consolidation Universities of ICAR Ratio (GER) Foundation

Elimination of Affiliation System

► University should be:

❑ A multidisciplinary institution offering undergraduate,
graduate and Ph.D programmes
▪ NEP calls for phasing out affiliation system by 2035.
❑ An institution that build vibrant communities of scholars
▪ All types
and of colleges (private and public) offering UG courses to
peers
be brought under new norms.
❑ An institution that gives emphasis on research with thrust
on Post Graduate academic programmes
❑ An institution that has an Institutional Development Plan
(IDP)
 NEP 2020 in Agricultural Higher Education: Initiatives

Institutional Creation of Multi- Elimination of Converting Enhancing Internationalizati Student Creation of

Restructuring disciplinary Affiliation Deemed Gross on of ICAR-AU Development National
and Agricultural system Universities Enrolment System Research
Consolidation Universities of ICAR Ratio (GER) Foundation

Converting Deemed Universities

► University should be:

❑ A multidisciplinary institution offering undergraduate,
▪ graduate
There are 4and Ph.DUniversities
Deemed programmes (DUs) namely Indian
❑
Agricultural
An Research
institution Institute
that build (IARI),
vibrant Indian Veterinary
communities Research
of scholars
Institute (IVRI), National Dairy Research Institute (NDRI) and
and peers
Central Institute of Fisheries Education (CIFE) under ICAR. All
❑ these universities
An institution that willgives
become multidisciplinary.
emphasis on research with thrust
on Post Graduate academic programmes
❑ An institution that has an Institutional Development Plan
(IDP)
 NEP 2020 in Agricultural Higher Education: Initiatives

Institutional Creation of Multi- Elimination of Converting Enhancing Internationalizati Student Creation of

Restructuring disciplinary Affiliation Deemed Gross on of ICAR-AU Development National
and Agricultural system Universities Enrolment System Research
Consolidation Universities of ICAR Ratio (GER) Foundation

Enhancing Gross Enrolment Ratio (GER

►
► University should be:
Step 1: Development efforts for faculty and infrastructure development
to achieve GER of 3000 students.
❑ A multidisciplinary institution offering undergraduate,
► Step 2: Aim for exponential
graduate and Ph.D growth in GER by 2040
programmes
► Step
❑
3:
AnAgriculture Universities
institution that buildshould
vibrantbecommunities
provided freedom to forage
of scholars
for foreign students
and peers
► Step 4: Make UGC regulations for admission of foreign students in
❑ An institution
agriculture that gives emphasis on research with thrust
universities
on Post Graduate academic programmes
► Step 5: Expand the enrolment rate coverage for colleges of state
❑ An institution
agriculture that has an Institutional Development Plan
universities.
► Step 6:(IDP)
Establish more PG colleges
► Step 7: Integration of vocational and higher education
 NEP 2020 in Agricultural Higher Education: Initiatives

Institutional Creation of Multi- Elimination of Converting Enhancing Internationalizati Student Creation of

Restructuring disciplinary Affiliation Deemed Gross on of ICAR-AU Development National
and Agricultural system Universities Enrolment System Research
Consolidation Universities of ICAR Ratio (GER) Foundation

Internationalisation of ICAR-AU System

► University should be:

► ❑ 1:
Step A Facilitation
multidisciplinary
of easy institution offering undergraduate,
change of institutions/credit transfers for
graduate
international and Ph.D programmes
students
► Step
❑ 2: AnEncourage
institutionresearch andvibrant
that build teachingcommunities
collaborationsofbetween
scholars
Indianand
international
peers universities
► Step 3: Revisit NARES System to revisit regulations
❑ An institution that gives emphasis on research with thrust
► Step 4:
onDevelop Single Window
Post Graduate systemprogrammes
academic
❑ An institution that has an Institutional Development Plan
(IDP)
 NEP 2020 in Agricultural Higher Education: Initiatives

Institutional Creation of Multi- Elimination of Converting Enhancing Internationalizati Student Creation of

Restructuring disciplinary Affiliation Deemed Gross on of ICAR-AU Development National
and Agricultural system Universities Enrolment System Research
Consolidation Universities of ICAR Ratio (GER) Foundation

System Development

► University should be:

► Step
❑ 1:A Impart education toinstitution
multidisciplinary the underdeveloped sections of the society
offering undergraduate,
► graduate
Step 2: and Ph.D
Award National Talentprogrammes
Scholarships to students pursuing Ph.D
programmes
❑ An institution that build vibrant communities of scholars
► Step 3:
andProvide
peersteacher assistantship to Ph.D students
► Step
❑ 4:AnProvide merit-based
institution university
that gives fellowships
emphasis on research with thrust
► onTake
Step 5: Postinitiatives
Graduate academic
for faculty programmes
development
❑ An institution that has an Institutional Development Plan
(IDP)
 NEP 2020 in Agricultural Higher Education: Initiatives

Institutional Creation of Multi- Elimination of Converting Enhancing Internationalizati Student Creation of

Restructuring disciplinary Affiliation Deemed Gross on of ICAR-AU Development National
and Agricultural system Universities Enrolment System Research
Consolidation Universities of ICAR Ratio (GER) Foundation

Internationalisation of ICAR-AU System

► University should be:

❑ A multidisciplinary institution offering undergraduate,
► graduate
Creation and Ph.D
of a research programmes
support system by the formation of the National
Research
❑ Foundation for competitive
An institution that build vibrantresearch funding. of scholars
communities
► andthe
Maintain peers
prevalent system of sponsorship and monitoring set-up
by ICAR
❑ An institution that gives emphasis on research with thrust
on Post Graduate academic programmes
❑ An institution that has an Institutional Development Plan
(IDP)
 NEP 2020 in Agricultural Higher Education: Implementation
• Transformation of Higher
Education Institutes to Multi-
disciplinary Institutes and
Knowledge Hubs with
minimum of 3000 students.
• Push to research activities to
categorise universities as
Education and Research
Universities or Research
Intensive Universities.
• Introduction of Institutional
Development Plans (IDP) for
each university to track their
goals and use it to seek/attract
funding from different sources.
• Restructuring the governance
and leadership of universities
Institutional
Restructuring
and
Consolidation
• Conversion of Single stream Agriculture
University to merge with Parent university
or expand into multidisciplinary universities
by 2030.
• Elimination of Affiliation phase out by 2035
• Transformation of Deemed University
• Help the Veterinary Council of India lay
down academic standards and coordinate
between teaching, research and extension
of veterinary science as multidisciplinary
universities.
Enhance
Gross
Creation of Enrolment
Multi- Ratio • Focus on extending help to students
disciplinary
Agricultural
Universities
• Provide freedom to forage for foreign
students
• Assign GER targets to the universities
• Transform the existing colleges into
education clusters/ knowledge hubs of
higher education
• Regulate the commercialisation of
education
Student
Development
belonging to SC, ST, OBC and other
Socially and Economically
Disadvantaged groups (SEDGs)
• Emphasis on the award of National
Talent Scholarships pursuing,
assistantships and fellowships for Ph.D.
students on merit basis
• Implementation of a Credit-based
system across universities
• Emphasis on e-Learning and go-the-go
learning
Capacity
Building for
Revamp the Agricultural
ICAR-AU Higher
System Education
• Boost the human resources
and scientific expertise
• Undertaking initiatives in
developed in agricultural
digital and online education
sciences available in the ICAR- • Creation of a Hybrid
AU system
Education curriculum
• Revisit NARES system to make • Creation of Knowledge Hubs
provision for the
recommendations of NEP with • Creation of the National
respect to internationalization Research Foundation
• Build outreach to students from • Undertake market-based
Africa and Asia who are looking extension linked to
at India and Indian institutions technologies and practices
for higher education in
agriculture