New Education Policy: Anirban Banerjee

NEW EDUCATION POLICY
(Online lecture delivered at Five Day Faculty Development Programme

on “ Modern India in the Post -colonial Era:Society, Economy, Politics
and Emerging Trends”organized by Amity Institute of Social Sciences ,
and Amity Institute of Environmental Sciences, Amity University,
Kolkata (4th July-8th July , 2022)
Date of Lecture : July 6, 2022.
Time :11am-12 pm.
ANIRBAN BANERJEE
PROFESSOR OF SOCIOLOGY
THE UNIVERSITY OF BURDWAN
COMPOSITE BUILDING , GOLAPBAG, P.O.RAJBATI, BURDWAN 713104, WEST
BENGAL, INDIA
2022
Banerjee : New Education Policy p.1
LEARNING OBJECTIVES
The main objective of this lecture is to discuss the new
National Education Policy 2020 in a historical perspective.
We will discuss :
School education
Higher education
Vocational education
Techer education
Before we conclude, we will evaluate the National
Education Policy 2020.
INTRODUCTION
THE MAIN OBJECTIVE OF THIS LECTURE IS TO INTRODUCE THE
NEW EDUCATION POLICY 2020.
BUT BEFORE WE DO THIS LET US HAVE A LOOK AT THE
HISTORICAL BACKGROUND OF INDIAN EDUCATION .
WE START WITH PRE BRITISH EDUCATION
EDUCATION IN INDIA HAS ALWAYS BEEN ASSOCIATED WITH A
DISTINCTIVE IDEOLOGY
AS WE WILL SEE EDUCATION IN BRITISH INDIA WAS NOT BEREFIT
OF IDEOLOGY .
BEFORE WE DISCUSS THE NEW EDUCATION POLICY WE WILL
HAVE A BRIEF OVERVIEW OF HOW EDUCATION EVOLVED IN INDIA .
BRIEF HISTORICAL OVERVIEW

The following were the major features of the indigenous
system of education:
Reading and writing were combined. A pupil read aloud
and at the same time wrote on the sand.
Moral and religious instruction was combined with
education.
Pupils learned in groups of four or five led by a more
advanced student.
Private coaching, including self-education, was combined
with public instruction.
Among the textbooks, the most common, were

Ramayana, Mahabharata, and Bhagvata .
Education was open to all. Brahmins, Vaishayas and
Sudras were represented both in elementary education
and higher education.
From this brief discussion we find that education in pre-
British India had a definite ideological content .There
were no secular textbooks .The textbooks were Hindu
religious texts .
Muslims studied in maqtabs and madrasas.They offered
Islamic education .
EDUCATION IN COLONIAL INDIA

In contrast to pre British India , education in colonial India was
secular in character.But it was guided by colonial ideology .
Maculay’s famous Minute makes this amply clear.
Maculay wanted to create “a class of people Indians in blood and
colour but English in tastes, in opinions, in morals and in intellect”.
This meant that education will be the preserve of the elite who
would serve their colonial masters.
The vast majority of the people would be deprived of education .
Vidyasagar fought against Macaulay’s injunction and advocated
vernacular education for the masses.
He also established a network of schools to serve the masses.
Banerjee : New Education Policy p.5A
EDUCATION IN COLONIAL INDIA
NATIONAL COUNCIL OF EDUCATION

The NATIONAL COUNCIL OF EDUCATION was part of the
Swadeshi Movement .It formed as a result of
contemporary controversies regarding education .
The government decided to induct more white members
into the governing bodies of Calcutta University .
Many private colleges were disaffiliated as they were
regarded as hotbeds of nationalist agitation .
On 16th November 1905, the NATIONAL COUNCIL OF
EDUCATION was formed as a result of a meeting by the
Landholders Society.
Banerjee : New Education Policy p.5B
NATIONAL COUNCIL OF EDUCATION
• This came in the wake of the notorious Carlyle Circular

which authorised magistrates to supress student
agitations.The spearheads of Swadeshi and boycott in
education were Rabindra Narayan Ghosh, Nipendra Chandra
Banerjee, Radhakumud Mukherjee and Binoy Kumar Sarkar.
• On 7th November the citizens of Rangpur held a meeting.On
8th November the first national school was started .The
birth of this national school started a movement which led
to the creation of the National Council of Education .
• The National Council of Education created most of the
national schools in Bengal .It took the initiative to impart
both general and technical education to students.
• (See “National Council of Education”, in Banglapedia
https://en.banglapedia.org/index.php/National_Council_of_Ed
EDUCATION IN INDEPENDENT INDIA

In contrast to colonialism, education in
independent India has always been guided by
nationalist ideology.
India’s new constitution, adopted in 1950, focussed
on equality of opportunity and education for all .
Prior to the adoption of the Constitution ,the
Radhakrishnan Commission (1948) recommended
opening of universities and higher education to all
irrespective of caste , class , gender and ethnicity.
EDUCATION IN INDEPENDENT INDIA
EDUCATION POLICIES IN INDEPENDENT INDIA

Till date there have been three education policies in India which
celebrated the seventy fifth anniversary of her independence in
2021.
These are as follows :
National Education Policy 1968
All these policies appear to promote equality of opportunity in
education.All appear to be child centric.All appear to promote
research and innovation through higher education .
Then what is new about the National Education Policy 2020?
NATIONAL EDUCATION POLICY 2020

The policy intends to take care of the unfinished
agenda of the previous National Education Policy 1986
modified in 1992.
Its focus is on providing quality education to all
students irrespective of caste , class , religion,
ethnicity or place of birth.
The purpose of this policy is producing good human
beings who are rational, empathetic , courageous , have
creative imagination , and have sound ethical moorings
and values among other things .
NATIONAL EDUCATION POLICY 2020
PRINCIPLES OF NATIONAL EDUCATION POLICY

The major principles of NEP 20 are as follows:
Identifying and fostering unique capabilities of each
student ...
Attaining foundational literacy and numeracy by Grade 1.
Flexibility.
No hard separation between arts, sciences, and extra
curricular activities...
Multidisciplinary and holistic education across
disciplines ...
Conceptual learning ...

Creativity and critical thinking...
Ethics and constitutional values
Promoting multilingualism and power of language in
education
Use of technology in learning ...
Life skills , such as cooperation, communication,
teamwork and resilience.
Respect for diversity and respect for local context in
teaching and learning .
Full equity and inclusion in learning

Emphasis on recruitment and professional development of
teachers.Creating the right work environment .
A framework to ensure integrity transparency and resource
efficiency in the education system.
Outstanding research...
Rootedness and pride in India ...
Continuous monitoring of progress
Education is a public service and a basic right of every child .
Substantial investment in education .
(National Education Policy 2020, p.5-6.)
Fig.1.Key Principles of National Education Policy
Source : https://www.creatrixcampus.com/blog/The-National-Education-Policy-NEP-2020
VISION OF NEP 2020

An education system rooted in Indian ethos that will contribute
to India’s transformation .
Education must develop within the student a deep respect for
India’s constitutional values and Fundamental Duties and a
conscious awareness of one’s role and responsibilities in a
changing world .
To instil among Indians a deep pride in being Indian.(NEP 20,
p.6)
Comment: This vision statement makes clear that nationalist
ideology is at the root of the education policy .But why are only
awareness of duties being emphasised? What about rights ?
PART I SCHOOL EDUCATION UNDER NEP 2020

Previous education policies have experimented with school
education.NEP 20 is no exception .
School education is covered by Articles 1(p.7) -8(p.33).
The present system of school education envisages twelve years
of school.It is split into two parts -1) Primary and Secondary
(Classes 1-10) and 2) Higher Secondary or Junior College
(Classes 11& 12 ).
COMMENT : NEP 20 keeps the number of years of schooling the
same but radically alters the stages.The 10+2 model is replaced
by 5+3+3+4 model. This, the policy makers claim, is in
accordance with development needs and interests of children .
SCHOOL EDUCATION UNDER NEP 2020
NEW MODEL OF SCHOOL EDUCATION

 Foundational Stage .The first stage is labelled Foundational
Stage and is split into two parts:
3 years of Anganwadi/pre school/Balvatika (Ages 3-6)
2 years -Classes 1&2(Ages 6-8)
 Preparatory Stage .This stage comprises classes 3-5 (Ages
8-11)
 Middle School.This stage comprises classes 6-8(Ages 11-14)
 Secondary stage. This stage comprises classes 9-12(Ages
14-18).
This new model of school education has been diagramatically represented in Fig.1
Fig 2.School education under NEP 20.Comparison with previous structure
Source : https://ekvij.com/national-education-policy-2020/nep-paint/
1.EARLY CHILDHOOD CARE AND EDUCATION (ECCE)

Previously children of ages 3-5 were not covered by the
education policies.NEP 20 intends to bridge this gap.
The first stage is the Foundational Stage .
Early Childhood Care and Education (ECCE) will consist
of multifaceted , multi level play based learning
comprising alphabets, numbers, recognizing colours ,
shapes, etc.
A National Curricular and Pedagogical Framework for
Early Childhood Care and Education (NCPFECCE) will be
developed by NCERT for children upto the age of 8.
Banerjee : New Education Policy p.16a
NCPFECCE will be of two parts -1) a sub framework for 0-3 year olds,
and 2)a sub framework for 3-5 year olds.
Prior to the age of 5, every child will move to a “Preparatory Class” or
Balvatika , which will have play based learning .
The Preparatory Stage , covering three years, will be built on the
pedagogical model of the Foundational Stage.
The Middle Stage will consist of three years and is based on the
pedagogical style of the preparatory stage .Here subject teachers will
be introduced(like in Mathematics, Physics, Chemistry etc.) and
abstract concepts taught .
The Secondary Stage will consist of four years of multidisciplinary
study which will be based on the pedagogical style of the Middle Stage
but will be more indepth and critical.
The Midday Meal programme shall be extended to the Preparatory
Class.
2.FOUNDATIONAL LITERACY AND NUMERACY

The authors of National Education Policy admit that we
are currently in a learning crisis .
Attaining foundational literacy and numeracy will be an
urgent need.An implementation plan will be prepared.
 Curriculum will focus on attaining foundational literacy
and numeracy.
A national depository of resources on foundational
literacy and numeracy will be made available on Digital
Infrastucture for Knowledge Sharing (DIKSHA).
Banerjee : New Education Policy p.17a
Students can take up peer tutoring.

Nutritional needs of students will be taken care of through
Midday Meals.
Enjoyable and inspirational books at all levels will be
developed.
TEXTBOOK POLICY
Textbooks with core material for national needs with
supplementary material for local contexts and needs will
be developed.(Art.4.31, p.17)
Quality textbooks will be supplied at lowest cost (Art.4.32,
p.17)
States will prepare their own curricula.
3.CURTAILING DROPOUT RATES AND ENSURING UNIVERSAL ACCESS

TO EDUCATION AT ALL LEVELS
 Retaining children in school is becoming a problem .
Two reforms :
1) provide sufficient infrastructure to ensure that children have safe
access to education from pre primary to all levels.
2) ensure universal participation by carefully tracking students as
well as their learning levels and ensure that a) they enrol and attend
school,b) dropouts who re enter school have suitable opportunities to
catch up with their advanced counterparts.
Quality education will be assured after ensuring student
participation .
Multiple pathways to learning for disadvantaged groups.
4.CURRICULUM AND PEDAGOGY IN SCHOOLS

Curriculum and pedagogy will be reconfigured to
make it responsive to the new system.
Thrust will be on:
Holistic development of learners
Reduce curriculum to ensure holistic
development and critical thinking
Experiential learning like hands on learning
Flexibility in course choices empowers students
CURRICULUM AND PEDAGOGY IN SCHOOLS
Multilingualism-teachers will be encouraged to use a bi lingual

approach .
Classical languages and foreign languages will be offered
Curricular integration of essential skills, subjects , capacities
Maths and computational sciences to be emphasised.
Moral instructuon will be given importance
Important vocational crafts like carpentry to be taught
Knowledge of India, especially ancient India emphasised .
Students assessment card to be redesigned.
Examination reform
5.TEACHER RECRUITMENT AND DEPLOYMENT

Scholarships. Merit scholarships to study quality 4 year
B.Ed course .
Transfer.Excessive teacher transfer harmful practice.To be
halted .
TET.Teacher Eligibility Test (TET) to be strenghthened
through including better test material.
 Sharing of teachers.To ensure adequate number of
teachers in all subjects teachers can be recruited to a
school complex and shared between schools.
Master Instructors.Local eminent persons may hired .
TEACHER RECRUITMENT AND DEPLOYMENT
Create decent and pleasant service conditions for teachers.

Teachers to be more and more involved in governing bodies
of schools.
Teachers will not be engaged in work which is not relevant to
their service , eg., election duty, census duty, etc.
Teachers will be given more autonomy in teaching.
Opportunities for continuous professional development .
Teachers doing outstanding work will be recognized and
promoted.
A common guideline for professional standards to be
developed.
6.EQUITABLE AND INCLUSIVE EDUCATION

NEP 20 will endeavour to include all sections of society ,
including disadvantaged sections, in the learning process.
Creation of ‘gender inclusion fund’
Special attention to children with special needs
7.Efficient mobilization of resources through creation of
school complexes-school complexes will mobilize
resources like infratructure , teachers and administrative
staff for better management of education .
8.Schools will accredited
PART II HIGHER EDUCATION

With regard to higher education the policy
document rightly suggests that the purpose of
higher education is to “develop an enlightened ,
socially conscious , knowledgeable and skilled
nation that can find and implement robust solutions
to its own problems”.(NEP 20, Art .9.1.3 .P.33).
The document argues in favour of skill
development of students from school to university.
PROBLEMS FACING HIGHER EDUCATION IN INDIA

NEP 20(Art 9.2 , p.33) lists 10 major problems facing Indian higher
education.These are as follows:
1.Fragmentation
2.Low emphasis on cognitive skill development
3.Rigid separation of disciplines
4.Limited access-particularly in socio-economic disadvantaged areas
5.Limited teacher and institutional autonomy
6.Inadequate mechanism for merit based progression of faculty and
institutional leaders
7.Lesser emphasis on research at many universities/HEIs
8.Suboptimal governance and leadership of higher educational
institutions (HEI)
 KEY CHANGES TO THE CURRENT HIGHER EDUCATIONAL SYSTEM

 The following are the key changes proposed in higher education (NEP 20
Art.9.3, p.34).
1.Large multidisciplinary universities and colleges in every district with
medium of instruction in local languages, like Bengali( NEP 20, Art 10, p.34)
2. Multidiscipinary undergraduate education (NEP 20, Art 11, p.36)
3.Faculty and institutional autonomy (NEP 20,Art 13, p.40)
4.Curriculum, assessment and student support to be revamped (NEP 20,Art
12, p.38)
5.Merit based appointments . Promotions of faculty based on teaching ,
service and merit
6.National Research Foundation to fund peer reviewed research
7.HEIs to be governed by highly qualified independent boards
8. “Light but tight” regulation by a single regulator
Fig.3.Higher Education under National Education Policy 2020
Source :Education World
https://www.educationworld.in/nep-2020-higher-education-institutional-restructuring-and-consolidation/
Banerjee : New Education Policy p.26B
OPEN LEARNING
Institutes will have the option to run Open Distance
Learning (ODL) programmes
 Institutes can also run online educational programmes.
All Open Distance Learning programmes leading to a
degree or a diploma must conform to the highest
standards of regular programmes offered on campus.
Top institutes accredited for ODL programmes will will
be accredited to run high quality online courses.These
will be suitably integrated into the the curricula of HEIs.
Banerjee : New Education Policy p.26C
INTERNATIONALIZATION
• NEP 20(Art.12.7, p.39) aims to restore India’s role as
‘Vishwa Guru’.
• India will be promoted as a global study destination.
• Every HEI shall establish an on campus International
Student Office to welcome foreign students and solve their
problems.
• High performing Indian universities will be permitted to set
up campuses in foreign countries.
• Selected universities from 100 universities in the world will
be facilitated to operate in India through legislation .
Banerjee : New Education Policy p.26D
STUDENT ACTIVITY AND PARTICIPATION

NEP 20 gives emphasis on promoting student
activities (Art.12.9, p.40).They may participate in
Activity clubs
Community service projects
Eco clubs
Sports
Banerjee : New Education Policy p.26E
STUDENT ACTIVITY AND PARTICIPATION
FACILITIES TO BE PROVIDED BY HEI

Counselling facilities will be made available in every
educational institution for handling stress and emotional
adjustment problems
Hostel facilities to accommodate and support rural students
Quality medical service for students
FINANCIAL SUPPORT
Poor and meritorious students from SC, ST ,OBC s will be
given financial support .(NEP 20, Art.12.10, p.40).
NATIONAL SCHOLARSHIP PORTAL to track those receiving
scholarships to be established.
TEACHER EDUCATION
The government proposes to take the following measures to improve teacher
education(NEP 20,Art 15, p.42):
A. SCHOOL TEACHERS
Stringent measures against substandard and dysfunctional teacher educational
Institutions(TEIs) by competent authority
All TEIs must be multidisciplinary institutions
A four year integrated BEd. course will be minimum qualification for school
teachers by 2030
TEIs will have to take help of a range of experts
Admission tests for pre service teachers who enter training programmes to be
conducted by National Testing Agency
Diverse faculty profiles in Departments of Education desirable
TEACHER EDUCATION
COLLEGE AND UNIVERSITY TEACHERS

All fresh Ph.D entrants will be required to take courses
relating to teaching/education /writing relating to their
chosen subject in which they are doing their Ph.D
 Ph.D entrants must have a minimum hours of teaching
experience
In service continuous development of teachers
(eg.,orientation programmes,refresher courses) will
continue
 A National Mission for Mentoring shall be established
with outstanding senior or retired teachers.
REIMAGINING VOCATIONAL EDUCATION

NEP 20 seeks to redesign the curriculum of vocational
education to adhere to Sustainable Development Goal 4.4.
(SDG 4.4)
SDG 4 deals with EDUCATION.Target 4.3 sets the aims to
achieve equitable access to vocational and technical higher
education
 Target 4.4 aims to increase the number of people with skills
for achieving financial success.
( See “Sustainable Development Goal 4”,
https://www.sdg4education2030.org/the-goal.Acessed on 03-07-
2022)
REIMAGINING VOCATIONAL EDUCATION
NEP 20(Art .16, p.43) seeks to redesign vocational education .

• The 12th Five Year Plan (2012-2017) estimated that less than 5% of the
Indian workforce aged 19-24 years received formal vocational education
.
• This sad state of affairs is due to the stigma associated with vocational
education as catering to inferior quality students.Moreover these
students had no access to higher education.
• NEP 20 plans to remedy this state of affairs.Through NEP 20 the
government advocates introducing vocational education in schools and
higher educational institutions in a phased manner .The advocates of
this policy argue that this will teach children dignity of labour and give
them early exposure to vocational education.
• By 2025 at least 50% of students shall be exposed to vocational
education.
• The National Skills Qualifications Network shall prepare detailed
training programmes for each discipline, vocation and profession.
CATALYZING QUALITY ACADEMIC RESEARCH THROUGH NEW

NATIONAL RESEARCH FOUNDATION
• NEP20(Art 17, p.45) aims to improve the quality of research How?
• The policy document points out that the allocation to research is an
abysmal 0.69% of the GDP.
• NEP20 rightly calls for integration of science and technology with
the social sciences to solve the country’s problems like access to
clean drinking water and sanitation , quality education and health
care , improved transportation, air quality and infrastructure.
• NEP20 calls for transformation of the quality and quantity of
research .
• A new National Research Foundation is expected to play a key role
in governing research activities in the country .(Art .17.11)
TRANSFORMING THE REGULATION OF HIGHER EDUCATION

NEP 20(Art .18, p.46) aims to transform higher education
 Regulation of higher education has been too heavy handed and disempowering .
 NEP 20 proposes to create separate bodies for regulation, accreditation, funding
and setting academic standards.
 REGULATION : The NATIONAL HIGHER EDUCATION REGULATORY COUNCIL
(NHERC) will function as a common point single regulator in all aspects of
higher education except medical and legal education.
 ACCREDITATION:The NATIONAL ACCREDITATION COUNCIL(NAC) will serve as a
single point accreditator of higher educational institutions.
 FUNDING:Funding will be provided by HIGHER EDUCATION GRANTS COUNCIL.
 STANDARD SETTING :This will be done by GENERAL EDUCATION COUNCIL
(GEC) .
TRANSFORMING THE REGULATION OF HIGHER EDUCATION
 PROFESSIONAL COUNCILS : They will act as standard

setting bodies for their respective professions.
 Setting up new HEIs will be made much easier by the
new regulatory regime.
CURBING COMMERCIALIZATION OF EDUCATION
 Multiple checks and balances will curb
commercialization of education
 All HEIs will be treated equally
 Private HEIs, with philanthropic and public spirited
intent will be encouraged.
GOVERNANCE OF HIGHER EDUCATIONAL

INSTITUTIONS
All HEIs to be independent and self governing
within 15 years.
Board of Governors to be accountable to the
stakeholders.
Persons with high academic qualifications to head
HEIs
PART III OTHER KEY AREAS COVERED

Professional Education[NEP 20Art 20, p.50]
 NEP 20 aims to develop a world class infrastructure of professional
education.
 Some key areas include agricultural education, legal education, health
care education and technical education .These fields need to be
developed in accordance with the needs of the respective professions.
 Adult Education and LifeLong Learning[NEP 20Art 21, p.51
 The government will ensure the success of adult education
programmes, through creation of a high quality syllabus, ensuring it is
taught by qualified personnel , development of a suitable
infrastructure and participation of community members in adult
education activities.
PROMOTION OF ART AND CULTURE,LANGUAGE AND , LITERATURE[NEP

20.Art.23, p.53]
 In NEP 20 the Government has expressed the intention of promoting
and preserving the art , culture , languages and literatures of India
through education .
USE OF TECHNLOGY AND ITS INTEGRATION WITH EDUCATION[NEP
20.Art.23, p.56]
 The present government has given great emphasis on the role of
technology in education.Key areas include admission, teaching -learning
, and evaluation .Research will be encouraged in areas like Machine
Learning and disruptive technologies like Artificial Intelligence.
Online and digital education will be promoted.Digital repositories
maintained .E learning and e content developed [NEP 20.Art.24, p.58]
PART IV IMPLEMENTATION
Art 25-27 of NEP 20 ( p.60-62)deal with implementation of the
policy.
Key features:
 Ministry of Human Resource Development to be renamed as
Ministry of Education .
 The Central Advisory Board of Education will be empowered to
deal with educational issues .
 The government has admitted that financing of education is
inadequate.Budgetary support to Education is yet to achieve
the norm of 6% of GDP as recommended by the Education
Commission in 1968.The policy document recommended
massive increase in public expenditure on education .
PART IV IMPLEMENTATION
Implementation of this policy will be led by various bodies like

Ministry of Human Resource Development
Central Advisory Board of Education
Departments of Education under state governments
Various Boards
Implementation will be guided by various principles -spirit and intent
of policy, phased implementation of policy initiatives , optimal
sequencing of points, comprehensiveness, collaboration between
central and state governments , timely implementation of various
resources into the system-human, infrastructural and financial.
Subjectwise implementation of education policy by experts in
collaboration with central and state governments.
CONCLUDING REMARKS
The New National Education Policy aims to make key
changes in education in India.It also aims to make
India “Vishwaguru” and a global education
destination.But by and large it is old wine in a new
bottle.
With regard to school education , NEP 20 keeps the
number of years of schooling the same but brings in
a number of stages.Previously, under the 10+ 2 model
there was 10 years of basic schooling and two years
of specialized schooling when students studied in
various specialized streams like Arts , Science and
Commerce.At this stage they prepared for college
The authors of NEP 20 claim that the policy breaks new

ground because it has included pre schoolers for the first
time.But pre school education existed prior to the formulation
of the policy.Anganwadis in the state run sector and nursery
schools in the private sector coexisted.
With regard to vocational education, NEP20 breaks new
ground in integrating vocational education with general
education in school and college .But success in this field will
depend on how relevant vocational education is for the
students.For example, teaching agriculture and rural crafts to
students in rural schools has a high potentiality for success
but introduction of say carpentry, smithy,goldsmithy , etc. in a
school dominated by the urban middle class may not succeed.
With regard to higher education , now there is a single
regulator for general education -the University Grants
With regard to teacher education the policy does break new

ground , as far as school teaching is concerned.By making
B.Ed a four year course the government has brought it at
par with other professional courses like Engineering .School
teaching will now emerge as a specialized profession at par
with Law, Engineering and other professions.
With regard to college and university teacher training , the
policy makers have included a few years’ teaching as a
criterion for admission to the Ph.D course .This means that
only college and university teachers will be able to do
Ph.D.So Ph.D will become a part of teacher training .
But , at the same time, the authors of this policy have
recommended that students having a Bachelor research
degree can pursue Ph.D .This is a contradiction because the
NEP 20 claims to combat commercialization

of education but it is open to private players
to set up shop.The only criterion is that it
must be a philanthropic organization.The
question is which organization/organizations
will be classified as philanthropic ?All
private educational institutions in India
claim to be non profit making.Is it really so?
Does this policy not encourage privatization
through the backdoor?
With regard to research M.Phil has been
REFERENCES
Ministry of Human Resource Development : National Education
Policy 2020, Ministry of Human Resource Development ,
Government of India
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_
Final_English_0.pdf
FURTHER READING
 Ajeet Rai : “School Education and National Education Policy,
2020”, In book: National Education Policy-2020 Publisher:
School of Education (PMMMNMTT), Faculty of Education,
Banaras Hindu University, Varansi,
Indiahttps://www.researchgate.net/publication/352178558_Sch
ool_Education_and_National_Education_Policy_2020
 Amit Joshi &Preeti Bhaskar: “Indian Higher Education and
THANK YOU

New Education Policy: Anirban Banerjee

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NEW EDUCATION POLICY

(Online lecture delivered at Five Day Faculty Development Programme

BRIEF HISTORICAL OVERVIEW

Among the textbooks, the most common, were

EDUCATION IN COLONIAL INDIA

EDUCATION IN COLONIAL INDIA

NATIONAL COUNCIL OF EDUCATION

NATIONAL COUNCIL OF EDUCATION

• This came in the wake of the notorious Carlyle Circular

EDUCATION IN INDEPENDENT INDIA

EDUCATION POLICIES IN INDEPENDENT INDIA

NATIONAL EDUCATION POLICY 2020

PRINCIPLES OF NATIONAL EDUCATION POLICY

Conceptual learning ...

Full equity and inclusion in learning

VISION OF NEP 2020

PART I SCHOOL EDUCATION UNDER NEP 2020

NEW MODEL OF SCHOOL EDUCATION

1.EARLY CHILDHOOD CARE AND EDUCATION (ECCE)

2.FOUNDATIONAL LITERACY AND NUMERACY

Students can take up peer tutoring.

3.CURTAILING DROPOUT RATES AND ENSURING UNIVERSAL ACCESS

4.CURRICULUM AND PEDAGOGY IN SCHOOLS

Multilingualism-teachers will be encouraged to use a bi lingual

5.TEACHER RECRUITMENT AND DEPLOYMENT

Create decent and pleasant service conditions for teachers.

6.EQUITABLE AND INCLUSIVE EDUCATION

PART II HIGHER EDUCATION

PROBLEMS FACING HIGHER EDUCATION IN INDIA

 KEY CHANGES TO THE CURRENT HIGHER EDUCATIONAL SYSTEM

STUDENT ACTIVITY AND PARTICIPATION

FACILITIES TO BE PROVIDED BY HEI

COLLEGE AND UNIVERSITY TEACHERS

REIMAGINING VOCATIONAL EDUCATION

NEP 20(Art .16, p.43) seeks to redesign vocational education .

CATALYZING QUALITY ACADEMIC RESEARCH THROUGH NEW

TRANSFORMING THE REGULATION OF HIGHER EDUCATION

TRANSFORMING THE REGULATION OF HIGHER EDUCATION

 PROFESSIONAL COUNCILS : They will act as standard

GOVERNANCE OF HIGHER EDUCATIONAL

PART III OTHER KEY AREAS COVERED

PROMOTION OF ART AND CULTURE,LANGUAGE AND , LITERATURE[NEP

Implementation of this policy will be led by various bodies like

The authors of NEP 20 claim that the policy breaks new

With regard to teacher education the policy does break new

NEP 20 claims to combat commercialization

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