CENTRAL BOARD OF SECONDARY EDUCATION

One Day Capacity Building Programme on

School Education

NEP-2020
 National Education Policy-Journey So Far
After independence, a new education system was needed in our country.
University education commission (1948-49) and secondary education commission (1952-53) were set
up.
IITs were setup to impart high-quality science education to students.
NCERT was framed as an autonomous organisation that would advise union and state government on
formulating and implementing education policies.

The previous policies on education have focused on the issues of access and equity, and the policy of
1986 (modified in 1992) lead to a major development in the form of Right of Children to Free and
Compulsory Education (Act 2009).
 The first national policy on education (1968) was based on
recommendations of the Kothari commission.

The major points covered under the first national educational policies were
• Three language formulas to be implemented under secondary education.
• Compulsory education to all children up to 14 years of age
• Focus on learning of regional language
• It also talks about specialised training and qualification of teachers
• It has also emphasized on the teaching of Sanskrit language
 National Education Policy-1986
Key highlights of NPE (1986)

• IGNOU Was opened in 1985

• It called for a child-centric approach

• Operation blackboard was launched to improve the condition of primary schools

• It also called for special emphasis on removal of disparities and to equalise educational opportunity

The 1986 National policy on education was introduced in 1992 with certain modifications. It was called

program of action. It talked about common entrance examinations for professional and technical

education.
 NEP-2020
Vision of the Policy

Develop an education system deeply rooted in Indian ethos which

has the capability to provide high quality education to compete in
the global world.
The curriculum and pedagogy must develop a sense of respect
towards Fundamental Duties and Constitution of India and have a
deep bond with the country.
Develop a sense of pride and respect for the country and be
responsible for human rights, sustainable development, global well
being thereby reflecting a truly global citizen.
 Key Principles of NEP-2020
- Emphasize
- Respect for Diversity & Local Conceptual
Context In all curriculum, Understanding
pedagogy, and policy. Rather than rote learning
and learning-for-exams
- Equity & Inclusion
As the cornerstone of - Unique Capabilities
all educational Recognizing, identifying
decisions. them in each student.

- Community Participation - Critical thinking

Encouragement and facilitation and Creativity
for philanthropic, private and To encourage logical
community participation. decision- making and
innovation
- Use of Technology
In teaching and learning, removing - Continuous Review
language barriers, for Divyang Based on sustained
students, and in educational research and regular
assessment by
Inspirations:
Inspirations have been drawn from the system of education
in world class institutions of ancient India, to prepare
learners for life in this world and life beyond schooling. The
rich heritage of ancient Indian knowledge has laid the
foundation of the policy.
 Gandhiji’s Buniyadi Taleem

Our system of (Basic)

education leads to the
development of the mind,
body and soul.
The ordinary system cares
only for the mind.
 What Future May Hold

Rise of big-data, ML and AI, many unskilled and even some skilled jobs will be taken over by
machines.
However, climate change, increasing pollution, depleting natural resources will create the
demand for new skilled work force.
Collaborative research in the age of epidemic and pandemic will be focused on the infectious
disease management.
Abilities in Languages, Mathematics, Science, Agriculture, Humanities with Art, and Culture
will remain evergreen. Need is to bridge the gap between the current state of learning outcome
and what is required, from early childhood education through higher education.
 “National Education Policy 2020”

The global education development agenda reflected in the Goal 4 (SDG4) of the 2030 Agenda for
Sustainable Development, adopted by India in 2015 - seeks to “ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all” by 2030. Need of the hour is to
reconfigure the education system to support the same.

“If we teach today’s students as we

taught yesterday’s, we rob them of
tomorrow.” John Dewey
 Early Childhood Care and Education (ECCE)
The Foundation of Learning
Over 85% of a child’s cumulative brain development occurs prior to the age of 06- hence it is of utmost importance that every
child has access to quality ECCE.
Goals:
Ensuring that all children entering grade 1 are school ready by 2030.
Attain optimal outcome in the domain of physical and motor development, cognitive development, socio-emotional
development. Cultural/artistic development, and the development of communication and early languages, literacy, and
numeracy.
ECCE curriculum and pedagogy development
To prepare initial cadre of high quality ECE Teachers – plan to introduce 06-month certificate program in ECE, 01-year
diploma program covering early literacy, numeracy and other relevant aspects of ECE – minimum qualification of teachers
could be even 10+2 or above.
Introduction of a preparatory class (before class 1) for children of age 05-years – learning in preparatory class shall be
primarily based on play-based learning with a focus of developing cognitive, affective and psychomotor abilities and
early literacy and numeracy.
 THE NEW NORM AS PER NEP-2020

Using the mother tongue will be a very wise approach as the over ambitious expectation of
the parents about learning English Conversation, makes the little learner feel a disconnect
and withdraw into her shell. Though the children are blessed with an uncanny capacity to
learn two to three languages , the approach needs to be soft, steady and sustainable.
 NUMERACY

The majority of pre schools teach the basic pre number concepts, e.g. Big /Small, Long
/short, High/Low, Up/down, far/near etc are taught either through books or blackboards.
The experiential learning approach , propagated by John Dewey brought a radical change
in the strategies used by early educators. All the pre number concepts will be taught by
bringing the learners in the lap of nature or in the open areas where seeing will be
believing. The fine motor and gross motor skills as well as hand and eye coordination
should be enhanced in such methodologies.
 Attainment of Foundational Literacy And Numeracy by Grade 3 in
Mission mode
Early Learning
Focus on early reading, writing
Book Promotion & mathematics 3-month Play based School
3-month play-based school preparation
National Book Promotion Policy will
module’ for all Grade 1 students
be formulated and public and school
libraries will be expanded

National Repository
National Mission National Repository -High quality Teaching
National Mission on Foundational Literacy and Learning Resources on DIKSHA
and Numeracy

Libraries
School libraries, including
Foundational Skills
digital libraries to be leveraged
Universal acquisition of foundational
learning skills

Grade 3
 Curtailing dropout rates and Ensuring Universal access to
Education at all levels

To provide effective and sufficient infrastructure for safe and engaging schooling for all children
To ensure universal participation by tracking students and their learning levels
To ensuring universal access to all children to obtain quality holistic education – including
vocational education – from pre-school to Grade 12
Community partnership in terms of expertise and infrastructural support
 Session 2
Curriculum and Pedagogy in Schools: Learning Should be
Holistic, Integrated, Inclusive, Enjoyable, and Engaging
Restructuring of the
Curricular and
Pedagogical Structure
of School Education
Transforming Curricular and Pedagogical Structure

New pedagogical and curricular structure of school

education (5+3+3+4): 3 years in Anganwadi/pre-
school and 12 years in school
• Secondary Stage (4) Greater critical thinking,
multidisciplinary study, flexibility and student
choice of subjects
• Middle Stage (3) experiential learning in the
sciences, mathematics, arts, social sciences, and
humanities
• Preparatory Stage (3) play, discovery, and
activity-based and interactive classroom learning
• Foundational stage (5) multilevel, play/activity-
based learning
 SALIENT FEATURES OF STAGES IN SCHOOL
Foundational Stage
Play/activity-based learning
Pedagogy of Early Childhood Care and Education
Focus on good behaviour, courtesy, ethics, personal and
public hygiene/cleanliness
Focus on teamwork and cooperation
Preparatory Stage
Gradual transition from play-based learning to more
formal classroom learning
Interactive teaching-learning
Introduction of subjects, including, physical education,
art, languages, science, and mathematics
Emphasis on reading, writing, speaking
Middle Stage
Subject-oriented pedagogical and curricular methodology
Subject teachers for learning/discussion of the more
abstract concepts in each subject across the sciences,
mathematics, arts, social sciences, and humanities
The High School (Secondary) Stage
Four years of multidisciplinary study
Greater depth, greater critical thinking, greater attention
to life aspirations
Greater flexibility and student choice
Exposure to more subjects and enable greater flexibility
More frequent assessment of modules
HIGHLIGHTS OF PEDAGOGICAL STRUCTURE
 SKILLS TO BE INTEGRATED IN SUBJECTS

Scientific temper and evidence-based

thinking Problem solving and logical reasoning
Creativity and innovativeness Vocational Skills
Sense of aesthetics and art Digital literacy, coding and computational
Oral and written communication thinking;
Health and nutrition Ethical and moral reasoning
Physical education, wellness, fitness and Constitutional values
sports Gender sensitization
Collaboration and teamwork Fundamental duties
Citizenship skills and values
 Introduction of Contemporary Subjects

Artificial Machine
Data Science
Intelligence Learning

Organic
Design Holistic Living
Thinking Health
 Year-long
Survey and hands-on experience of a sampling of
course during important vocational crafts, such as carpentry,
Grades 6-8 electric work, metal work, gardening, pottery
making, etc.

Decided by States and local communities and as

mapped by local skilling needs
 Increased emphasis throughout the school
Mathematics and years, starting with the foundational stage
Computational
Thinking Use of a variety of innovative methods,
including the regular use of puzzles and games
that make mathematical thinking more
enjoyable and engaging

Introduction of activities involving coding in

Middle Stage
 10-day bag-less period during Grades 6-8 for
students to intern with local vocational
experts such as carpenters, gardeners, potters,
artists, etc.
Emphasis on Internship opportunities to learn vocational
subjects throughout Grades 6-12.
Vocational
Vocational courses through online mode.
Education
Bagless days for various types of enrichment
activities involving arts, quizzes, sports, and
vocational crafts.
Periodic exposure to activities outside school
through visits to places/monuments of
historical, cultural and tourist importance,
meeting local artists and craftsmen and visits
to higher educational institutions
 Knowledge from ancient India and its contributions to modern India and its
successes and challenges,
India’s future aspirations with regard to education, health, environment, etc.

Knowledge of Indian Knowledge Systems, including tribal knowledge and indigenous and
traditional ways of learning and specific courses in tribal ethno-medicinal
India practices, forest management, traditional (organic) crop cultivation, natural
farming, etc. will be made available.
An engaging course on Indian Knowledge Systems in secondary school as an
elective.
Competitions 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 curriculum.
Students to visit different States as part of cultural exchange programmes
Constitutional Values will be developed in students. Excerpts from the Indian
Constitution will also be considered essential reading for all students.
Knowledge of critical issues facing local communities, states, the country,
and the world
 Basic training in health, including preventive
Health health
Education Mental health and well-being
Nutrition
Personal and public hygiene and first-aid
Detrimental and damaging effects of alcohol,
tobacco, and other drugs
National Curriculum
Framework for The formulation of a new and comprehensive National
Curricular Framework for School Education, NCFSE 2020-21,
School Education will be undertaken by the NCERT - based on the principles of
this National Education Policy 2020 and will be made available
(NCFSE) in all regional languages.

and All textbooks shall aim to contain the essential core material
deemed important on a national level, but at the same time
contain any desired nuances and supplementary material as per
Text Books 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.
 Integrating Vocational Education at All Levels

LokVidya
Practice Based Curriculum 01
‘LokVidya’, knowledge developed
A practice-based curriculum for in India, will be made
Grades 6-8 to be appropriately accessible to students
designed 02
Skill Gap Analysis
Skills Framework
Focus areas based on skills 03
gap analysis and mapping National Skills Qualifications
of local opportunities Framework will be detailed further
04 for each discipline vocation /
Open Distance Learning profession
Mode
Courses to be offered through 05 Vocational Crafts
Open and Distance Learning
(ODL) mode. All students of grades 6-8 will
Exposure to vocational 06 intern with local vocational
education experts such as carpenters,
gardeners, potters, artists, etc. to
By 2025, at least 50% of learners
develop a vocational craft
shall
 Online and Digital
Education
Inclusion and Access Digital Platforms
Enhance Educational Access To
Digital platforms and ongoing
Disadvantaged Groups including
ICT- based educational
Divyang students
initiatives to be optimized and
expanded
Blended Learning Pilot Studies
Emphasis on effective
models of blended A series of pilot studies to be
learning conducted

Content Creation Expansion of Platforms

Content creation, digital
repository, and dissemination.
Technology Integration In
Teaching, Learning &
Assessment
Expansion of existing e-
learning platforms -
DIKSHA, SWAYAM, etc.
Tracking of students’ progress throughout their
school experience

All students will take State School examinations in Grades 3, 5, and 8 in

addition to Board Examinations in Grades 10 and 12.
Exams would test achievement of 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
No testing of rote memorization
The Grade 3 examination would test basic literacy, numeracy, and other
foundational skills
 Transforming Assessment for Student
Development

Aim of Assessment
Shift from rote memorisation skills to
formative, is more competency assessment
Promotes learning and development of
students
Tests higher-order skills, such as analysis,
critical thinking, and conceptual clarity.
Assessment for learning optimise learning and
development for all students. This will be the
underlying principle for assessment at all levels
of education.
 Regarding Guidelines for Assessment

Guidelines will be prepared by NCERT, in consultation with major

stakeholders, such as Boards of Assessment (BoAs), National
Assessment Centre for School Education (NACSE) etc.
Transformation in the assessment system by 2022-23 academic session,
to align with National Curriculum Framework for School
Education (NCFSE) 2020-21
National This Centre will advise the school boards -
regarding new assessment patterns and latest
Assessmen researches,
for promoting collaborations between the
t Centre school boards, and
to become an instrument for sharing of best
for School practices between school boards, etc.

Education about shifting their assessment patterns

towards meeting the skill requirements of the
21st century and in consonance with the stated
(NACSE) objectives of this Policy
 Tracking of students’ progress throughout their school
experience

All students will take State School examinations in Grades 3, 5, and 8 in

addition to Board Examinations in Grades 10 and 12.
Exams would test achievement of 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
No testing of rote memorization
The Grade 3 examination would test basic literacy, numeracy, and other
foundational skills
Support for
Gifted Students/ Teacher education will include methods for the
Students with recognition and fostering of such student talents
and interests
Special Talents Students with singular interests and/or talents in
the classroom will be given supplementary
enrichment material and guidance and
encouragement.
Efforts will be made to make olympiads and
competitions in various subjects available in rural
areas and in regional languages to ensure
widespread participation
 Session 3
Teachers, Teacher Education, Equitable and Inclusive
Education
 Teachers and Teacher Education NEP-2020

“Teachers are the backbone of any country, the pillar upon

which all aspirations are converted into realities.”
-Dr. APJ Abdul Kalam
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 Equitable and Inclusion Education NEP- 2020

• Education is the single greatest tool for achieving

social justice and equality.
• NEP seeks to bridge gender and social category gaps
in all levels of school education.

“Inclusive, good-quality education is a foundation for

dynamic and equitable societies.”
~Desmond Tutu
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)
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)
 Focus on Socio-Economically Disadvantaged Groups (SEDGs)
SE DG s can be broadly categorized based on:

● G e nder (particularly female and transgender individuals),

identities
● Socio-cultural (such as Scheduled Castes, Scheduled
identities Tribes, OBCs, and
● Geographical minorities),
(such as students from villages, small
identities towns, and aspirational districts),
● Disabilitie (including learning disabilities), and
s
● 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).
Separate strategies will be formulated for f ocused attention for reducing each of
category-wise
the ga ps in school
education.
 How to ensure equitable and inclusive education?

• Creating enabling mechanisms for providing Children With Special Needs (CSWN) or
Divyang. Separate strategies will be formulated for focused attention on reducing the social
category gaps.
• The successful policies and schemes that have significantly increased participation of
SEDGs in the schooling system will be strengthened.
• Special Education Zones (SEZs) will be declared for educationally disadvantaged SEDGS.
• Government of India will constitute a ‘Gender- Inclusion Fund’ for girls and transgender.
• ‘Inclusion Fund’ schemes shall also be developed for SEDGs.
• Free boarding facilities will be built
• Ensuring the inclusion and equal participation of children with disabilities in ECCE and
the schooling system will also be accorded the highest priority.
 How to ensure equitable and inclusive education?
• Home-based education will continue to be a choice available for children with severe and
profound disabilities who are unable to go to schools.
• Teachers must be helped to identify such learning disabilities early and plan specifically for
their mitigation.
• Children with specific disabilities (including learning disabilities) will be an integral part of
all teacher education programmes.
• Alternative forms of schools, will be encouraged to preserve their traditions or alternative
pedagogical styles.
• Students in such schools would be encouraged to appear for State or other Board
examinations and assessments by the NTA.
• Special attention will be given to reduce the disparities in the educational development of
Scheduled Castes and scheduled Tribes.
 How to ensure equitable and inclusive education?

• Opening NCC wings in secondary and higher secondary schools will be encouraged by
Ministry of Defence and state governments
• Students in such schools would be encouraged to appear for State or other Board
examinations and assessments by the NTA.
• All scholarships and other opportunities and schemes available to students from SEDGs
will be coordinated and announced by a single agency and website.
• 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.
• Students will be sensitized through this new school culture, brought in by teachers, trained
social workers and counsellors.
• 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, citizenship,
inclusion and equity.
 Session 4
Schools as Units of Learning
 Efficient Resourcing and Effective Governance through School
Complexes/Clusters
To ensure-
• 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;
• adequate resources (shared or otherwise), such as a library, science
labs, computer labs, skill labs, playgrounds, sports equipment and
facilities, etc.;
• 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;
• cooperation and support across schools for the education of children
with disabilities; and
• improved governance of the schooling system by devolving all finer
decisions, to Principals, teachers, and other stakeholders within each
group of schools and treating such a group of schools, which range
from
Standard-setting and Accreditation for School Education

Key Principles and Recommendations

• 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
• The educational operations and service provision for the public schooling system of the whole State
will be handled by the Directorate of School Education
• 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.
• State School Standards Authority 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).
• 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.
 Session 4
Other Key Areas of NEP-2020
 Adult Education and Lifelong Learning

An outstanding adult education curriculum framework will be developed by a nThe 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).
Suitable infrastructure will be ensured so that all interested adults will have access to adult education and lifelong
learning
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
The participation of community members and the availability and accessibility of books will be ensured 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
 Promotion of Indian Language, Arts and Culture

OBJECTIVES
1. Revival and recognition of Indian Languages
2. Promotion of the languages through various methods i.e. by documenting through various portals
3. Encouraging Multilingual Education
4. Bilingual programmes in School and Higher Education
5. Producing high-quality teachers with expertise in language teaching and music, arts, philosophy and writing. And should be divided
into various departments such as Indian languages, Comparative Literature, Creative Writing, Arts, Music, Philosophy, etc.
6. To preserve the culture and wealth of India for the nation’s identity and its economy.
7. Preserving and promoting Indian culture.
8. Integration of Sanskrit into mainstream
9. Help the students learn about their diversity, traditions, culture, and knowledge of different parts of India but also boost Indian
tourism.
 Aim of Technological Interventions
Improving teaching-learning and evaluation processes

Supporting teacher preparation and professional development

Enhancing educational access

Streamlining educational planning and management

Processes related to admissions, attendance, assessments, etc

Functions of National Educational Technology Forum (NETF)

Provide Build Envision Articulate

Independent Intellectual and Strategic thrust areas New directions for

evidence-based institutional in this domain research and
advice to Central capacities in innovation
and State educational
Government technology
agencies on
technology-based
interventions
 Availability of e-content

Educational software will be developed and made available for students and teachers at all levels.
E-content will be available in all major Indian languages and in all regional languages

E-content will be accessible to a wide range of users including students in remote areas and with
disabilities.
E-content will continue to be developed by all States and 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
e-content related to Teacher’s Professional Development, etc.
CIET will be strengthened to promote and expand DIKSHA
Technology-based education platforms, such as DIKSHA/SWAYAM will be better integrated across
school and higher education
 Education system must be poised to respond quickly to disruptive technologies

NEP has been formulated at a

Emerging disruptive time when a disruptive
technologies will necessarily technology - Artificial
transform the education system Intelligence Virtual Reality
have emerged
 Disruptive technologies will
make certain jobs redundant
IMPACT OF
DISRUPTIVE
TECHNOLOGIES Approaches to skilling and de-
skilling that are efficient and
ensure quality will create and
sustain employment.
In NEP, Priority in Education
to...

Clean and renewable energy

Water conservation
Sustainable farming
Environmental preservation
Green initiatives; these will also
receive prioritized attention in education
 CBSE Initiatives

https://cbseacademic.nic.in/web_material/Manuals/Progress_of_NEP.pdf