national education policy

1. NATIONAL
EDUCATION POLICY
Submitted to: Ms. Seema Rani
Associate Professor
RCON, JH
Submitted by : Ms. Arushi Negi
M.Sc. Nursing Final year
RCON, JH

2. Introduction
The National Policy on Education (NPE) is a policy formulated
by the Government of India to promote and regulate education
in India.
The policy covers elementary education to higher education in
both rural and urban India.
The first NPE was promulgated by the Government of India by
Prime Minister Indira Gandhi in 1968, the second by Prime
Minister Rajiv Gandhi in 1986, and the third by Prime
Minister Narendra Modi in 2020

3. DEFINTION
 Education policy refers to the collection of laws and rules that govern the operation of education systems.
 Policies are important because they help a school/college to establish rules and procedures and create
standards of quality for learning and safety, as well as expectations and accountability.
 Without Education policy, educational institute would lack the structure and unable to meet the needs of
students.
 The National Policy on Education (NPE) is a policy formulated by the Government of India to promote and
regulate education in India.
 In 1961, the Union government formed the National Council of Educational Research and Training (NCERT)
as an autonomous organisation that would advise both the Union and state governments on formulating and
implementing education policies.

4. NEP 1968
 Based on the report and recommendations of the Kothari Commission (1964–1966), the government
headed by Prime Minister Indira Gandhi announced the first National Policy on Education in 1968 and
proposed equal educational opportunities in order to achieve national integration and greater cultural
and economic development.
 This policy had called for a National School System, which meant that all students, irrespective of
caste, creed and sex would have access to education of a comparable quality up to a given level.
 Further, it envisaged a common educational structure {10+2+3} which was accepted across the
country.
 It also advocated use of mother tongue as medium of teaching in early school years.
 Another major call was strengthening the research in the universities.
 The policy also encouraged the teaching of the ancient Sanskrit language.
 The NPE of 1968 called for education spending to increase to six percent of the national income.

5. Performance of NEP -1968
The 1968 policy or
NEP-I was not
very successful.
There were
several reasons for
this.
A proper
programme of
action was not
brought out.
There was a
shortage of funds.
Education was in
state list, so role of
centre was little on
how the states
would implement
this scheme.
Despite this, the
key legacies of this
policy include our
current 10+2+3
system of
education,
Science and Math
were now getting
more priority.

6. NEP 1986
 The new policy called for "special emphasis on the removal of disparities and to equalise educational
opportunity," especially for Indian women, Scheduled Tribes (ST) and the Scheduled Caste (SC)
communities.
 This policy focused on modernization and role of IT in education.
 It also accepted autonomy of universities and colleges, something which was resisted in past.
 The NPE called for a "child-centred approach" in primary education, and launched "Operation
Blackboard" to improve primary schools nationwide.
 The policy expanded the open university system with the Indira Gandhi National Open University,
which had been created in 1985.

7. Performance of NEP-1986
In comparison to the 1968
policy, the 1986 policy
performed better. There
were several reasons to
this.
This policy came after 42nd
amendment in 1976 and
five subjects were
transferred from State to
Concurrent List including
Education, Forests,
Weights & Measures,
Protection of Wild Animals
and Birds; and
Administration of Justice.
Now centre was able to
accept wider responsibility
and introduced a number of
programmes in line with
this policy.
Most of our classic
government schemes such
as Sarva Shiksha Abhiyan,
Mid Day Meal Scheme,
Navodaya Vidyalayas (NVS
schools), Kendriya
Vidyalayas (KV schools)
and use of IT in education
were started under the
NEP of 1986.

8. NEP 1992
 The 1986 National Policy on Education was modified in 1992
 Programme of Action (PoA) 1992, under the National Policy on Education (NPE),
1986 envisaged to conduct of a common entrance examination on all India basis
for admission to professional and technical programmes in the country.
 For admission to Engineering and Architecture/Planning programmes, Government
of India resolution dated 18 October 2001 has laid down a Three – Exam Scheme:
1. JEE and AIEEE at the National Level
2. State Level Engineering Entrance

9. NEP 2020
 In 2019, the then Ministry of Human Resource Development and now the Ministry of Education
released a Draft New Education Policy 2019.
 It discusses reducing curriculum content to enhance essential learning, critical thinking and more
holistic experiential, discussion-based and analysis-based learning.
 The Union cabinet in July 2020 approved the New Education Policy (NEP), which aims at
universalization of education from pre-school to secondary level.
Vision of NEP 2020:
 This National Education Policy envisions an education system rooted in Indian ethos that contributes
directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge
society, by providing high-quality education to all, and thereby making India a global knowledge
superpower

10. HIGHLIGHTS OF THE NEP 2020
i. Ensuring Universal Access at All Levels of schooling from pre-primary school to Grade 12;
ii. Ensuring quality early childhood care and education for all children between 3-6 years;
iii. New Curricular and Pedagogical Structure (5+3+3+4);
iv. No hard separations between arts and sciences, between curricular and extra-curricular activities, between
vocational and academic streams;
v. Establishing National Mission on Foundational Literacy and Numeracy;
vi. Emphasis on promoting multilingualism and Indian languages; The medium of instruction until at least Grade 5, but
preferably till Grade 8 and beyond, will be the home language/mother tongue/local language/regional language.

11. CONT...
vii. Assessment reforms - Board Exams on up to two occasions during any given school year,
one main examination and one for improvement, if desired;
viii. Setting up of a new National Assessment Centre, PARAKH (Performance Assessment,
Review, and Analysis of Knowledge for Holistic Development);
ix. Equitable and inclusive education - Special emphasis given on Socially and Economically
Disadvantaged Groups (SEDGs);
x. A separate Gender Inclusion fund and Special Education Zones for disadvantaged regions
and groups;
xi. Robust and transparent processes for recruitment of teachers and merit based
performance;
xii. Ensuring availability of all resources through school complexes and clusters;

12. CONT...
Xiii. Setting up of State School Standards Authority (SSSA);
Xiv. Exposure of vocational education in school and higher education
system;
• Increasing Gross enrollment rate in higher education to 50%;
Xvi. Holistic and Multidisciplinary Education with multiple entry/exit
options;
• NTA to offer Common Entrance Exam for Admission to HEIs;
• Establishment of Academic Bank of Credit;
Xix. Setting up of Multidisciplinary Education and Research Universities
(MERUs);
Xxi. ‘Light but Tight’ regulation;

13. CONT...
 Expansion of open and distance learning to increase Gross Enrolment Ratio (GER).
Internationalization of Education
 Professional Education will be an integral part of the higher education system. Stand-alone
technical universities, health science universities, legal and agricultural universities, or institutions
in these or other fields, will aim to become multi-disciplinary institutions.
 Teacher Education - 4-year integrated stage-specific, subject- specific Bachelor of Education
Establishing a National Mission for Mentoring.
 Creation of an autonomous body, the National Educational Technology Forum (NETF) to provide
a platform for the free exchange of ideas on the use of technology to enhance learning,
assessment, planning, administration. Appropriate integration of technology into all levels of
education.

14. CONT...
Achieving 100% youth and adult literacy.
Multiple mechanisms with checks and balances will combat and stop
the commercialization of higher education.
All education institutions will be held to similar standards of audit and
disclosure as a ‘not for profit’ entity.
The Centre and the States will work together to increase the public
investment in Education sector to reach 6% of GDP at the earliest.
Strengthening of the Central Advisory Board of Education to ensure
coordination to bring overall focus on quality education.

15. KEY ELEMENTS
 NEP, 2020 aim to increase the GER to 100% in preschool to secondary level by 2030 .
 The Central Sector Scheme Pandit Madan Mohan Malaviya National Mission on Teachers and
Teaching (PMMMNMTT) was launched in 2014 to address comprehensively all issues related to
Teacher Training/ Capacity Building and Professional Development of Teachers.
 Under the components, the total 95 Centres were established throughout the country through
which faculties/Teachers have been trained.
 Under the PMMMNMTT Scheme Centres are established on the basis of the proposals received
from education institutions, their screening by Screening Committee and approval by Project
Approval Board.

16. School Education (Structure)
5+3+3+4 pattern will be followed as discussed:
Foundational Stage
 3 Years (Pre- School)
 2 Years (Class 1st & 2nd)
Foundational Stage (5 years)
(A) Pre-School Period (3 Years)
 3 Years of Pre- Schooling- Age group 4, 5 and 6 Years
 To be enrolled in Play Way Schools or in Anganwadis or Balavatika - No exam at this Stage
 No uniform Code

17. (B)Next 2 years
 Class 1st and 2nd - Age Group 7 and 8 Years
 No exam at this Stage
 No uniform Code
Preparatory Stage (3 Years)
 Start of Exams
 Age groups 9, 10 and 11 YEARS
 Class 3rd, 4th and 5th
 Activity Based Teaching
 Preferable Medium of Instruction (Mother Tongue/ Regional Language/ National Language)
 However Schools can teach in English Language as well

18. Middle Stage (3 Years) - Classes 6th, 7th and 8th
 Age groups 12, 13 and 14 Years
 Computer Knowledge (Coding)
 Vocational / Technical Education from class 6th
 One of the Indian languages to be taught at this stage (Sanskrit, Mithali, Malayalam, Kananada)
(OPTIONAL)
 10 days internship programmes in the curriculum
Secondary Stage (4 Years) - Classes 9th, 10th, 11th and 12th
 Age groups 15, 16, 17 and 18 Years
 Semester system examinations
 No stream
 Multiple subjects Emphasis on critical thinking
 One of the foreign languages to be taught except Mandarin (Optional)

19. Higher Education - Structure (Graduation)
Degree
Programme of 3
or 4 years
duration
CERTIFICATE
after completing
1 Year
DIPLOMA
after Completing
2 Years
BACHELOR’S
degree after
Completing 3
Years
Multidisciplinary
Bachelor’s
Degree
after completing
4 Years. (4th year
will be
Extensively for
Research
Purpose)
Multiple
entry and exit
points
ABC (Academic
Bank of Credits)
shall be
established
which would
digitally store the
academic credits
earned from
various
recognized HEIs
so that the
degrees from an
HEI can be
awarded taking
into account
credits earned.

20. Master’s Programme & Ph.D.
 Duration (1 or 2 Years) , 2 Years for those who have 3 years Bachelor’s Degree.
 1 Year for those with 4 Years Multidisciplinary Bachelor’s Degree
 Integrated 5 Years Bachelor’s/ Master’s Programme
 M.Phil discontinued
 Ph.D (4Years) Undertaking a Ph.D. shall require either a Master’s Degree or a 4 Year Multidisciplinary Bachelor’s
Degree.
Bachelor’s in Education Duration (4 Years, 2 Years & 1 Year)
 4 years B.Ed. (After 12th )
 2 years B.Ed. ( 3 Year Graduation)
 1 year B.Ed. (4 year Graduation or PG)
 Admission in B.Ed. Through NTA
 From 2030, minimum degree qualification

21. Quality Universities & Colleges
 Multidisciplinary Universities and Colleges, with at least one in or near every district. (MOI Local/Indian
Languages)
 Moving towards a more multidisciplinary undergraduate education
• Institutional autonomy
• National Research Foundation (for funding research projects)
Institutional Restructuring & Consolidation 3 types of HEI
 Research Intensive Universities ( those universities who place equal emphasis on teaching and research)
 Teaching Intensive Universities (those who place greater emphasis on teaching but still conduct
significant research)
 Autonomous Degree Granting Colleges (Primarily focused on under graduate degrees)
 All HEIs will first plan to become MULTIDISCIPLINARY by 2030

22.  Institutions will have the option to run Open Distance Learning (ODL) and online programmes,
provided they are accredited to do so.
 Phasing out the system of “AFFILIATED COLLEGES” over a period of 15 years through a
system of graded autonomy.
 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” on
fulfilling the criteria as per norms
Towards a More Holistic and Multidisciplinary Education
 Model Public Universities for holistic and multidisciplinary education at par with IITs, IIMs etc.,
called MERU (Multidisciplinary Education and Research Universities) will be set up
 HEIs will focus on research and innovation.

23. Choice Based Credit System (CBCS) to be revised
 HEIs shall move to a criterion based grading system (Measuring a student against a level of
performance, not measuring one against another student. This means looking at how a student is
performing today compared to how the student performed the day before that)
Internalization
 An International Students Office at each HEIs hosting foreign students will be set up to coordinate
all matters relating to welcoming and supporting students arriving from abroad.
 Top 100 universities in the world will be facilitated to operate in India.
 High performing Indian Universities will be encouraged to set up campuses in other countries
 Credits acquired in foreign universities will be permitted, where appropriate as per the
requirements of each HEI, to be counted for the award of a degree.

24. Motivated, Energized and Capable Faculty
Faculty will be
appointed to
individual
institutions and
generally not be
transferable
across
institutions
Faculty will be
given freedom to
design their own
curricular and
pedagogical
approaches
Faculty members
doing excellent
work in research,
teaching or in
any other field(s)
will be rewarded,
promoted,
recognitions and
Movement into
institutional
leadership.
Mean while,
faculty not
delivering on
basic norms will
be held
accountable
Current
recruitment
process will be
continued, a
“tenure-track” i.e
Suitable
probation period
shall be put in
place to further
ensure
excellence
Fast track
promotion
system
(Research and
Contribution)
Excellent faculty
with high
academic and
service
credentials as
well as
demonstrated
leadership and
management
skills will be
identified early
and trained
through a ladder
of leadership
positions.

25. Transforming the Regulatory System of Higher Education
• HECI (Higher Education Commission of India)
NHERC (National Higher
Education Regulatory
Council) it will function as
the common, single point
regulator for the higher
education sector including
teacher education excluding
medical and legal education
National Accreditation
Council (NAC) Accreditation
of institutions will be based
on basic norms, public self
disclosure, good governance,
and outcomes, and it will be
carried out by an
independent ecosystem of
accrediting institutions
supervised and overseen by
NAC.
HEGC (Higher Education
Grants Council) which will
carry out funding and
financing of higher education.
HEGC will be entrusted with
the disbursement of
Scholarships and
developmental funds.
GEC (General Education
Council) will frame expected
learning outcomes for higher
education. A National Higher
Education Qualification
Framework (NHEQF) will be
formulated by the GEC and it
shall be in sync with the
National Skills

26. Advantages of National Education Policy
2020
 The Government aims to make schooling available to everyone with the help of NEP 2020.
 For children up to the age of 8, a National Curricular and Pedagogical Framework for Early Childhood Care
and Education will be designed and developed by NCERT.
 One of the merits of NEP 2020 is the formation of National Book promotion Policy in India.
 This new plan focuses on setting up a Gender Inclusion Fund. Special Education Zones for disadvantaged
regions and groups is also in the focused list.
 Special daytime boarding school “Bal Bhavans” to be established in every state/ district in India. This
boarding school will be used for participation in activities related to play, career, art.
 By 2022, in consultation with teachers and expert organizations, NCERT, SCERTs, the National Council for
Teacher Education will develop a common National Professional Standards for Teachers (NPST).

27. Advantages of National Education Policy
2020
 SSSA or independent State School Standards Authority will be set up by the states/ UTs.
 An Academic Bank of Credit will be established. The credits earned by the students can be stored and when the
final degree gets completed, those can be counted.
 Multidisciplinary Education and Research Universities at par with the IITs and IIMs will be set up in the country.
 The same list of accreditation and regulation rules will be used for guiding both the public and private academic
bodies.
 Phased out college affiliation and autonomy will be granted to colleges.
 By the year 2030, it will be mandatory to have at least a four year B. Ed degree for joining the occupation of
teaching.
 For making the students prepared for future pandemic situations, online academic will be promoted on a larger
scale.

28. Drawbacks of the National Education Policy
2020
Language is a negative factor as there is a problematic teacher to student ratio in India, thus
introducing mother languages for each subject in academic institutes is a problem.
Sometimes, finding a competent teacher becomes a problem and now another challenge comes
with the introduction of the NEP 2020, that is bringing study material in mother languages.
According to the national education policy 2020, students willing to complete their graduation have
to study for four years while one can easily complete his/ her diploma degree in two years. This
might encourage the pupil to leave the course midway.
According to the national education policy 2020, students of the private schools will be introduced
with English at a much earlier age than the students of the Government schools.
The academic syllabus will be taught in the respective regional languages of the Government school
students, this will increase the number of students uncomfortable in communicating in English thus
widening the gap between sections of the societies.

29. Summary
Through this topic we came to know about
national education policy 1968, 1986,1992 and
2020, their performances , key elements,
advantages and their drawbacks.

30. Conclusion
With the introduction of NEP 2020, many changes have
been made and one of those is the discontinuation of M.
Phil course.
Even though there are many drawbacks in the new
education policy, the merits are more in number.
It is believed by many that by implementing these
changes, the Indian academic system will be taken a step
higher

31. REFRENCES
 GOI. National education policy 2020 [Internt]. 2020. available at :
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Fin
al_English_0.pdf
 PIB Delhi. Salient features of NEP 2020. 1 August,2022. available
at :https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1847066
 Sonti SR. National education policy 2020.G Paula Reddy
engineering college. Available at :https://www.gprec.ac.in

32. Thank you