Presentation on

State Council of Educational Research and

Training, Delhi

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Chapter – 1

Early Childhood Care and

Education: The Foundation of

Learning

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Objective

Every child in the range of 3-6 years has

access to free, safe, high quality,

developmentally appropriate care and

education by 2025.

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A. ECCE (Early Childhood Care and

Education)- Background

1. 85% of brain development occurs during first six

years of life.

2. Caring and stimulating environment crucial for

holistic development.

3. There is relationship between attending a quality Pre-

School and achievement in primary classes and

beyond.

4. Direct correlation with retention rates, attendance

rates and learning outcomes.

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5. Studies demonstrate that children who start out behind

tend to stay behind throughout their school years.

6. In terms of growth of National economy Re. 1/- invested

in ECCE can give return of Rs. 10/-.

7. Age group for ECCE is 0-8 years:

I. 0-3 years, with focus on health, nutrition of mother and

the child.

II. 3-8 years, focus on health, nutrition, self help skills,

school readiness and play and activity based education

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B. ECCE (Early Childhood Care and

Education) Present Scenario

1. Large proportion of children not receiving

developmentally appropriate education.

2. Severe learning crisis- children fail to acquire

basic skills in foundational literacy and

numeracy

3. Present setup of ‘Anganwadis’ is deficient in

supplies and infrastructure for education.

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4. Private bodies/NGOs provide Pre-School

education which is downward extension of

primary classes.

5. High teacher-pupil ratio, lack of

developmentally appropriate infrastructure,

inappropriate learning methods, rote

memorization and untrained staff are common

challenges.

6. Limited on the health aspect

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C. How To Deliver Quality ECCE (Early

Childhood Care and Education) Programme:

1. ECCE should be included as an integral part of the

RTE Act.

2. Government to providing free Pre-School education

for all children until age of six years

3. Target of Early Childhood Education (ECE) for all by

2025

4. NCERT to develop integrated Curricular.

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5. The frame work will consist of two parts:

i. 0-3 years

intended for parents, Anganwadi workers and teachers with

focus on health and nutrition of mother & child and cognitive

and emotional stimulation of the child.

ii. 3-8 years

This stage will cold ‘Foundational stage (age groups 3-6 and

6-8).

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6. Role of parents and community to be integrated.

7. Thrust on significant expansion and strengthening of

facilities for early childhood education via four pronged

approach:

i. strengthening and expansion of the Anganwadi

system

ii. Co-locating Anganwadis with Primary Schools

iii. Co-locating Pre-Schools with Primary Schools

(supported by health, nutrition and growth monitoring)

iv. Building stand alone pre-schools in areas where

Anganwadis and Pre-Schools are not available.

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8. All Anganwadi centers and Pre-Primary Schools will

be linked to a Primary School.

9. Developing learner-friendly environment for conducive

atmosphere of learning in Anganwadis, Pre-Schools

and Primary Schools.

10.High quality Teacher Educators for ECCE

11.Special six month training for Anganwadi workers.

12. Instituting a quality regulatory system for ECCE.

13.Socio-economically/marginalized districts to be given

priority.

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14.ECE will come under the purview of MHRD to ensure

continuity of curriculum and pedagogy from Pre-

Primary stage to Primary Stage.

15.A detailed plan outlining the operational and financial

implications of integration of ECE with school

education system will be developed in consultation

with the MWCD and MHFW. This plan will be

finalized by the end of 2019 by a special task force

jointly constituted by the MWCD, MHFW and MHRD.

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Chapter 2

Foundational Literacy and

Numeracy

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Objective

By 2025, every student in Grade 5 and

beyond has achieved foundational

literacy and numeracy.

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Introduction

• The ability to read and write, and to perform

basic operations with numbers, is a necessary

foundation for all future school and lifelong

learning.

• Various governmental as well as non-

governmental surveys clearly indicate that

there is a severe learning crisis with respect to

these most basic skills

• Attaining foundational literacy and numeracy

for all children must become an immediate

national mission.15

Primary Causes Of Learning Crisis

• Lack of school-preparedness

• Too little curricular emphasis on foundational

literacy and numeracy

• Teacher capacity

• Teacher deployment (or lack thereof)

• Health and nutrition of children

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Specific And Urgent Measures To

Overcome The Crisis

If Action is not taken soon , over the next few

years the country could lose 10 crore or

more students from the Learning system and

to illiteracy.

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• Expansion of midday meal programme

• Increased focus in school on foundational literacy and

numeracy

• Workbooks on language and mathematics

• National repository of language and mathematics

resources

• National Tutors Programme (NTP)

• Remedial Instructional Aides Programme (RIAP)18

Continue…..

• Management of the NTP and RIAP programmes

• Regular adaptive assessment

• Piloting other technological interventions as aids to

teachers

• School preparation module for all Grade 1 students

• The importance of parental participation

• Redesign teacher education for foundational literacy and

numeracy

• Ensuring proper teacher deployment and teacher

conditions, and a Pupil Teacher Ratio under 30 : 1 at every

school19

Continue…..

• Expansion of public and school libraries and building a

culture of reading and communication

• Role of social workers and counsellors

• Mobilisation of the local community and of volunteers

• Encouragement of large-scale community and

volunteer involvement

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Reintegrating Dropouts And

Ensuring Universal Access To

Education

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Chapter - 3

Achieve access and participation in free

and compulsory quality school education

for all children in the age group of 3-18

years by 2030

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Objective

Primary Goal Of Schooling System

To ensure that children are actually

enrolled in and attending school

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Gross Enrolment Ratio (Ger) In 2016-17

(As Per U-dise Data)

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GRADE GER

1-5 95.10%

6-8 90.70%

9-10 79.30%

11-12 51.30%

*In 2015, 6.2 crores children between 6-18

years of age were out of the school.

Causes of Dropping Out of Students

• Falling increasingly behind

• Problem of access

• Socio-cultural and economic issues

• Inadequate infrastructure and lack of safety

• Students do not find school interesting or

useful

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Initiatives to Bring Children Who Have

Dropped Out Back to School

• Provide effective and sufficient infrastructure

• Achieve universal participation in school

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Creating Effective SchoolInfra-structure

• Addressing access gaps in infrastructure

• Supporting transport facilities

• Supporting hostel facilities

• Ensuring security

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Ensuring Participation and

Learning

• Monitoring students’ attendance

• Monitoring students who may be falling

behind

• Tracking out of school children

• Role of social worker and counsellors

• Role of schools in children’s health

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Continue….

• Providing Second chance education

programmes

• Enabling multiple pathways to learning

• Allowing multiple models for schools

• Extension of the RTE Act to include

secondary education

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Chapter-4

Curriculum and Pedagogy

In Schools

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Objectives

Curriculum and pedagogy are transformed by

2022 in order to

• Minimize rote learning

• Encourage holistic development

• Development of 21st century skills such as

critical thinking, creativity, scientific temper,

communication, social responsibility, and digital

literacy. collaboration, multilingualism, problem

solving, ethics31

A New Curricular And Pedagogical Structure

For School Education

Restructuring school curriculum and pedagogy in a new

5+3+3+4 design

• 5 years of the Foundational Stage: 3 years of pre-primary school and

Grades 1, 2.

• 3 years of the Preparatory (or Latter Primary) Stage: Grades 3, 4, 5.

• 3 years of the Middle (or Upper Primary) Stage: Grades 6, 7, 8.

• 4 years of the High (or Secondary) Stage: Grades 9, 10, 11, 12.

The Foundational Stage will comprise five years of flexible, multilevel,

play-based, activity-based, and discovery-based learning.

In grade 3 transition to a more formal style of learning will begin still

maintaining the play way and discovery approach.32

The Preparatory Stage will comprise of three

years of education, building on

• The play

• Discovery

• Activity-based pedagogical and curricular

style

• There would mostly be generalist teachers

during this stage, with the possible exception

of some specialist language and art teachers

• The aim of this stage will be to lay the general

groundwork across subjects33

The Middle Stage will comprise three years of

education, building on

• The more formal pedagogical and curricular

style of the Elementary Stage

• The introduction of subject teachers for

learning/discussion of the more abstract

concepts in each subject.

• Experiential learning within each subject, and

explorations of relations among different

subjects, will be encouraged and emphasised.34

The Secondary Stage will comprise four years of

multidisciplinary study, and will build on

• The subject-oriented pedagogical and curricular style of

the Middle stage, but with greater depth.

• Each year of the Secondary Stage will be divided into 2

semesters, for a total of 8 semesters.

• Each student would take 5 to 6 subjects each semester.

• There will be some essential common subjects for all,

while simultaneously there will be a great flexibility in

selecting elective courses.

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A system of modular Board Examinations

restructured to test only core concepts,

principles, critical thinking, and other higher-

order skills in each subject will be done.

The notions of “higher secondary” or “junior

college” will be eliminated; Grades 11 and 12

will be considered an integral part of the

secondary stage.

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All stages will heavily incorporate Indian and local

traditions, as well as ethical reasoning, socio-

emotional learning, quantitative and logical reasoning,

computational thinking and digital literacy, scientific

temper, languages, and communication skills.

The above-described stages are purely curricular and

pedagogical, designed to optimise learning for

students based on cognitive development of children;

they will inform the development of National and State

curricula and teaching learning strategies at each

stage, but it will not be necessary to make parallel

changes to physical infrastructure.

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Holistic Development Of Learners

Reorientation of the content and process of school

education:

• The key overall thrust of curriculum and pedagogy

reform across all stages will be to move the education

system towards real understanding and learning how to

learn - and away from the culture of rote learning present

today

• The entire school education curriculum will be

reoriented to develop holistic learners and develop

higher order skills of critical thinking, creativity, logical

deduction, collaboration/teamwork, social responsibility,

multilingualism, quantitative reasoning, and digital

literacy. 38

Reduce Curriculum Content To Enhance

Essential Learning And Critical Thinking

Reduce curriculum load in each subject to its essential core

content, in order to make space for more holistic,

experiential, discussion-based, and analysis-based

learning.

Teaching will become interactive, questions will be

encouraged, and classroom sessions will regularly contain

more fun, creative, collaborative, and exploratory activities

for students for deeper and more experiential learning.

Students will be given increased flexibility and choice of

subjects to study across the arts, humanities, sciences,

sports, and vocational subjects.

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Empower Students Through flexibility In

Course Choices

•Increased flexibility in choice of subjects

•No hard separation of content in terms of curricular,

extra-curricular, or co-curricular areas

•No hard separation of arts and sciences

•No hard separation of “vocational” and “academic”

streams

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Education In The Local Language/ Mother

Tongue; Multilingualism And The Power Of

Language

• Since children learn languages most quickly

between 2-8 years, and multilingualism has great

cognitive benefits for students, children will be

immersed in three languages early on, from the

Foundational Stage.

• Teacher will be encouraged to use bilingual

approach.

• Young children learn and grasp nontrivial

concepts most quickly in their home

language/mother tongue41

Curricular Integration Of Essential

Subjects And Skills

Scientific temper

Inculcate scientific temper and encourage

evidence-based thinking throughout the

curriculum

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Art and Aesthetics

Any education emphasising creativity and

innovation must include the Arts.

It is well established that including art - particularly

Music - from an early age and throughout school can

be extremely beneficial for children’s education.

• Music and Art experiences in the early years

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Oral And Written Communication

Communication skills- both verbal and written have

become increasingly important. The Policy

recognises this and aims at developing schooling

systems which will help students to become excellent

communicators.

As students learn languages, they must have regular

practice in using these languages to speak, write,

and communicate with their teachers and their peers.

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In the Middle and Secondary stages, communication

will continue, with the aim to discuss more

sophisticated and course-specific topics.

At the Middle and Secondary stages, students will

also formally learn to talk about social, scientific,

technological, agricultural, medical, and

environmental problems facing India and the world.

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Problem-solving And Logical Reasoning

• Just as exercising the body is important to keep it fit

and healthy, so too is exercising the mind. These

activities will help in developing the child spatial

reasoning, deductive reasoning etc.

• Incorporating games, puzzles, and problem-solving

activities into the curriculum will help to develop a

love for thinking, logical deduction, quantitative

reasoning, and creativity among students.

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Physical Education, Wellness And

Sports

Physical education is important for both

physical and mental health and this

development must start from foundational

stage.

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Vocational Exposure And Skills

Vocational exposure:

The importance of and a basic knowledge of

various livelihoods and life-skills (such as

gardening, pottery, wood-work, electric work, and

many others) will be taught at the Foundational and

Elementary level (ages 3-8)

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Survey course on vocational skills and crafts in

Grades 6, 7 or 8:

• Every student will take a fun year-long course,

during Grades 6-8, that gives a survey and hands-

on experience of a sampling of important

vocational crafts such as carpentry, electric work,

metal work, gardening, pottery making, etc.

• Vocational courses in addition to more traditional

academic courses will be offered in Grades 9-12 in

secondary schools with ample options and all

children will have access to all courses on offer.49

Digital Literacy And Computational

Thinking

Integration of digital literacy:

a.Computational thinking (the thought processes involved in

formulating problems and solutions in ways that computers

can effectively execute), a fundamental skill in the digital

age.

b. Programming and other computer-based activities.

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Ethical And Moral Reasoning

Introducing an “ethics” component to the curriculum early on

and throughout the years of school is also considered

extremely important in helping students to build character,

grow up into moral and good human beings.

• Incorporation of basic ethical and moral reasoning and

values

• Development of Constitutional values

• Development of ideas of personal freedom and

responsibility

• Basic health and safety training

• Socio-emotional learning

• Inspiring lessons from the literature and people of India

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Knowledge Of India

Incorporation of Indian knowledge systems into the curriculum:

Indian literature and traditions contain deep knowledge in a variety of

disciplines, including mathematics, philosophy, art, logic, grammar,

law, poetry, drama, astronomy, medicine, architecture,, music, dance,

yoga, psychology, politics, fables, and education. The knowledge

systems, which occur in ancient as well as more recent Indian

literature, folk arts, and local oral and tribal traditions, serve to impart

culture as well as valuable knowledge - yet much of this knowledge

remains better known outside India than in India.

Inclusion of local and tribal knowledge systems in the curriculum and

textbooks.

Course on Indian knowledge systems.

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For example, in mathematics

• The so-called Pythagorean theorem, Fibonacci

numbers, and Pascal’s triangle were first discovered

and mathematically described in history (in very

artistic and fascinating ways) by Baudhayana,

Virahanka, and Pingala, respectively.

• The concept of zero and its use in the place value

system that the world uses to write all numbers

today - without which computers and modern

technology would not be possible also originated in

India, over 2000 years ago.

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• The use of this place value system for scientific

computations was first demonstrated, extensively,

by Aryabhata.

• The negative numbers - and the algebraic rules

governing zero and negative numbers were first

introduced and used by Brahmagupta in

Rajasthan

• The seeds of calculus were first laid down by

Bhaskara II and Madhava in Karnataka and

Kerala, respectively,

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Current Affairs

The knowledge that schools impart to students is not an end

in itself, but a means to a better and more meaningful and

purposeful life in the future.

However much of the material in the school curriculum,

though fundamental is “static” and the knowledge gates

freezed often for decades. Therefore dynamic content is

needed.

Course on critical issues facing the community, the country,

and the world for all students in Grades 7-8

Course on current affairs for all students in Grades 9-12

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National Curriculum Framework

Revision of the National Curriculum Framework

• The NCF 2005 outlines many excellent strategies

that are still relevant for accomplishing a more

constructivist type of learning.

• This document will be revisited and updated by

the end of 2020, taking into account the changing

context of education today and, in particular, all

the above Policy points, and will be made

available in all regional languages.

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Revision of NCERT textbooks:

Following the shrinking of the curriculum content in

each subject to its core , NCERT textbooks will be

revised to contain only the essential core material

in each subject, keeping in mind a constructivist,

discovery-based, analysis-based, engaging, and

enjoyable style of learning in accordance with the

revised NCF.

National Textbooks With Local Content

And Flavour

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Preparation of textbooks at the State level:

A. NCERT core material

B. Any NCERT supplementary material deemed

of interest to the State

C. Any other material and edits prepared by

SCERT or local districts that add local

relevance and flavor as needed or desired.

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High quality translations:

An Indian Institute of Translation and Interpretation

(IITI) will be established as a constituent unit of one

of the existing national level institutions or in a

Central University, in collaboration with States, to

carry out high quality translations of materials of

importance between various Indian languages as

well between foreign languages and Indian

languages.

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Transforming Assessment For Student

Development

The very aim of assessment in the culture of our

schooling system must shift from one that

primarily tests rote memorisation skills to one that

is more formative, promotes learning and

development for our students, and tests higher-

order skills such as analysis, critical thinking, and

conceptual clarity.

In present system in the Grade 10 and 12 Board

Examinations place an enormous amount of

pressure on students over just a few days of their

lives.60

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The primary purpose of assessment should

indeed be for learning

• It should help the teacher and student

• The entire schooling system

• Continuously revise teaching-learning

processes in order to optimise learning and

development for all students.

Restructuring of Board and entrance examinations

Objectives:

• Board Examinations should be given in a range of subjects to

encourage holistic development

• Students should be able to choose many of the subjects in

which they take Board Examinations, depending on their

individualised interests

• Board Examinations must also be made “easier”, in the sense

that they test primarily core capacities.

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Students should be able to take a Board

examination in a given subject in whichever

semester they take the corresponding class in

school. They should be allowed to take the exam

again if they feel they can do better.

• To eliminate the “high stakes” aspect of Board

Examinations, all students will be allowed to take

Board Examinations on up to two occasions during

any given school year.

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Suggested Model

• Each student over the duration of secondary school

would be required to take at least two semester Board

Examinations in mathematics, two in science, one in

Indian history, one in world history, one in knowledge of

contemporary India, one in ethics and philosophy, one in

economics, one in business/commerce, one in digital

literacy / computational thinking, one in art, one in

physical education, and two in vocational subjects.

• In addition, each student would be required to take three

basic language Board Examinations that assess basic

proficiency in the three-language formula, and at least

one additional Board Examination in a language of India

at the literature level.64

• Additional Board Examinations in various other

subjects, including more advanced subjects in

mathematics, statistics, science, computer

programming, history, art, language, and vocational

subjects, will be available.

• Students will be expected to take Board

Examinations in at least 24 subjects, and these

examinations would be in lieu of in school final

examinations so as not to be any additional burden

on students or teachers.

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• Practical portions of certain Board Examinations

would be assessed locally according to a pre-set

State paradigm, and grades for the written and

practical portions would be listed separately on a

student’s assessment report.

• Recall that students will be taking 40+ semester

courses during secondary school, so 15 or more

semester courses could be decided completely

locally by the student and assessed locally by the

school, including subjects that would traditionally

have been considered co-curricular or extra-

curricular

A New Paradigm Of Assessment For

Learning And Development

Guidelines will be prepared by NCERT, and teachers prepared, for a

transformation in the assessment system by 2022, to align with the

NCF 2020.

Formative assessment to continually improve teaching-learning

processes:

At the school level, such developmental assessment of learning

will be carried out periodically, and at least once a month, in all

domains.

Piloting adaptive computerised testing:

Once internet and computers are standard in schools, assessment

at all levels - especially during the Middle and Secondary stages.67

Census examinations in Grades 3, 5, and 8:-

• To track students’ progress throughout their

school experience, and not just at the end in

Grade10 and 12.

• All students will take State census

examinations in Grades 3, 5, and 8 in

addition to the Board Examinations in

Grades 10 and 12.

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National Testing Agency strengthened to conduct

college and university entrance examinations:

• The autonomous NTA (National Testing Agency)

will comprise of numerous academic,

educational, and psychometric experts, and

from 2020 onwards will administer aptitude tests

and tests in specific subjects.

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Support Of Students With Singular

Interests And Talents

• Every student has innate talents, which must be

discovered, nurtured, fostered, and developed.

• Identify and foster singular interests and talents:-

Teachers will aim to identify students with singular

interests and talents and help support such

students through supplementary enrichment

material, projects, guidance, and encouragement.

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Chapter – 4.5

Languages In School

Education

71

Home Language/Mother Tongue As

Medium Of Instruction

• Education will be in the local language/mother

tongue at least till Grade 5 but preferably till Grade

8.

• Bilingual approach for those whose language is

different from the primary medium of instruction.

• Exposure to three or more languages in schools to

all students from pre-school and Grade 1 onwards.

• Special measures will be taken to develop and

recruit language teachers in all regional languages

around the country, and in all languages in

Schedule 8.72

Textbooks

• High quality textbooks will be made available inlocal languages as needed and feasible, andmaterials will be developed for students withdisability.

• Indian Sign Language (ISL) will be standardizedacross the country, National and Statecurriculum materials will be developed, for thestudents with hearing impairment. Local signlanguages will be respected and taught as wellwhere possible and relevant.

73

Multilingualism And The Power Of

Language

• Children learn languages most quickly between

2-8 years and have an extremely flexible

capacity to learn multiple languages.

Multilingualism has great cognitive benefits for

students, so children will be immersed in three

languages from the Foundational Stage.

• Multilingual children in studies around the

world have also been found to learn faster and

be placed better later in life than those who are

unilingual. 74

Implementation Of The Three-language

Formula

• The three language formula, followed since

the adoption of the National Policy on

Education 1968, and endorsed in the National

Policy on Education 1986/1992 as well as the

NCF 2005, will be continued.

75

Three

Language

Formula

• In the Hindi-speaking states –

• First language would be Hindi

• Second language would be English

• Third language would be a modern Indian

language, that is not being taught as the

second language, in Hindi speaking states.

• In the non-Hindi speaking states -

• First language would be the regional

language

• Second language would be English

• Third language would be Hindi

76

Flexibility In The Three-language

Formula

• Students who wish to change one or more of the

three languages they are studying may do so in

Grade 6 or Grade 7.

• There will be a major effort from both the Central

and State governments to invest in large numbers

of language teachers in all regional languages

around the country, and in all languages of

Schedule 8.

(There are 22 languages in the Eighth Schedule to

the Constitution)77

Course On The Languages Of India

• Every student in the country will take a fun course

on “The Languages of India” sometime in Grades

6-8. In this course, students will learn about the

remarkable unity of most of the major Indian

languages. For the enrichment of our children,

and for the preservation of these rich languages.

• Sanskrit will be offered at all levels of school and

higher education as one of the optional

languages on par with all Schedule 8 languages.

78

Classical Languages

• In addition to Sanskrit, the teaching of other classicallanguages and literatures of India, including Tamil,Telugu, Kannada, Malayalam, Odia, Pali, Persian, andPrakrit, will also be widely available in schools, toensure that these languages and literatures stay aliveand vibrant, especially in States where they may bebest taught and nurtured.

• A National Institute for Pali, Persian and Prakrit willalso be set up.

79

A Two-year Relevant Course On A Classical Language

• For the enrichment of children, and for the preservation of these rich languages and their artistic treasures, all students in all schools, public or private, will take at least two years of a classical language of India in Grades 6-8.

• The existing institutions, including National Institutes, for these languages will be strengthened and expanded.

80

Regional Bodies

• Regional bodies/academies will be set up to

coordinate efforts at State/UT levels, in all

languages of Schedule 8. .

• Both the Commission for Scientific and

Technical Terminology (CSTT) and the

regional bodies will coordinate for coining and

standardization of terminology.

• Each of these bodies will publish the

comprehensive updated dictionary of their

respective languages in every 3 years.

81

Foreign Language Offerings In

Secondary School.

82

• A choice of foreign language(s) (e.g. French,

German, Spanish, Chinese, Japanese) would

be offered and available to interested students

to choose as elective(s) during secondary

school. It would indeed be an elective and not

in lieu of the three-language formula.

• One aspect of teaching foreign languages will

include translation exercises between Indian

and foreign languages

Approach To Language Learning And

Teaching

• During the Foundational stage of education,

languages will be taught in a fun and interactive

style with an emphasis on functionality and

interaction. It would move on to more

sophisticated reading and basic writing abilities in

each language’s script in the Preparatory stage.

Writing will be incorporated more extensively

during the middle stage.

• Language teaching at all stages will include

extensive speaking exercises to increase

students’ power of expression in each language.83

Oral and Written Communication

• The Policy focuses on developing excellent

communicators at the school level. As

students learn languages, they must have

regular practice in using these languages to

speak, write, and communicate with their

teachers and their peers.

• Incorporation of communication in every

subject in the Middle and Secondary years

84

Chapter – 5

TeachersTorchbearers of change

85

Objective

Ensure that all students at all levels of school education are taught by passionate, motivated, highly qualified, professionally trained and well equipped teachers.

“The success of any effort to foster quality education is dependent upon the quality of the

teacher.”

86

What Makes For Outstanding Teachers

And Teaching?

• Passion, Motivation ,Qualification & Training

in content, pedagogy and practice.

• Relate to the students

• Increasing performance through support

and respect

87

Continue…..

• Rich Learning Resources for effective

teaching

• No non-teaching activities lessening burden

• Autonomy to innovate and teach in the style

best for students.

• Safe, comfortable, and inviting working

environment88

Continue…..

• School Culture- caring, collaborative, and

inclusive encouraging excellence, curiosity,

empathy and equity.

• Opportunities for CPD (Continuous Professional

Development) to feel part of a vibrant

professional community.

• Career management and progression based

on performance and merit, through clear

standards for evaluation89

What Are The Primary Issues

Affecting Teachers And Teacher

Education

Today?

90

Recruitment

• No initiative for recruitment of Best performing

Students.

• No interviews or classroom demonstrations

that assess motivation and passion

• Written examinations -TET have little

correlation with teaching ability.

91

Teacher Education

• At present 17,000 approx TEIs (Teacher Education

Institutions), of which over 92% are privately

owned.

• Studies reflected under performed private TEIs are

commercial shops.

• To attain integrity of TE need is to shut down this

practice of pvt TEIs

• Incapable ‘Stand-alone’ teaching colleges need

attention 92

Deployment Of Teachers

• Over 10 lakh teacher vacancies in country mainly in rural

areas affecting PTR

• Unequal distribution of subject teachers

• Transfers of teachers having harmful effect on students

• Stability of tenure has a direct bearing on relationship,

ownership & educational outcomes

• Non-availability of local role models from their own

communities.93

Infrastructure

• Lack of sufficient infrastructure, resources-

learning and supplies for teachers

• Lack of safe drinking water, working toilets

and electricity

• Lack of human resources- social workers,

counsellors

94

Non-teaching Activities

Electioneering or various administrative tasks

prevent teachers from concentrating on their

actual teaching jobs.

95

Opportunities For (Continuous

Professional Development) CPD

• Insufficient opportunities

• Irrelevant-not focused on their need

96

Career Management & Advancement

• No formal merit-based structures

• No incentives /appreciation for outstanding

teachers

What can be done to help restore the

high prestige of the profession, and to

ensure high quality teachers and

teaching across the country?

97

• Merit-based Scholarships

– Enabling outstanding students from

underprivileged, rural or tribal areas to

undertake 4-year integrated B.Ed.

Programme.

– Guaranteed employment in their local areas.

– Female students in focus

• Recruitment Process

– Strengthening TET, incorporating NTA

scores, Interviews & Demonstrations98

Teacher Recruitment And Deployment

• Achieving desired PTR

– Comprehensive Teacher requirement planning

– Hiring teachers to a school complex with Fixed

tenure

• Ensuring both local teachers as well as

diversity (URGs) at the Foundational,

Elementary, and Middle stages

• Incentive to teach in rural areas.

• Transfers

– No excessive transfers.

– Rule-based transfers through a transparent

technology-based system.

99

• Stopping the practice of ‘Para-Teachers’

(unqualified, contract teachers) across the

country by 2022.

• Induction of freshly trained Teachers

– Mentoring by experienced Teachers

– Registered with CPD center

(DIETs/BIETs/CRCs/BRCs) for support and

integration in community

100

• Responsibility of Head Teacher and/or School

Principal .

• Adequate physical infrastructure, facilities & learning

resources

• Caring & Inclusive school culture

• Fully dedicated and full capacity teachers with no

non-teaching activities

• Remedial Education

• Rejuvenating Academic support institutions (SCERT,

DIETs, BIETs..)

• Community connect

• Materials in Indian Languages 101

School Environment And Culture

• Flexible and Modular approach

• Revamping CPD (integrating curriculum,

need based & 50 hours in a year)

• Self developed PD by adopting a

technology-based system(choice-based &

tracking the professional trajectory)

102

Continuous Teacher Professional

Development

• No centralized determination of the

curriculum, no cascade-model training and

no rigid norms

• Careful selection and training of the

resource people for delivering these

Programmes .

• Online Resources for CPD

• In-school teacher development processes

• Recognizing outstanding teachers

103

Career Management• Tenure track system for hiring (3 year probationary/tenure track

period then performance based confirmation)

• Parity in service conditions at all stages of SE in proportion to

social & professional responsibilities

• Professional progression via within the stage at least 5 level of

merit based promotions & salary increase

• Professional standards for career progression-NPST/SPST by

2022. Review by 2030 then reviewed after every 10 years

• Periodic Performance Appraisal

• Professional Progression via vertical mobility to educational

administration or teacher education 104

Approach to Teacher Education

Moving Teacher Education To University System

4-year integrated B.Ed Programme

• Comprises-content, pedagogy & practicum

• Dual UG degree (Education+ Subject)

• B.Ed Programme affiliated to 10-15 schools for internship

• Preparation for Different Tracks-Foundational & Preparatory, Middle & Secondary, Special Education Teachers, Art Teachers, Physical Edn Teachers

105

Continue…

2-year B.Ed. Programme for lateral entry

• For Bachelor’s degree holders

• For preparing subject teachers at Middle &

Secondary level

• Specialized instructors for special subjects

–hired for local Art, Music ,Craft after 10 day

orientation Programme

• Closing down Stand-alone institutions in 3-

5 years

• Specialist Teachers106

CHAPTER – 6

EQUITABLE AND INCLUSIVE

EDUCATION

107

Objective

Achieve an inclusive and equitable education

system so that all children have equal

opportunity to learn and thrive, and so that

participation and learning outcomes are

equalised across all genders and social

categories by 2030.

108

Causes Of Exclusion And Discrimination In

Education Of URG’s (Under Represented

Groups)

• Lack of access to Schools

• Poverty

• Social mores and biases

• Curriculum and Textbook

109

Upliftment Of Under Represented Groups

(URGs) In Education

• Emphasis on Policy actions to ECCE, foundational

literacy/numeracy and social access/enrolment/

attendance of students.

• Establishment of Special Education Zones (SEZ) :-

a.Establishment of SEZ in underdeveloped district

across the country on the basis of social

development and social-economical indicators.

b.Central government will support extra investment and

per–child expenditure in the ratio of 2:1.

c. Close joint monitoring by central and state

government.110

Availability And Capacity Development

Of Teachers

a. Inclusive education in teacher preparation (Pre as well

as In-service) Anganwadi workers, school leaders and

other educational functionaries.

b. Alternative pathways for recruitment of teachers from

URG : Alternate pathways for the recruitment of high

quality teaches from URGs will be developed. Such

efforts will include a “recruitment followed by training”

model (instead of the typical “training followed by

recruitment” model).

c. Pupil-Teachers Ratio not more than 25:1.

111

Creation Of Inclusive School

Environments

Establishment mechanisms to address

discrimination, harassment and intimidation :

a.Elimination exclusionary practices

b.Sensitising learners

c. Inclusive Curriculum

112

Maintenance Of Databases

• Up to date information for each students will

be maintained in the National Repository of

Educational Data (NRED).

• National Institute of Educational Planning and

Administration (NIEPA) will devise an

appropriate mechanism to track students.

113

Financial Support To Individual

Students

a. Targeted scholarship: A special national fund will becreated for providing scholarship and developingresources and facilities.

a. Alternative means of support (Beside scholarships) :-

• Recruitment of talented and meritorious students fromURG’s to participate in National Talent Programme(NTP) and Remedial Instructional Aided Programme(RIAP).

• Breakfast in addition to midday meals.

• Special internship opportunities under variousdepartments concerned with the development of URGs.

114

Targeted Funding And Support For Inclusion

And Access To Districts And Institutions

a.District wise financial assistance.

b.Adequate financial and other resources for

institutions.

c. Funding will be made available for

independent research on inclusive education.

115

Coordinated And Integrated Policy

Implementation To Support URGs

An enabling ecosystem for participation of

members of URGs will be created like specific

ministries dedicated to empowerment of

groups, health and nutrition in early years,

transport facilities etc.

116

Education Of Girls’ As A Cross-cutting

Theme

• Objective:

Girls’ access to education in the clearest path

to disrupt poverty and violence, promote

community heath and well being, and foster

development dividends that carry on into the

next generation.

117

Partnerships With States And Community

Organisation For Girls’ Education

The government of India will develop a ‘Gender-

Inclusion Fund’ to provide quality and equitable

education for all girls, focusing on five pillars:

a. Ensuring 100% participation of girls in the

schooling system and higher education.

b. Closing gender gap at all levels.

c. Changing mind-sets and halting harmful practices.

d. Inculcating girls capacity for leadership.

e. Improving dialogue with civil society to exchanges

best practices and lesson learned.118

Funds: Two Types Of Grants (Formula And

Discretionary)

• Formula Grants: Formula grants will be

available to state for assisting woman and

girls in gaining access to education such as

provision of sanitation and toilets, bicycles,

conditional cash transfers etc.

• Discretionary Grants: This grant can be spent

on community based interventions.

119

Fostering Women’s Participation And

Leadership In Education

• Resources will be made available to increase the

number of women in positions of leadership in schools,

institutional heads, teachers, hostel wardens, health

workers, security guards, and sports instructors.

• The amended Maternity Benefit Act should be

implemented and crèche facilities should be made

available .

• Alternative pathways for female teacher recruitment

should be developed without compromising of merit and

qualification.

• In rural and remote areas scholarship should be offered

to the best female students.120

Prioritising School Safety And

Security

• All schools will develop credible mechanisms to

ensure schools remain discrimination, harassment,

and intimidation–free.

• Mandatory training for educators and administrators

on efforts to prevent and respond to school-related

gender based violence.

• Female toilets with the regular stock of menstrual

hygiene products will be constructed and available.

• Safe and reliable transportation, including bicycle

access programme.

121

Addressing Social Mores And Gender

Stereotypes That Encourage School Non-

attendance.

• Identify and eliminate gender stereotypes in

society.

• Regular discussion with the parents on social

issues like child marriage, not sending girls to

school, placing financial expectations on boys

pre-maturely etc.

• The importance of formal education in

securing better position in medium-to-high

productivity jobs.122

Gender Sensitization In Schools

All educational institutions and affiliated offices will be

mandated to conduct awareness sessions on:-

1. Gender issues.

2. Harassment free environment and equal treatment

of genders.

3. Legal protections and entitlements for girls and

women.

4. POCSO Act.

5. Prohibition of Child Marriage Act.

6. Maternity Benefit Act( along with its Amendment).

7. Sexual harassment of women at workplace (

Prevention, Prohibition and Redressal) Act. 123

Education Of Children Belonging To

Scheduled Caste Communities And Other

Backward Classes.

• Recruitment of teaches from SC and OBC

communities.

• Translated learning material in local spoken

language in the supervision of faculties of

Block Institute of Teacher Education (BITE)

and District Institute of Education & Training

(DIET).

124

Education Of Children From Tribal

Communities

Relevant Education- Curriculum and pedagogy

will be contextualised to make education a

relevant experience for students.

Learning material should be in local tribal

language.

Community coordinators: Coordinators will be

deployed by choosing members from the

specific tribal communities.

125

Education Of Children From Educationally

Under Represented Groups Within

Minority Communities

• Supply side interventions to incentivise

Muslims and other educationally under

represented minorities to complete school

education.

• Excellent schools will be established in areas

with high Muslim population, with efforts to

bridge language barriers.

126

Strengthening Madrasas, Maktabs, and other Traditional

or Religious Schools like Gurukuls, Pathshalas, for

Hindu, Sikh, Jain, Buddhist and Modernising Their

Curriculum:

a. Financial assistance will be provided to introduce Science,

Mathematics, Social Studies, Hindi, English or other relevant

Language in their curriculum to attain the learning outcomes.

b. Students of Madrasas, Maktabs, and other traditional or

religious schools will be allowed to appear for State Board

Examinations and assessment by the National Testing Agency

in order to enrol in higher education.

c. Capacities of teachers in teaching of Science, Mathematics,

Language, Social Studies will be developed with new

pedagogical practices.

d. Libraries and laboratories will be strengthened.

127

Education Of Children From Urban Poor

Families

• Focused efforts on educational access.

• Role of social workers and counsellors.

• Curricula that take into account the needs of

the urban poor.

128

Education Of Transgender Children

• Ensuring participation of transgender

children in school education.

• Involvement of civil society groups

• Directorate of Education in the state as well

as NCPCR/ SCPCR will ensure that all

transgender children of school age are

enable to receive quality school education.

129

Education Of Children With Special

Education Needs

Specific additional policy initiatives to ensure that every

CWSN is provided meaningful and quality education will

include the following:-

• Inclusion of children in regular schools.

• Financial support for initiatives for education.

• Physical access to schools.

• Provision for home-based education.

• Availability of open schooling for hearing-impaired

students.

• Special educators and therapists with cross-disability

training.

• Scholarships for students. 130

Chapter - 7

Efficient Resourcing And

Effective Governance

Through School Complexes

131

Objective

Schools are grouped into school complexes to

facilitate the sharing of resources and render

school governance more local, effective, and

efficient

132

Achievements And Challenges Related To The

Expansion Of The Indian Schooling System

133

• Our strategy of school expansion has delivered

access, but has resulted in the development of very

small schools, i.e., schools with small number of

students.

• This is now a structural matter of our schooling

system and underlies some key issues that are

serious challenges to improving the quality of

education.

• First, the small size of schools makes it economically suboptimal and operationally complex, to allocate and deploy all the resources necessary to run a good school.

• Second, small schools present a systemic challenge for governance and Management.

• Third, schools with small number of students and few teachers, are educationally sub-optimal.

There are three kinds of serious challenges and other relatively smaller ones.

134

Schools will be organized into

school complexes which will be the

basic unit of governance and administration

135

• A school complex will be a cluster of public schools in a contiguous geography offering education across all stages - lead by the principal of Secondary school.

Ending the isolation of small schoolsthrough school

complexes

136

• School complexes will ensure optimum utilization and availability of all resources -

• infrastructure,

• academic (e.g. libraries)

• and people (e.g. art and music teachers)

Better resourcing of schools

through school

complexes

137

• School Infrastructure –Shared Facilities and Equipment

• Sharing of Teachers

• Appointment of Social Workers

• Availability of Counsellors

Better resourcing of schools

through school

complexes

138

• To go beyond the original goal of ending the isolation of small schools and improving educational outcomes.

Fostering integrated educationthrough school

complexes

139

• Integrating Early Childhood care and Education

• Integrating Vocational and Adult Education

• Children with Special Needs

• Role of higher Education Institutions

Fostering integrated educationthrough school

complexes

140

Improved Support To TeachersThrough School Complexes

The continuous professional development of teachers will be an important responsibility of the school complex by aligning the teacher

support system ( DSE, SCERT, CRCs, BRCs, BITES & DIETs.)

A comprehensive teacher development plan will be drawn up for the purpose, including multiple modes of development leading to strong community of teachers supporting

each.

141

Improved Support To TeachersThrough School Complexes

Individual schools will be facilitated by the creation of school complexes, through enabling peer

interaction and support, and creating a single point of contact with government

The administrative infrastructure, including officials such as the BEO and DEO, and

academic support institutions such as CRCs, BRCs, BITEs, and DIETs, will be able to interface

better and provide more relevant support.

Each school complex will have an SCMC (School Complex Management Committee) having

representatives from all schools in the complex.

142

• Organization of School into School Complexes

• Upgrading infrastructure of schools and ensuring maintenance through school complexes

• School Complex Management Committee

143

Administration And Management Of School Complexes

• By introducing school complexes responsibility for decision making devolves downwards within the school complex.

• And the role and responsibility of State governments get simplified since their DSE’s can treat the complex as a semi-autonomous unit.

• State governments must also create district level units of governance called District Education Councils (DEC) to help in planning, review and making local district-level decisions at the district level.

144

Effective Governance ThroughSchool Complexes

• Making SMCs effective for improved local governance of schools which would act as a mechanism for community support and supervision.

• It can intervene on behalf of school with State and its bodies. To enable this, an IT based grievances logging system visible to public and easily usable on mobile phones will be set up.

145

Effective Governance And Management Of Individual Schools Within School

Complexes

Chapter – 8

Regulation And Accreditation

Of School Education

146

• Department of School Education is currently the

Apex State Level Body for School Education.

• Rajya Shiksha Aayog will be created, it would be

the Apex Body and the primary institution for

overall monitoring and Policy making for continual

improvement of the system , however it will not be

involved with the Operation of Schools or with the

Regulation of the System which will be carried

out by separate bodies , in order to avoid conflict of

interest and concentration of power, and to ensure

due and quality focus on each role.

147

• Policy Making :- Rajya Shiksha Aayog, (RjSA)

• Provision / :- Directorate of School Education (DSE)

Operation of Education

• Regulation of :- State School Regulatory Authority

the Education System(SSRA)

148

Directorate Of School Education (DSE)

• DSE will work independently on the improvement, functioning

and operations of all Public/Government /MCD schools.

• The overall planning and management systems of the DSE

will have to be reconfigured for transforming the DSE from a

regulator cum operator of schools to only an (effective)

operator of schools which may require a project over a

period of 2-3 years so that it benefits to the maximum.

• All existing missions (e.g. SSA/RMSA, teacher

education, etc.) will be merged/mainstreamed with the DSE

for focused efforts on the provision of education.

149

Regulation Of The Education System

• An Independent, Regulatory body -The State

School Regulatory Authority (SSRA) will set basic

standards for both public and private schools for each state to

handle all aspects of school regulation and implementation of

Accreditation.

• Regulation will be carried out on basic parameters for which

the framework will be framed by SCERT along with the BRCs,

BIETs and DIETs for each state in consultation with various

stakeholders, especially teachers and schools

• Academic matters, including standards setting and curricula

in the State, will be led by the SCERT. All curricula will be

reviewed and revised every 5 years.150

Private Schools/ Public Schools

• Private schools will not use the word ‘Public’ in

their names. ‘Public’ schools will only be those

that are funded publicly, i.e., government

schools and Government-Aided Schools.

• Regulation of private schools will be conducted

within the same framework as public schools, and

all policies will apply equally to public and private

schools.

151

State School Regulatory Authority (SSRA)

• SSRA shall be Governed by an Independent Board,

consisting of 10-15 members with expertise in Education.

The Rajya Shiksha Aayog (RjSA) (or CM) shall appoint the

Chairperson and the board members

• The SSRA will report to the Rajya Shiksha Aayog, in the

absence of which it will report to the Chief Minister of

the State.

• SSRA shall be fully empowered to enforce the

regulatory regime by withdrawing approval to operate

schools, i.e. shutting down schools, if the basic minimal

parameters for accreditation are not satisfied.

152

Mechanism Of Audit Of Accreditation

• The SCERT will develop a School Quality Assessment

and Accreditation Framework (SQAAF) for each State.

This will be used by the SSRA for its regulation of schools,

based on a system of accreditation.

• Accreditation will be the method used to ensure that schools

are meeting the standards of the School Quality

Assessment and Accreditation Framework (SQAAF) and

Licence to Start a School (LSS)

• All schools (government/public, private-aided and private-

unaided schools) will be covered by this audit once in five

years and the reports shall be available publicly.

153

• For a periodic ‘health check-up’ of the overall system, a

sample-based National Achievement Survey (NAS) of

student learning levels will continue to be carried out by the

NCERT.

• States to conduct their own census-based State

Assessment Survey (SAS), the results of which will be

used for developmental purposes, by sharing it with

teachers, students, and their parents.

• Certification of competencies of students at the school-

leaving stage will be handled by the Boards of Certification /

Examination in each State, which will conduct meaningful

examinations for this purpose.

__________________________________________________

154

Chapter – 15

Teacher Education

155

OBJECTIVE

Ensure that teachers are given the

highest quality training in

content,pedagogy,and practice

156

Problems

Identified in

Teacher

Education

Corruption

Mediocrity

• As per AISHE data 2015-16, 17000+ colleges providing single narrow programme out of which 90% are Teacher Training Institutes(TTIs)

• As per Justice Vermacommission report,2012, these institutions are selling degree at a price instead of attempting serious teacher education.

157

Restoring Integrity To

Teacher Education

Closure of substandard and dysfunctional

teacher education institutions

• By 2023 only educationally sound teacher

preparation Programmes will be in operation,

rest will be shut down.

158

Rigorous monitoring and review of clean up

of the teacher education sector.

• A quasi-judicial body may be constituted for

this mission mode clean-up exercise.

• NHERA(National Higher Education Regulatory

Authority) every 3 months and RSA(Rastriya

Shiksha Aayog) every 6 months will review

progress on mission.

159

Moving Teacher Education Into

Multidisciplinary Colleges And Universities

• Moving all Teacher Education Preparation

Programmes into multidisciplinary Higher Education

Institutions(HEI) , building Education Departments

and connections between HEI and schools/school

complexes

• All HEI currently offering two-year Programme,

including diploma will transit into multidisciplinary

institutions offering 4 year B.Ed. Programme.

• Converting all independent Teacher Education

Institutes(TEIs) to multidisciplinary institutions

160

• By 2030, 4-year integrated B.Ed. will become

minimal qualification for school teachers.

• HEI will also design two year B.Ed programme

on its campus for outstanding students who

have already received Bachelor’s degree

• Other special, more individualised B.Ed.

Programme for unusually highly qualified

individual with demonstrated experience and

disposition for teaching will also be designed

161

Departments Of Education In

Universities

• Cater to pre-service education and in-

service CPD of teachers in school

education

• Offer blended and part time programme

for practicing teachers

• Offer Courses and activities for in-service

CPD of teachers, and mentoring

programmes to beginning teachers.162

The Major ChangesNPE’86 Policy Recommendations

Proposal

Selected Teacher Training

Colleges upgraded to

multidisciplinary colleges

Closure of substandard

institutions

Opening of DIETS for Pre-

Service and In-Service Courses

4 yr integrated B.Ed.

2 yr B.Ed. for special cases at

HEIs

Considers Pre-service and In-

service components as

inseparable.

Does not talk much about in-

service Teacher Education

Selected Secondary Teacher

Training Colleges upgraded to

complement the work of SCERT

NCTE will accredit TEI and

give guidanceNHERA and RSA to review

TEIs

Closure of independent,

substandard, single programme

offering institutions

163

Chapter 19

Technology In Education:

164

Aims Of Draft NEP 2019 For Education Technology

This policy aims at appropriately integrating technology

into all levels of education. Technology in education to be

used to

•Improve teaching, learning and evaluation

•Support teacher preparation and continuous teacher

professional development

•Enhance educational access to disadvantaged groups

•Streamline education planning, administration and

management

165

Technological Trends in Education

1. The relevance is the increasing access to electricity.

2. The falling cost of computation, data storage, and data

connectivity.

3. The increasing importance of data . It is becoming easier

to gather, process data and tools to perform sophisticated

data analysis. It is also important to address data security

and privacy concerns. And the task of data analysis must

assigned to the Central Educational Statistics Division

(CESD) that is to be set up at NIEPA

4. The accelerated rate at which disruptive technologies

such as Artificial Intelligence, AR (Augmented Reality),

VR (Virtual Reality)and Block chain are emerging.166

Technological Challenges and their possible solutions

The use of technology in

education is likely to require

considerable investment in

basic infrastructure such as

electricity, hardware and

connectivity.

Challenges: Possible Solutions:

The government must ensure

that this situation is remedied at

the earliest at the level of school

and school complexes.

Lack of end-user hardware,

such as institutional devices -

desktop computers, classroom

projectors, WiFi routers, etc.

and personal devices - such as

smartphones and laptops.

Educational institutions must be

allowed to purchase and

maintain

institutional devices to support

technology-based educational

activities such as blended

learning and computer-based

laboratories.

Non-availability of local

expertise to help use and

maintain all the relevant

hardware and software at

Stationing trained local youth and

providing them ‘IT Ambassador’

fellowships for 2-3 years they can

be associated for maintenance167

Setting Up Of New National Educational

Technology Forum (NETF)

• NETF – An Autonomous body, may be housed within

CIET (Central Institute of Educational Technology)/

NCERT/ NIEPA (National Institute of Educational

Planning and Administration) or any suitable body

determined by the RSA

• Platform for free exchange of ideas on the use of

technology to improve learning, assessment,

planning, administration

• Facilitate decision-making on induction, deployment,

use of technology

168

Approach To Induction Of Technology

169

19.2.1 Qualified support for educational technology

With teachers playing a central role where teachers will

be provided training and support to lead the activities

and initiatives related to the use of technologies in

classrooms.

19.2.3 Centres of Excellence in Educational Technology

• Will be established at prominent universities and

institutions.

•CoE will be represented at the NETF and they will engage

themselves in a two-way interaction with other members of

the NETF for sharing of knowledge.

Technology Use And Integration In Educational Settings

170

Technology use and integration in

educational settings

Creating and delivering

high quality content To support

translation of content into multiple

languages

Assist

differently-abledlearners

Strengthen educational

planning and management

Create new types of

interactive and

immersive content

Improve the quality of pedagogy

and learning processe

Scale up the Open

Distance Learning

(ODL) system

Support teacher

development programmes;

Teacher preparation and Continuous

Professional Development

• Hands-on training in leveraging technology-based resources

• Online Teacher’s Training Using SWAYAM, MOOCs (Massive Open Online Courses) and Videos in open repository

• Using appropriate tools to enhance teaching-learning processes tools to assist CWSN (Children with special needs)

• Participate in Online teacher communities

• Teachers with outstanding portfolios will be awarded due recognition

• Certified master teachers will be trained

171

Improving Teaching, Learning And Evaluation

Processes

• Integrating educational technology into the school curriculum –

From Age 6 onwards Computational Thinking, promotion of

Digital Literacy and Optional courses on Programming at late

upper primary and secondary schools.

• Developing educational software: For teachers and students

including CWSN (Children with Special Needs) and Differently-

abled students in all major Indian languages using AR

(Augmented Reality), VR (Virtual Reality) and Games.

• Institutions will be supported with inexpensive and portable

video viewing equipment.

• Institutions to offer course credits to students who complete

specified courses online via SWAYAM and other similar

platform.

• Support Online Assessments172

Enhancing Educational Access

• Access to technology in remote areas: School complexes must

become the nodal agency

• High quality, copyright-free specialised content to be made

available in in multiple Indian languages in online digital

repository E.g. NROER (National Repository of Open

Educational Resources)

• Online feedback on quality, relevance, and usefulness of content from users, both teachers and students. The funding for this kind of professional maintenance of shared resources will be provided by the Central government.

• NRF to use R&D of tools for automated language translation of educational content into all major Indian languages

• Software for adaptive learning for CWSN (Children with

Special Need) must be prepared173

Streamlining Educational Planning And

Management

• National Repository of Educational Data (NRED) Will

maintain all records related to institutions, teachers and

students in digital form

• Technology for improving governance and administration to

create Information management systems and integrated with

NRED

• Local communities, Panchayats, and SMCs will be able to

look at the data

• ICT-based tools will be used for admissions, scholarships,

assessments, counselling, placements, accreditation, etc.

• Validating employment records of teachers and credits

earned by learners (who will be identified by their Aadhar

numbers)174

Disruptive Technologies

• Disruptive technologies such as Artificial Intelligence, Block-chain,

Virtual Reality and Augmented Reality

• Monitoring potentially disruptive technologies: Advisory Council of

the RSA to categorise emergent technologies

• NRF will initiate or expand research in disruptive technologies

• Skilling and re-skilling: Institutions will have autonomy to approve

institutional and non-institutional partners to deliver such training,

which will be integrated with skills and higher education

frameworks.

• Disruptive technologies will make certain jobs redundant, and

hence efficient approaches to skilling and de-skilling to be adopted

to create and sustain employment.

• Programs to raise awareness on issues of privacy, laws and

standards in data handling and data protection will be introduced175

Chapter 20

Vocational Education

176

Objectives

• Integrate Vocational Education into all

educational institution .

• Provide access to Vocational Education to

at least 50% of all learners by 2025

177

Fresh Approach

• Integration of Vocational Education within main

stream education.

• Mobility across vocational and general

academic stream.

• Schools , Colleges and University must

integrate vocational educational programmes in

a phased manner.

• Special focus on rural and tribal areas and

enhancing the work of local crafts persons

178

Integrating Vocational Education

• Collaborate with ITIs, polytechnic, local

industries and other institutions

• Work with NCERT and SCERTs to provide

curriculum and material adapted to local

needs

• Skill gap analysis and mapping of local

opportunities

• Coordination between MHRD & MSDE

• Data gathering, MIS and technology support

for the rollout vocational education179

Stakeholders

• Ministry of Skill Development and

Entrepreneurship (MSDE)

• MHRD and other central and state

government ministries.

• National Skill Development Agency (NSDA)

• State Skill Development Missions (SSDMs)

• Sector Skill Councils(SSCs), Financial

Institution and others.

• Implementing bodies such as ITIs,

polytechnics, colleges and universities.

• The beneficiaries, youth and adults. 180

Frameworks and Standards

• National Skills Qualification Framework (NSQF) has

defined 10 levels.

• Course content, assessment, curriculum will be

standardised by academic institutions in

collaboration with other stakeholders and

coordination will be done by National Committee for

Integration of Vocational Educational(NCIVE).

• National occupational standards must be compatible

with the International standards.

• National Qualifications Registers for the

maintenance of database.

181

Vocational Education In Secondary

Schools

• Students of grade 9-12 must receive training

in at least one vocation.

• Use of local SKP (skill knowledge providers).

• Curriculum and assessment must be adapted

to local environment.

• Online and offline teachers training.

• Strengthening Pt. Sunderlal Sharma Central

Institute of Vocational Education (PSSCIVE)

and the state level infrastructure.

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Vocational Education For Adults

And Youth

• Reintegrating dropouts

• Assessment and recognition of prior learning.

• Up-skilling and re-skilling requirements.

• Vocational Education for the unorganised

sector.

• Certificate courses through online education.

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Chapter – 21

Adult Education

184

• Adult education provides mature learners with opportunities

to increase their knowledge, develop new skills, gain helpful

qualifications and credentials, enhance career prospects,

and thereby truly enrich their lives.

• At the level of the country, a fully literate and educated

workforce will naturally lead to a huge increase in

productivity and a more enlightened nation, with

corresponding increases in health, justice and equality, and

a much higher per capita income and GDP.

• Past initiatives have aimed to provide opportunities for

adults to obtain not only foundational literacy i.e. read,

write, and arithmetic. Whereas, the new initiatives focus

on financial, digital, electoral, environmental and legal

literacy, and skill development.185

The Importance Of Adult Education

Non-literate member of a community has innumerable

disadvantages, including the carry out basic

financial transactions:

• Compare the quality / quantity of goods

purchased against the price charged.

• Fill out forms to apply for jobs, loans, services,

etc.

• Make use of the internet and other technology

to improve one’s life and profession.

• Aware of one’s basic rights and responsibilities as

a citizen of India.

186

What can be done to make Adult Education

effectively and widely accessible ?

Developing an adult education curriculum framework:

• Foundational literacy and numeracy

• Critical life skills (including financial literacy, digital literacy,

commercial skills, health care and awareness, child care and

education, and family welfare);

• Vocational skills development (with a view towards

obtaining local employment);

• Basic education (including preparatory, middle, and

secondary stage equivalency); and

• Continuing education (including engaging liberal adult

education courses in arts, sciences, technology, culture,

sports, and recreation and other topics of interest or use to

local learners. 187

Building And Making Use Of Shared Infrastructure To

Ensure Access

• A key initiative in this direction will be to use schools (after

school hours and on weekends), public spaces, Library with

• Adult Education skill Development Centres (AESDCs) and

Jan Shikshan Sansthans must, be strengthened across the

country.

Ensuring Participation:

• Social workers travelling through their communities to track

and ensure participation of non-enrolled students and

dropouts.

• Opportunities for adult education will also be widely publicised

through events and initiatives of NGOs and other local

organizations. 188

Mobilizing The Community

• Qualified community members who wish to volunteer as adult

education instructors or as one-on-one tutors - as a service to

their communities and to the nation - will be welcomed to teach

foundational literacy and numeracy.

• Adult education course material will be developed, under the

guidance and coordination of Adult Education Centers and

NCERT.

• Establishment and autonomous central institute of adult

education as a constituent unit of NCERT, which will

develop National Curriculum Framework for Adult

Education

189

Chapter 23

Rashtriya Shiksha Aayog (National

Education Commission)

190

Objective

Synergistic functioning of India’s

Education System, to deliver equity and

excellence at all levels, from vision to

implementation, led by a new RashtriyaShiksha Aayog.

191

• A new apex body as Rashtriya Shiksha

Aayog (RSA) / National Education

Commission (NEC) will be constituted

which will be responsible for developing,

articulating, implementing, evaluating and

revising the vision of Education.

Chairperson: Prime Minister

Vice-Chairperson: Union Minister for Education

(UME)

• Ministry of Education (MoE): MHRD will be

re-designated as the Ministry of Education

(MoE). 192

• Rastriya Shiksha Aayog Appointment Committee (RSAAC)

• Executive Council(EC) of the RastriyaShiksha Aayog

• Executive Director of the Rastriya ShikshaAayog

• Standing Committees on Coordination(SCC)

• Complementary roles of Rastriya ShikshaAayog and Ministry of Education.

• Advisory Council (AC) of Rastriya ShikshaAayog: Advisory Council will served as athink tank for RSA.

• Joint Review and Monitoring Board(JRMB)

• Secretariat of Rashtiya Shiksha Aayog193

• Coordination with regulatory bodies: RSA willalso appoint the Chairpersons, Chief Executivesand Members of the Board of the following newNational level apex bodies are proposed in Draftof NEP 2019:

– National Higher Education Regulatory Authority(Proposed)

– General Education Council (Proposed)

– Higher Education Grants Council (Proposed)

– National Research Foundation (Proposed)

• Mechanism for conflict resolution

• Review of budgets

• States may set up Rajya Shiksha Aayog(RjSA)/State Education Commissions(SEC) which will be chaired by Chief Minister with Minister of Education as Vice-chairperson.

194

Please Send your Suggestions on:

nepscert@gmail.com

195

Contributors 1. Dr. Sunita S. Kaushik, Director, SCERT, Delhi

2. Dr. Nahar Singh, Joint Director, SCERT, Delhi

3. Dr. Anil Kumar Teotia, Principal, DIET, Dilshad Garden, Delhi

4. Dr. Ashok Kumar, Lecturer, SCERT, Delhi

5. Dr. B.K. Pal, Sr. Lecturer, SCERT, Delhi

6. Dr. Bindu Saxena, Lecturer, SCERT, Delhi

7. Dr. Charu Verma, Sr. Lecturer, DIET Pitampura, Delhi

8. Mr. Dhiraj Kumar Roy, Lecturer, SCERT, Delhi

9. Mr. Manoj Kumar, Lecturer SCERT, Delhi

10. Dr. Meena Shehrawat, Sr. Lecturer, DIET Ghumanhera, Delhi

11. Ms. Mridula Bhardwaj, Lecturer, DIET Pitampura Delhi

12. Mr. Mukesh Agarwal, Sr. Lecturer, DIET Pitampura

13. Mr. Pranay Kumar, CMIE Fellow, SCERT, Delhi

14. Ms. Raman Arora, Lecturer, SCERT, Delhi

15. Ms. Ritika Dabas, Sr. Lecturer, SCERT, Delhi

16. Dr. Sangeeta Choudhry, Sr. Lecturer, DIET Rajinder Nagar, Delhi

17. Mr. Sanjay Kumar, Lecturer, SCERT, Delhi

18. Dr. Sapna Yadav, Sr. Lecturer, SCERT, Delhi

19. Dr. Sharda Kumari, Principal, DIET R.K. Puram, Delhi

20. Ms. Veena Maini, OSD Inspection Branch, DoE, Delhi

21. Ms. Yashika Bhutani, Lecturer, SCERT, Delhi

It has been done under the guidance of Hon’ble Secretary, Education Mr. Sandeep Kumar, GNCTD

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