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Indian New National Educational Policy – Explained;

We all know education is one of the pillars for countries’ development, without having it on proper management proper set for peoples and student’s it won’t make an impact on our thinking even on society as well. So here India changed their Educational Policy from Compact for Applicable.

Countries like India, Nepal have a compact educational policy where if you choose a stream like Science you cannot study commerce subjects. If you have an interest in learning political science but you failed to choose the right stream on your +2 after that you cannot switch it and study that. There are so many flaws in the educational system and policies in developing countries. They need to change and modified as per the application needs not for compact cases. There should be freedom to choose and study the subjects of interest.

Things addressed on National Educational Policy?

  • The fundamental principles that will guide both the education system at large, as well as the
    individual institutions within it are:
  • recognizing, identifying, and fostering the unique capabilities of each student, by
    sensitizing teachers as well as parents to promote each student’s holistic development in both
    academic and non-academic spheres;
  • according the highest priority to achieving Foundational Literacy and Numeracy by all
    students by Grade 3;
  • flexibility, so that learners have the ability to choose their learning trajectories and programmes,
    and thereby choose their own paths in life according to their talents and interests;
  • no hard separations between arts and sciences, between curricular and extra-curricular
    activities, between vocational and academic streams, etc. in order to eliminate harmful
    hierarchies among, and silos between different areas of learning;
  • multidisciplinarity and a holistic education across the sciences, social sciences, arts,
    humanities, and sports for a multidisciplinary world in order to ensure the unity and integrity
    of all knowledge;
  • emphasis on conceptual understanding rather than rote learning and learning-for-exams;
  • creativity and critical thinking to encourage logical decision-making and innovation;
  • ethics and human & Constitutional values like empathy, respect for others, cleanliness,
    courtesy, democratic spirit, spirit of service, respect for public property, scientific temper,
    liberty, responsibility, pluralism, equality, and justice;
  • promoting multilingualism and the power of language in teaching and learning;
  • life skills such as communication, cooperation, teamwork, and resilience;
  • focus on regular formative assessment for learning rather than the summative assessment that
    encourages today’s ‘coaching culture ’;
  • extensive use of technology in teaching and learning, removing language barriers, increasing
    access for Divyang students, and educational planning and management;
  • respect for diversity and respect for the local context in all curriculum, pedagogy, and policy,
    always keeping in mind that education is a concurrent subject;
  • full equity and inclusion as the cornerstone of all educational decisions to ensure that all
    students are able to thrive in the education system;
  • synergy in curriculum across all levels of education from early childhood care and
    education to school education to higher education;
  • teachers and faculty as the heart of the learning process – their recruitment, continuous
    professional development, positive working environments and service conditions;
  • a ‘light but tight’ regulatory framework to ensure integrity, transparency, and resource
    efficiency of the educational system through audit and public disclosure while encouraging
    innovation and out-of-the-box ideas through autonomy, good governance, and empowerment;
  • outstanding research as a corequisite for outstanding education and development;
  • continuous review of progress based on sustained research and regular assessment by
    educational experts;
  • a rootedness and pride in India, and its rich, diverse, ancient and modern culture and
    knowledge systems and traditions;
  • education is a public service; access to quality education must be considered a basic right of
    every child;
  • substantial investment in a strong, vibrant public education system as well as the
    encouragement and facilitation of true philanthropic private and community participation.

What is the Vision of the NEP?

  • New pedagogical and curricular structure of school education (5+3+3+4): 3 years in Anganwadi/pre school and 12 years in school.
  • For children of 3 to 6 years: Access to free, safe, high quality ECCE at Anganwadis /Pre school/ Balvatika.
  • Foundational Learning Curriculum for the age group of 3-8 divided into two parts:
  • From age 3-6 in ECCE
  • Prior to the age of 5, every child will move to a “Preparatory Class” or “Balvatika” (that is, before Class 1)
  • Age 6 to 8, Grade 1-2: Foundational Stage
  • Age 8-11, Grades 3-5: Preparatory Stage, play, discovery, and activity-based, and interactive classroom learning.
  • Age 11-14, Grade 5-8: Middle Stage, experiential learning in the sciences, mathematics, arts, social sciences, and humanities.
  • Age 14-18, Grade 9-12: Secondary Stage, multidisciplinary study, greater critical thinking, flexibility, and student choice of subjects.
  • The medium of instruction up to grade 5, and preferably till Grade 8 and beyond, will be home language/ mother-tongue/ local language.
  • Beginning with Mathematics, all subjects to be offered at 2 levels.
  • School students will have 10 bag-less days during which they are taught a vocation of their choice (informal internship)
  • School Exams will be held only for 3 levels – Classes 3, 5, and 8. Assessment will shift to a formative style that encourages higher-order thinking skills, critical thinking, and conceptual clarity.
  • Board Exams to continue but these will be designed for holistic development. A new national assessment center PAREKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) will be established. Board exams will have fewer stakes.
  • All students will be allowed to take Board Exams on up to two occasions during any given school year, one main examination, and one for improvement, if desired.
  • Bachelor’s degree will be of 4 years with exit options as follows.
  • Exit after 1 year: Certificate
  • Exit after 2 years: Diploma
  • Mid term dropouts will be given the option to complete the degree after a break.
  • Bachelor’s programs will be multidisciplinary in nature and there will be no rigid separation between arts and sciences.
  • Indian arts, languages, and culture will be promoted at all levels.
  • M.Phil degree will be discontinued
NEP Policy 2020

Source: https://www.noticebard.com/new-educational-policy-2020/

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