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
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• 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
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• 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.
68
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.
69
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.
182
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.
183
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
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
196
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