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National Education Policy 2020Report : National Education Policy 2020PRS Video : National Education Policy 2020, explained
The National Education Policy (NEP) 2020 was released on July 30, 2020. The Ministry of Human Resource Development (MHRD) had constituted a Committee for drafting the National Education Policy (Chair: Dr. K. Kasturirangan) in June 2017. The Committee submitted a draft NEP for public consultation in May 2019. The NEP will replace the National Policy on Education, 1986. Key aspects of the NEP include:School EducationRestructuring school curriculum: The NEP recommends that the existing structure of school education must be restructured to make it more relevant to the needs of students at different stages of their development. The current 10+2 structure of school education will be redesigned into a 5-3-3-4 design comprising: (i) five years of foundational stage (for ages 3 to 8), (ii) three years of preparatory stage (for ages 8 to 11 or classes three to five), (iii) three years of middle stage (for ages 11 to 14 or classes six to eight), and (iv) four years of secondary stage (for ages 14 to 18 or classes 9 to 12).Figure 1: Revised school curriculumExisting structureProposed structure
Not covered (ages 3-6)
Foundational stage -
3 years of pre-primary (ages 3-6) + 2 years of Class 1-2 (ages 6-8)
Class 1-10 (ages 6-16) Preparatory stage -
Class 3-5 (ages 8-11)
Middle stage -
Class 6-8 (ages 11-14)
Secondary stage -
Class 9-12 (ages 14-18)
Class 11-12 (ages 16-18)Early Childhood Care and Education (ECCE): ECCE consists of play-based and activity based learning comprising of alphabets, language, puzzles, painting, and music for children in early years of their life. The Committee observed that over 85% of a child’s cumulative brain development occurs prior to the age of six. It recommends that ECCE for children in the age group of 3-6 should be incorporated in the school structure by following the 5+3+3+4 design of school curriculum. ECCE will be delivered through: (i) stand-alone aanganwadis, (ii) aanganwadis located with primary schools, (iii) pre-primary sections in existing primary schools, and (iv) stand-alone pre-schools. Further, a national curricular and pedagogical framework for ECCE will be developed by the National Council for Education Research and Training (NCERT). Aanganwadi workers with senior secondary qualifications and above, will be given a six-month certification programme in ECCE.Achieving foundational literacy and numeracy: The Committee observed that a large proportion of the students currently enrolled in elementary school (over five crore) have not attained foundational literacy and numeracy (the ability to read and understand basic text, and carry out basic addition and subtraction). It recommends that every student should attain foundational literacy and numeracy by grade three. To achieve this goal, a National Mission on Foundational Literacy and Numeracy will be setup under the MHRD. All state governments must prepare implementation plans to achieve these goals by 2025. A national repository of high-quality resources on foundational literacy and numeracy will be made available on government’s e-learning platform (DIKSHA).Ensuring universal coverage and inclusivity: The Committee observed that while the Right to Education Act, 2009 has been successful in achieving near universal enrolment in elementary education, retaining children remains a challenge for the schooling system. It noted the declining gross enrolment ratio (GER) as students move to higher grades indicating large dropouts from the schooling system. GER denotes enrolment as a percent of the population of corresponding age group.Table 1: GER in school education GradeGross Enrolment Ratio
Grades 6-8 90.9% Grades 9-10 79.3% Grades 11-12 56.5%
Further, it noted that the decline in GER is higher for certain socio-economically disadvantaged groups, based on: (i) gender identities (female, transgender persons), (ii) socio-cultural identities (scheduled castes, scheduled tribes), (iii) geographical identities (students from small villages and small towns), (iv) socio-economic identities (migrant communities and low income households), and (v) disabilities. It recommends that schemes/policies targeted for such groups should be strengthened. Further, special education zones should be setup in areas with significant proportion of such disadvantaged groups. A gender inclusion fund should also be setup to assist female and transgender students in getting access to education.Reforms in curriculum content: Curriculum load in each subject should be reduced to its essential core content to allow for critical thinking, discussion and analysis based learning. Students should be given more flexibility and choice in subjects of study, particularly in secondary school. A new and comprehensive national curricular framework for school education will be undertaken by NCERT in accordance with these principles. This framework can be revisited every five to ten years.Medium of instruction: The medium of instruction should be in the local language/mother tongue of the child at least till grade five, and preferably till grade eight (in both public and private schools). The current three language formula will continue to be implemented. However, there should be more flexibility in the formula, and no language should be imposed on any state. The three-language formula states that state governments should adopt and implement study of: (i) Hindi, English and a modern Indian language (preferably a southern language) in the Hindi-speaking states, and (ii) Hindi, English and the regional language in the non-Hindi speaking states. The NEP recommends that the three languages should be based on choice of states and students. However, at-least two of the three languages should be native to India. Further, Sanskrit should be offered as an option at all levels of education.
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What is pupil-teacher ratio (PTR) according to National Education Policy 2020? under 30:1under 25:1under 35:1under 40:1What is pupil-teacher ratio (PTR) areas having large numbers of socio-economically disadvantaged students according to National Education Policy 2020?under 30:1under 25:1under 35:1under 40:1NEP 2020 suggested ‘school preparation module’ for all Grade 1 students. What will be duration of SPM?3-month play-based2-month play-based1-month play-based6-month play-basedFor which class NEP 2020 suggested ‘school preparation module’ to ensure school ready students for all.Grade 9Grade 3Grade 6Grade 1NEP 2020 stated to establish a national repository of high-quality resources on foundational literacy and numeracy on Government Digital Platform. What is the name of the Govt. Digital platform?NISHITHADISHADIKSHANCERTWhat is Gross Enrolment Ratio (GER) for Grades 6-8 according to NEP 2020?91.9%,90.9%,89.9%,79.9%,What is Gross Enrolment Ratio (GER) for Grades 9-10 according to NEP 2020?91.9%,90.9%,79.3%79.9%,What is Gross Enrolment Ratio (GER) for Grades 11-12according to NEP 2020?91.9%,90.9%,56.5%,79.9%,How many school children in the age group of 6 to 17 years were out of the school according to the 75th household survey by NSSO in 2017-18?1.22 crore2.22 crore3.22 crore4.22 croreFill in the blankNEP 2020 set the goal to achieve 100% Gross Enrolment Ratio in preschool to secondary level by————-2025203020352040Answer Table with Remarks1- a. under 30:1 6-b. 90.9%,2- b. under 25:1 7- c. 79.3%3-a. 3-month play-based 8- c. 56.5%,4- d. Grade 1 9-d. 4.22 crore5- c. DIKSHA 10-b. 2030Note- Kindly go through original National Education Policy 2020 if you find any doubt facts, questions and answer. Rajeev Ranjan Principal, Teacher Trainer #MCQNEP2020 #FAQNEP2020 #Multiplechoicequestions #quizquestionsNEP2020 #GKQuestionsNEP2020 #GSNEP2020 #CompetitiveExamsNEP2020
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NEP 2020 Foundational Literacy and Numeracy : An Urgent & Necessary Prerequisite to Learning
NEP 2020 Foundational Literacy and Numeracy : An Urgent & Necessary Prerequisite to Learning in New National Education Policy
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NEP 2020 Homeschooling Education
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NEP 2020 National Education Policy of India
NEP 2020 National Education Policy of India Chapter 2. Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning
2.1. The ability to read and write, and perform basic operations with numbers, is a necessary foundation and an indispensable prerequisite for all future schooling and lifelong learning. However, various governmental, as well as non-governmental surveys, indicate that we are currently in a learning crisis: a large proportion of students currently in elementary school - estimated to be over 5 crore in number - have not attained foundational literacy and numeracy, i.e., the ability to read and comprehend basic text and the ability to carry out basic addition and subtraction with Indian numerals.
2.2. Attaining foundational literacy and numeracy for all children will thus become an urgent national mission, with immediate measures to be taken on many fronts and with clear goals that will be attained in the short term (including that every student will attain foundational literacy and numeracy by Grade 3). The highest priority of the education system will be to achieve universal foundational literacy and numeracy in primary school by 2025. The rest of this Policy will become relevant for our students only if this most basic learning requirement (i.e., reading, writing, and arithmetic at the foundational level) is first achieved. To this end, a National Mission on Foundational Literacy and Numeracy will be set up by the Ministry of Human Resource Development (MHRD) on priority. Accordingly, all State/UT governments will immediately prepare an implementation plan for attaining universal foundational literacy and numeracy in all primary schools, identifying stage-wise targets and goals to be achieved by 2025, and closely tracking and monitoring progress of the same.
2.3. First, teacher vacancies will be filled at the earliest, in a time-bound manner - especially in disadvantaged areas and areas with large pupil-to-teacher ratios or high rates of illiteracy. Special attention will be given to employing local teachers or those with familiarity with local languages. A pupil-teacher ratio (PTR) of under 30:1 will be ensured at the level of each school; areas having large numbers of socio-economically disadvantaged students will aim for a PTR of under 25:1. Teachers will be trained, encouraged, and supported - with continuous professional development - to impart foundational literacy and numeracy.
2.4. On the curricular side, there will be an increased focus on foundational literacy and numeracy - and generally, on reading, writing, speaking, counting, arithmetic, and mathematical thinking - throughout the preparatory and middle school curriculum, with a robust system of continuous formative/adaptive assessment to track and thereby individualize and ensure each student's learning. Specific hours daily - and regular events over the year-on activities involving these subjects will be dedicated to encourage and enthuse students. Teacher education and the early grade curriculum will be redesigned to have a renewed emphasis on foundational literacy and numeracy.
2.5. Currently, with the lack of universal access to ECCE, a large proportion of children already fall behind within the first few weeks of Grade 1. Thus, to ensure that all students are school ready, an interim 3-month play-based ‘school preparation module’ for all Grade 1 students, consisting of activities and workbooks around the learning of alphabets, sounds, words, colours, shapes, and numbers, and involving collaborations with peers and parents, will be developed by NCERT and SCERTs.
2.6. A national repository of high-quality resources on foundational literacy and numeracy will be made available on the Digital Infrastructure for Knowledge Sharing (DIKSHA). Technological interventions to serve as aids to teachers and to help bridge any language barriers that may exist between teachers and students, will be piloted and implemented
2.7. Due to the scale of the current learning crisis, all viable methods will be explored to support teachers in the mission of attaining universal foundational literacy and numeracy. Studies around the world show one-on-one peer tutoring to be extremely effective for learning not just for the learner, but also for the tutor. Thus, peer tutoring can be taken up as a voluntary and joyful activity for fellow students under the supervision of trained teachers and by taking due care of safety aspects. Additionally, it will also be made far easier for trained volunteers - from both the local community and beyond - to participate in this large-scale mission. Every literate member of the community could commit to teaching one student/person how to read, it would change the country’s landscape very quickly. States may consider establishing innovative models to foster such peer-tutoring and volunteer activities, as well as launch other programmes to support learners, in this nationwide mission to promote foundational literacy and numeracy.
2.8. Enjoyable and inspirational books for students at all levels will be developed, including through high-quality translation (technology assisted as needed) in all local and Indian languages, and will be made available extensively in both school and local public libraries. Public and school libraries will be significantly expanded to build a culture of reading across the country. Digital libraries will also be established. School libraries will be set up - particularly in villages - to serve the community during non-school hours, and book clubs may meet in public/school libraries to further facilitate and promote widespread reading. A National Book Promotion Policy will be formulated, and extensive initiatives will be undertaken to ensure the availability, accessibility, quality, and readership of books across geographies, languages, levels, and genres.