The document summarizes key aspects of India's National Education Policy 2020. It outlines the evolution of education policies in India since 1948. The new policy aims to reform the education structure into a 5+3+3+4 system. It focuses on improving access, equity, and quality of education from early childhood to higher education. Some goals include achieving universal literacy, flexible multidisciplinary learning, vocational education, holistic student assessments, and increasing access to education for disadvantaged groups. The policy also proposes reforms for higher education such as multidisciplinary programs, research promotion, and establishing a new regulatory body called the Higher Education Council of India.
Muhammad Tahir Rabbani is well-renowned teacher, trainer,parenting coach,writer, an inspirational speaker and leader, a success coach and a practical educationist of Pakistan.
National Council of Teacher Education (NCTE).pptxMonojitGope
The National Council for Teacher Education (NCTE) was established in 1973 and given statutory status in 1995 to regulate and promote teacher education programs in India. It oversees 15 teacher education programs and sets standards for curriculum, qualifications, infrastructure, and accreditation. Key functions of NCTE include coordinating teacher education, developing norms and standards, approving new institutions and programs, enforcing accountability, and advising governments on teacher education policies. The 2014 NCTE Regulations aim to improve teacher education by increasing program durations, integrating programs, emphasizing school-based learning and ICT/inclusion. NCTE carries out its work through regional committees and standing committees that focus on different levels and types of teacher education.
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
The University Education Commission (1948-49)salmaanmushtaq
The University Education Commission (1948-49) was the first education commission of independent India, chaired by Dr. S. Radhakrishnan. The commission studied problems in university education and suggested improvements, noting that reconstruction of universities was essential for India's socioeconomic development. The commission recommended that universities consider India's new sociopolitical scenario and train students for leadership, social efficiency, knowledge, and higher values. It also suggested reforms to improve teacher quality and professional education programs.
Highlights of New Education Policy (NEP) 2020UfraShahidkhan
These are the Highlights of New Education Policy 2020. This presentation is useful for teachers and students to understand the NEP 2020. It consists of recommendations for school education and higher education and many more things.
The document summarizes the structure of education in India. It outlines the common 10+2+3 pattern of education consisting of primary, secondary, and higher secondary levels. It describes the roles and responsibilities of central and state governments in education. Key organizations that govern education in India include the Ministry of Human Resource Development at the central level, state education ministries, and statutory bodies like the UGC, NCERT, NCTE, NAAC, and DIETs that regulate standards and support education.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
Muhammad Tahir Rabbani is well-renowned teacher, trainer,parenting coach,writer, an inspirational speaker and leader, a success coach and a practical educationist of Pakistan.
National Council of Teacher Education (NCTE).pptxMonojitGope
The National Council for Teacher Education (NCTE) was established in 1973 and given statutory status in 1995 to regulate and promote teacher education programs in India. It oversees 15 teacher education programs and sets standards for curriculum, qualifications, infrastructure, and accreditation. Key functions of NCTE include coordinating teacher education, developing norms and standards, approving new institutions and programs, enforcing accountability, and advising governments on teacher education policies. The 2014 NCTE Regulations aim to improve teacher education by increasing program durations, integrating programs, emphasizing school-based learning and ICT/inclusion. NCTE carries out its work through regional committees and standing committees that focus on different levels and types of teacher education.
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
The University Education Commission (1948-49)salmaanmushtaq
The University Education Commission (1948-49) was the first education commission of independent India, chaired by Dr. S. Radhakrishnan. The commission studied problems in university education and suggested improvements, noting that reconstruction of universities was essential for India's socioeconomic development. The commission recommended that universities consider India's new sociopolitical scenario and train students for leadership, social efficiency, knowledge, and higher values. It also suggested reforms to improve teacher quality and professional education programs.
Highlights of New Education Policy (NEP) 2020UfraShahidkhan
These are the Highlights of New Education Policy 2020. This presentation is useful for teachers and students to understand the NEP 2020. It consists of recommendations for school education and higher education and many more things.
The document summarizes the structure of education in India. It outlines the common 10+2+3 pattern of education consisting of primary, secondary, and higher secondary levels. It describes the roles and responsibilities of central and state governments in education. Key organizations that govern education in India include the Ministry of Human Resource Development at the central level, state education ministries, and statutory bodies like the UGC, NCERT, NCTE, NAAC, and DIETs that regulate standards and support education.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
The University Grants Commission (UGC) is India's higher education regulator established in 1956. It coordinates and maintains standards in universities and allocates funding. The UGC works to develop universities as centers of excellence, foster collaboration, and help universities with staff development and student mobility. It determines academic standards, supports research, frames regulations, and monitors university functions.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
Research in Education (Unit 6) - UGC NET Education Paper IIThiyagu K
This presentation slides describe the contents of Research in Education (Paper-II - Unit 6 - UGC NET Education) into four parts. The contents involved in this presentation are the scope of scientific research, research design, types of research, hypothesis, variables, sample, tools, quantitative data analysis, quantitative data analysis, qualitative research, and mixed research. This material can help the UGC NET Educational Aspirants prepare Unit 6 (Research in Education) in the Paper-II syllabus.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
NCERT and SCERT are the important national and state-level curricular bodies that assist in developing curriculum and educational resources. NCERT develops curriculum, teaching materials, and conducts research at the national level, while SCERT performs similar functions at the state level. Both organizations work to improve the quality of school education and teacher training through curriculum development, research, and providing guidance to other educational institutions.
Objective Based and Competency Based EvaluationSuresh Babu
The document discusses objective-based evaluation and competency-based evaluation.
Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It lists the various vocational subjects available at secondary level and the agencies involved in technical and vocational education. It also discusses the advantages, disadvantages, and challenges of vocational education in India.
Secondary education in India faces several major problems. The enrollment rates are very low and dropout rates are comparatively high, around 17% at the secondary level versus 8% at the elementary level. Funding for secondary education is also insufficient, accounting for only 0.96% of total education spending compared to 3.87% of GDP spent on education overall. The curriculum is outdated, theoretical in nature, and lacks emphasis on co-curricular activities. Administration is poor with untrained teachers, lack of career guidance, poor infrastructure, and high pupil-teacher ratios. The evaluation system is also outdated and lacks flexibility. To address these issues, the document calls for universal access, equality, making education more relevant, and structural reforms to the
The Secondary Education Commission of 1952-1953 made several major recommendations, including installing higher secondary education with diversified courses, emphasizing vocational guidance and improving teaching methods. It recommended teaching in mother tongues while also promoting national languages. It sought to improve teachers' status through better pay and benefits. The commission aimed to reform secondary education to produce ideal citizens and develop human virtues through a more well-rounded, activity-based curriculum.
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
This document outlines key aspects of India's new National Education Policy. It discusses:
1. Establishing foundational literacy and numeracy for all students by 2025 as a top priority and national mission. This includes tutoring programs to support students.
2. Ensuring universal access to free and compulsory education for ages 3-18 by 2030, with a focus on bringing dropouts back into school. Infrastructure will be expanded.
3. Transforming curriculum and pedagogy by 2022 to encourage skills like critical thinking through a new 5+3+3+4 structure with flexibility and choice of subjects. Education will be in the home language initially with exposure to other Indian languages.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
The University Grants Commission (UGC) is India's higher education regulator established in 1956. It coordinates and maintains standards in universities and allocates funding. The UGC works to develop universities as centers of excellence, foster collaboration, and help universities with staff development and student mobility. It determines academic standards, supports research, frames regulations, and monitors university functions.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
Research in Education (Unit 6) - UGC NET Education Paper IIThiyagu K
This presentation slides describe the contents of Research in Education (Paper-II - Unit 6 - UGC NET Education) into four parts. The contents involved in this presentation are the scope of scientific research, research design, types of research, hypothesis, variables, sample, tools, quantitative data analysis, quantitative data analysis, qualitative research, and mixed research. This material can help the UGC NET Educational Aspirants prepare Unit 6 (Research in Education) in the Paper-II syllabus.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
NCERT and SCERT are the important national and state-level curricular bodies that assist in developing curriculum and educational resources. NCERT develops curriculum, teaching materials, and conducts research at the national level, while SCERT performs similar functions at the state level. Both organizations work to improve the quality of school education and teacher training through curriculum development, research, and providing guidance to other educational institutions.
Objective Based and Competency Based EvaluationSuresh Babu
The document discusses objective-based evaluation and competency-based evaluation.
Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It lists the various vocational subjects available at secondary level and the agencies involved in technical and vocational education. It also discusses the advantages, disadvantages, and challenges of vocational education in India.
Secondary education in India faces several major problems. The enrollment rates are very low and dropout rates are comparatively high, around 17% at the secondary level versus 8% at the elementary level. Funding for secondary education is also insufficient, accounting for only 0.96% of total education spending compared to 3.87% of GDP spent on education overall. The curriculum is outdated, theoretical in nature, and lacks emphasis on co-curricular activities. Administration is poor with untrained teachers, lack of career guidance, poor infrastructure, and high pupil-teacher ratios. The evaluation system is also outdated and lacks flexibility. To address these issues, the document calls for universal access, equality, making education more relevant, and structural reforms to the
The Secondary Education Commission of 1952-1953 made several major recommendations, including installing higher secondary education with diversified courses, emphasizing vocational guidance and improving teaching methods. It recommended teaching in mother tongues while also promoting national languages. It sought to improve teachers' status through better pay and benefits. The commission aimed to reform secondary education to produce ideal citizens and develop human virtues through a more well-rounded, activity-based curriculum.
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
This document outlines key aspects of India's new National Education Policy. It discusses:
1. Establishing foundational literacy and numeracy for all students by 2025 as a top priority and national mission. This includes tutoring programs to support students.
2. Ensuring universal access to free and compulsory education for ages 3-18 by 2030, with a focus on bringing dropouts back into school. Infrastructure will be expanded.
3. Transforming curriculum and pedagogy by 2022 to encourage skills like critical thinking through a new 5+3+3+4 structure with flexibility and choice of subjects. Education will be in the home language initially with exposure to other Indian languages.
The document outlines India's proposed National Education Policy. Key points include:
1. The policy aims to transform India's education system to develop skills like critical thinking, creativity, and problem solving to meet 21st century needs.
2. It proposes a new curriculum structure of 5+3+3+4 years with increased flexibility and choice of subjects.
3. Foundational literacy and numeracy for all children by 2025 is identified as a top priority to address India's learning crisis. National and community programs will be developed to help students achieve this.
4. Ensuring access to education for all is emphasized, especially for dropout students, through infrastructure expansion, tracking attendance, and remedial support
The document summarizes key aspects of India's National Education Policy 2020. It was the first educational policy of the 21st century and replaced a 34-year old policy. Some highlights include making school and college education more holistic, flexible and multidisciplinary. It aims to move education towards learning how to learn rather than just content learning. The policy restructures school education into foundations, preparatory and secondary stages from ages 3-18. It also restructures higher education by establishing multidisciplinary universities and colleges in every district and increasing vocational education. A key part establishes four independent regulatory bodies under a Higher Education Commission of India to oversee higher education.
The document summarizes key aspects of India's new National Education Policy (NEP) 2020, which was approved in July 2020. The policy aims to transform India's education system by 2030 through a single regulator for higher education, multiple entry/exit options in degrees, discontinuing MPhil programs, common entrance exams, and focusing on multidisciplinary and vocational education. It also outlines reforms to schooling, higher education, teacher training, research, use of technology, and promotion of Indian languages. While ambitious, successful implementation of the policy over the long term will be critical to achieving its goals.
The new National Education Policy 2020 aims to reform India's education system. It introduces a new curriculum structure of 5+3+3+4 and aims to increase access to education for all Indians. It focuses on early childhood education, foundational literacy and numeracy, teacher training, and making board exams easier. It also aims to increase gross enrollment in higher education. The policy advocates for multidisciplinary universities and more autonomy for higher education institutions.
This document outlines the scheme of studies and objectives for the Higher Secondary School Certificate (HSSC) in Pakistan. It describes the compulsory and optional subject groups for the HSSC, including the Science, Humanities, Commerce, and Medical Technology groups. The compulsory subjects are English, Urdu, Islamic Education/Civics, and Pakistan Studies. The Science group includes pre-medical, pre-engineering, and general science options. The Humanities group includes 18 elective subjects from Arabic to Statistics. The Commerce group covers accounting, economics, business mathematics, and computer studies over two years. The Medical Technology group includes options in medical fields. The document also lists the aims and objectives of Pakistan's 1998-2010
This document outlines the scheme of studies and aims and objectives for the Higher Secondary School Certificate (HSSC) in Pakistan. It provides details on the compulsory and optional subject groups students can choose from for the science, humanities, commerce, and medical technology streams. The compulsory subjects include English, Urdu, Islamic Education/Civics, and Pakistan Studies. For the science group, students select one of three pre-medical, pre-engineering, or general science subject combinations. The humanities group allows selecting three subjects from various language, social science, and computer science options. The commerce group outlines the accounting, economics, and business related subjects over two years. Finally, the medical technology group lists various paramed
The document discusses the National Policies on Education (NPE) of 1968 and 1986 in India. The 1968 NPE aimed to equalize educational opportunities and achieve national integration. It established principles like free and compulsory education. The 1986 NPE continued the goal of equalizing opportunities and removing disparities. It focused on universal elementary education, computer literacy at secondary level, and vocationalization of education. Both policies advocated for integrated education for mildly disabled children and special schools for severely disabled children, as well as teacher training on disability and developing assessment tools.
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
The document summarizes key aspects of the National Education Policy 2020 approved by the Union Cabinet of India. It outlines the vision to transform India's education system by 2040 through a new 5+3+3+4 curriculum structure for school education, increased focus on foundational literacy and numeracy, experiential learning, flexibility in subject choices, and reduced emphasis on board exams. For higher education, it proposes a liberal education system with multiple entry/exit options, greater autonomy of colleges, common entrance exams through NTA, and establishment of the Higher Education Commission of India and National Research Foundation to oversee the sector.
The National Education Policy 2020 aims to reform India's education system. It introduces a new 5+3+3+4 curriculum structure with early childhood education. It focuses on foundational literacy, numeracy and learning outcomes. It aims to increase access to education for all by 2030 through initiatives like school complexes, vocational education, multilingual learning and online education. It seeks to improve teacher quality through standards, continuous training and career progression. It also envisions transforming higher education through multidisciplinary universities and research promotion.
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
The new National Education Policy 2020 aims to transform India's education system. It introduces a new 5+3+3+4 curriculum structure with a strong focus on early childhood education. The policy seeks to achieve universal foundational literacy and numeracy for students by 2025 through a National Mission. It also aims to increase access to education for all by eliminating dropout rates and ensuring lifelong learning opportunities. The policy proposes reforms such as flexible multidisciplinary education, integration of vocational education, multilingualism, and transforming assessment to make learning more holistic and student-centered.
The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system
The National Education Policy 2020 aims to transform India's education system. It introduces major reforms like a new 5+3+3+4 curriculum structure, increased focus on early childhood education, vocational education from class 6, teaching in regional languages till class 5, holistic progress assessment, increased access to education, and increased gross enrollment ratio in higher education to 50% by 2035. The policy establishes the Higher Education Commission of India as a single regulator and envisions universities and colleges moving towards more autonomy. It also focuses on equity, access, digital initiatives, and promoting multilingualism and Indian languages. The policy underwent extensive consultations with various stakeholders.
The document summarizes the key aspects of the National Education Policy 2020 introduced in India. It discusses the policy's focus on universalizing access to education, revamping curriculum to make it more holistic and skill-based, strengthening teacher education, promoting multilingualism and setting up new regulatory bodies to oversee education. However, it also notes some challenges in implementing the policy like the need for more resources, coordination across states, increasing student-teacher ratios and the risk of more dropouts. Overall, the policy aims to transform India's education system but its success will depend on addressing these challenges.
The document discusses India's National Education Policies introduced in 1968, 1986, and 2020. It provides details on the objectives and key aspects of each policy. The National Education Policy aims to promote and regulate education across India from elementary to higher education in rural and urban areas alike. It focuses on providing equal opportunities and improving access, quality, and affordability at all levels of schooling.
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The Science of Learning: implications for modern teachingDerek Wenmoth
Keynote presentation to the Educational Leaders hui Kōkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 3)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
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3. Evolution of National Education Policy 2020
University Education Commission (1948-49)
Secondary Education Commission (1952-53)
UGC 1953, UGC Act 1956
National Council of Educational Research and Training (NCERT) 1961
Education Commission (1964-66) under Dr. D.S. Kothari
National Policy on Education, 1968
42nd Constitutional Amendment,1976-Education in Concurrent List
National Institute of Educational Planning and Administration (NIEPA) 1979
IGNOU 1985
National Policy on Education (NPE), 1986
Operation Black Board, and DIET 1987
National Literacy Mission 1988
NPE 1986 Modified in 1992 (Program of Action, 1992)
National Assessment and Accreditation Council (NAAC) 1992
District Primary Education Programme 1994
Mid-Day Meal Programme, PWD Act 1995
Sarva Shiksha Abhiyan (2001-2002)
The RTE Act 2009
T.S.R. Subramaniam Committee Report (7 May, 2016)
Dr. K. Kasturirangan Committee Report (31 May, 2019)
RTE 2009
Dr. Nabin Thakur
4. Foundational Pillars
(i) Access,
(ii) Equity,
(iii) Quality,
(iv) Affordability, and
(v) Accountability faced by the current education system.
Guiding light or principle of the policy came from the ancient philosophy of
Knowledge (Jnan),
Wisdom (Pragyaa), And
Truth (Satya)
World-class institutions Dr. Nabin Thakur
5. Agenda 2030
The global education development agenda reflected in the Goal 4 (SDG4) of
the 2030 Agenda for Sustainable Development, adopted by India in 2015 –
seeks to:
“Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all” by 2030.
Collaborative research
Learn how to learn
Dr. Nabin Thakur
6. Fundamental Components of NEP
Providing universal access to quality education
Leadership on the global stage in terms of economic growth
Social justice and equality
Scientific advancement
National integration
Cultural preservation
Dr. Nabin Thakur
7. Principles of NEP
To develop good human beings capable of rational thought and action.
Possessing Compassion and Empathy.
Courage and Resilience.
Scientific Temper and,
Creative imagination, with sound Ethical moorings and values.
Dr. Nabin Thakur
8. Aims and Objectives
Preparation of man to face the 21st century.
Producing engaged, Productive
Contributing citizens for building an equitable, irrespective of caste, creed,
color etc.
Inclusive, (Integrating physically and mentally handicapped with general
community to prepare them to face life with courage).
Provide opportunities for continuing education of their choice.
Plural society as envisaged by our constitution.
The aim must be for India to have an education system by 2040 that is second
to none.
Dr. Nabin Thakur
9. The Fundamental Principles of NEP
1)Recognizing, identifying, and fostering the unique capabilities.
2)Achieving foundational literacy and numeracy (grade 3)
3)Flexibility
4)No hard separations
5)Multidisciplinarity and a Holistic education
Dr. Nabin Thakur
10. The Fundamental Principles of NEP
6) Emphasis on conceptual understanding
7) Creativity and Critical thinking
8) Ethics and human & Constitutional Values
9) Promoting multilingualism and the power of language
10) Life skills
Dr. Nabin Thakur
11. The Fundamental Principles of NEP
11) Focus on regular formative assessment for learning
12) Extensive use of Technology
13) Respect for diversity and respect for the local context
14) Full Equity and Inclusion
15) Synergy in Curriculum across all levels of education
Dr. Nabin Thakur
12. The Fundamental Principles of NEP
16) Teachers and faculty as the heart of the learning process
17)‘Light but Tight’ regulatory framework to ensure integrity,
transparency, and resource efficiency
18) Outstanding Research
19) Continuous Review
Dr. Nabin Thakur
13. The Fundamental Principles of NEP
20) A Rootedness and pride in India
21) Education is a Public Service
22) Substantial investment in a strong, vibrant public education
system
Dr. Nabin Thakur
14. Part I. SCHOOL EDUCATION
Achieving aims for Universalization of Education from Pre-school (ECCE) to
secondary level with 100% Gross Enrolment Ratio (GER) in school education by
2030.
A National Curricular and Pedagogical Framework for Early Childhood Care and
Education (NCPFECCE) will be developed by NCERT in two parts (0-3 and 3-8
years old).
The current ‘10+2’ structure covering ages 6-18 to be replaced by a new
Pedagogical and Curricular Structure of ‘5+3+3+4’ corresponding to ages 3-18
(3-8, 8-11, 11-14, and 14-18 years respectively).
The new system will have 12 years of schooling with 3 years of Anganwadi/ pre-
schooling.
Dr. Nabin Thakur
15. Part I. SCHOOL EDUCATION
Prior to the age of 5 every child will move to a “Preparatory Class” or
“Balavatika” (that is, before Class 1), which has an ECCE-qualified teacher.
The Priority of the education system will be to achieve universal foundational
literacy and numeracy in primary school by 2025.
Universal standards of learning and regulations in public and private schools.
The policy aims that a pupil-teacher ratio (PTR) of under 30:1 will be ensured
at the level of each school (25:1 for socio-economically backward areas).
Vocational Education and Coding will be introduced from Class 6.
A 10-day (Bag-less Days) bagless period sometime during Grades 6-8 for
various types of enrichment activities involving arts, quizzes, sports, or to intern
with local vocational experts such as carpenters, gardeners, potters, artists, etc.
16. Part I. SCHOOL EDUCATION
Similar internship opportunities to learn vocational subjects to students
throughout Grades 6-12, including holiday periods.
Vocational courses through online mode will also be made available.
The three-language learned by children will be the choices of States, regions, and
of the students, so long as at least two of the three languages are native to India.
Mother tongue or regional language to be the medium of instruction at least up to
Class 5 and preferably till Class 8.
No hard separation of streams for students.
Focus on the curriculum to core concepts.
Content will focus on idea, application, problem- solving.
Dr. Nabin Thakur
17. Part I. SCHOOL EDUCATION
Instead of annual examinations every year, students will now only attend exams
in Class 3, 5 and 8. (Assessment ‘as’, ‘for’ and ‘of’ learning)
Class 10 and 12 Board Exams, but the exams will be made easier by allowing
students to take exams twice a year. The exam will have two parts, Objective and
Descriptive.
Report cards will be a 360-degree Holistic Progress Card that will give a
comprehensive report on skills and capabilities instead of just marks and grades.
National Assessment Centre- ‘PARAKH’ (Performance Assessment, Review, and
Analysis of Knowledge for Holistic Development), a national assessment center,
as a standard-setting body under MHRD for all recognized school boards of
India, will assess the students’ performance.
Dr. Nabin Thakur
18. Part I. SCHOOL EDUCATION
Open Schooling System (National Institute of Open Schooling) to bring two (2) crore ‘Out of
School Children’ back into the mainstream by offering courses for grades 3,5 and 8 and
Secondary also (grade 10, 12).
Deployment of counselors and social workers to improve student’s nutrition, health and mental
health.
“Gender Inclusion Fund’ for Girls and Transgender
Midday Meal Scheme to be extended to include Breakfasts.
Pre-school sections covering at least one year of ECCE will be added to KVS and other
primary schools around the nation, particularly in disadvantaged areas.
Free boarding facilities will be built - matching the standard of Jawahar Navodaya Vidyalayas
particularly for students who from socio-economically disadvantaged backgrounds
Dr. Nabin Thakur
19. Part II. HIGHER EDUCATION
Holistic and Multi-disciplinary education in an undergraduate program with multiple exit
options where the bachelor’s degree can be 3 or 4 years.
PG programs can be 1 or 2 years, Integrated 5 years Bachelor’s/Master’s programme. (last
year for research)
A Ph.D. shall require either a Master’s degree or a 4-year Bachelor’s degree with Research.
The M.Phil. program shall be discontinued.
By 2025, at least 50% of learners through the school and higher education system shall have
exposure to vocational education.
The National Testing Agency (NTA) will conduct entrance examinations for admissions to
universities across the country, apart from the JEE Main and NEET.
Establishment of Academic Bank of Credits to facilitate Transfer of Credits.
Dr. Nabin Thakur
20. Part II. HIGHER EDUCATION
Setting up Multidisciplinary Education and Research Universities (MERUs) as models of best
multi-disciplinary education (IITs, IIMs) of global standards.
Establishment of National Research Foundation (NRF), an apex body for fostering a strong
research culture and building research capacity across higher education.
Establishment of Higher Education Council of India (HECI) to regulate higher education by
preparing the same set of regulations, accreditation and academic standards for private and
public institutions (excluding medical and legal education). The HECI will replace the existing
National Council for Teacher Education (NCTE), All India Council for Technical Education
(AICTE) and the University Grants Commission (UGC). The HECI will have four
independent verticals, namely-
National Higher Education Regulatory Council (NHERC) for the regulation of higher
education (‘Light but Tight’), except medical and legal education.
Dr. Nabin Thakur
21. Part II. HIGHER EDUCATION
General Education Council (GEC) for setting standards of expected earning outcome of
higher education programme (‘Graduate Attributes’). A National Higher Education
Qualification Framework (NHEQF) will be formulated by the GEC and it shall be in sync
with the National Skills Qualifications Framework (NSQF) to ease the integration of
vocational education into higher education.
Higher Education Grants Council (HEGC) for funding and financing of colleges and
universities.
National Accreditation Council (NAC) for accreditation (‘Meta Accrediting body’).
The professional councils, such as the Indian Council for Agricultural Research (ICAR),
Veterinary Council of India (VCI), National Council for Teacher Education (NCTE), Council
of Architecture (CoA), National Council for Vocational Education and Training (NCVET) etc.,
will act as Professional Standard Setting Bodies (PSSBs).
Dr. Nabin Thakur
22. Part II. HIGHER EDUCATION
Phasing out the ‘Affiliation System’ at university level over a period of 15 years, and a stage-
wise mechanism is to be established for granting graded autonomy to colleges.
Financial Autonomy to be given to 45K affiliated colleges; Under Graded Autonomy,
Academic, Administrative & Financial Autonomy will be given to colleges, on the basis of the
status of their accreditation.
Increasing Gross Enrolment Ratio (GER) in higher education from the current 26.3% to 50%
by 2035 with multiple entry and exit programme.
Adding 3.5 crore seats in higher education.
By 2040, all Higher Education Institutions (HEIs) shall aim to become Multidisciplinary
institutions.
Dr. Nabin Thakur
23. Part II. HIGHER EDUCATION
Teacher Education
By 2030, the minimum qualification for teachers will be 4-year integrated B.Ed. degree (Also 2
years and 1 year).
NTA will conduct Admission Test.
Emphasis on strengthening and transparency of the teacher recruitment process.
NCTE to formulate a new and comprehensive National Curriculum Framework for Teacher
Education (NCFTE) 2021.
NCTE to frame National Professional Standards for Teachers (NPST) 2022.
The use of technology platforms such as SWAYAM (Study Webs of Active Learning for Young
Aspiring Minds) /DIKSHA (Digital Infrastructure for Knowledge Sharing) for online training of
teachers will be encouraged.
NIOS will develop high-quality modules to teach Indian Sign Language, and to teach other basic
subjects using Indian Sign Language (ISL). Dr. Nabin Thakur
24. Part III. OTHER KEY AREAS OF FOCUS
Experiential learning in all stages
Establishment of National Education Commission.
Establishment of Special Education Zones (SEZs) to improve education among
underrepresented groups in disadvantaged regions.
Gender Inclusion Fund, for improving and providing education for female and
transgender children.
Establishment of National Educational Technology Forum (NETF), a platform to
facilitate the free exchange of ideas on technology usage in education.
Massive usage of technology in education planning, teaching, learning and
assessment.
Dr. Nabin Thakur
25. Part III. OTHER KEY AREAS OF FOCUS
Tech- based option for adult learning through apps, TV channels etc.
Establishment of new language institutions such as the Indian Institute of
Translation and Interpretation and the National Institute/ Institutes for Pali,
Persian and Prakrit.
Establishment of National Mission for Mentoring, National Book Promotion
Policy, National Mission on Foundational Literacy and Numeracy.
Under the aegis of the Ministry of Defence, State Governments may encourage
opening NCC wings in their secondary and higher secondary schools, including
those located in tribal dominated areas.
Dr. Nabin Thakur
26. Part IV. MAKING IT HAPPEN
Strengthening the Central Advisory Board of Education (CABE)
HRD Ministry to be renamed as ‘Education Ministry’.
Financing: Affordable and Quality Education for All
Increasing the education expenditure from the current 4.43% (Budget 2017-18) to 6% of the
GDP at the earliest.
Implementation
The implementation of this Policy will be led by various bodies including MHRD, CABE,
Union and State Governments, education-related Ministries, State Departments of Education,
Boards, NTA, the regulatory bodies of school and higher education, NCERT, SCERTs, schools,
and HEIs.
Implementation will be guided by the SEVEN principles.
Comprehensive review will be undertaken in 2030-2040. Dr. Nabin Thakur
27. 28
Dr. K. Kasturirangan Committee Members:
Sl.No Name of the Member Contact No. Email
1 Dr. K. Kasturirangan
(Chairman)
9845007998 (Personal)
O: 080-23610522 (Direct Line- Dr
Kasturirangan)
krangank@gmail.com
2 Dr. Vasudha Kamat 9821310081(M), kamatvasudhav@gmail.com
3 Dr. Manjul Bhargava +609 2584192 bhargava@math.princeton.edu
4 Dr. Ram Shankar Kureel 07324-274 377, 9871450315(M) drrskureel@gmail.com
5 Prof. T.V. Kattimani 9599292424(M), 9425331399(M)
07629269710
tvkattimani@gmail.com
vcigntu@gmail.com
6 Shri Krishna Mohan Tripathy 9415822107(M) kmtripathiknp@gmail.com
7 Dr. Mazhar Asif 9435118077(M), 03612672683 mazharassam@gmail.com
8 Dr. M.K. Sridhar 9845222573(M), 8048068027(M)
Escort
9900086660
bharathwaasi@gmail.com
9 Shri Rajendra Pratap Gupta 09223344303(M) advisor.healthminister@gov.in
office.rajendra@gmail.com
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