National Education Policy, 2020

Main Points on School Education-National Education Policy- 2020

Main Points on School Education

Education is fundamental for achieving full human potential, developing an equitable and just society, and promoting national development.

Education must build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment.

Equitable and Inclusive Education, “Learning for All”

(a) every citizen has the opportunity to dream, thrive, and contribute to the nation (b) no child loses any opportunity to learn and excel because of circumstances of birth or background



Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible, and, of course, enjoyable.


The curriculum must include basic arts, crafts, humanities, games, sports and fitness, languages, literature, culture, and values, in addition to science and mathematics, to develop all aspects and capabilities of learners.


Curriculum and Pedagogy – Holistic development of learners

  1. Develop among the students a deep sense of respect towards the Fundamental Duties and Constitutional values,
  2. Develop conscious awareness of one’s roles and responsibilities in a changing world,
  3. Character building and creating holistic and well-rounded individuals equipped with the key 21st century skills,
  4. Identification of Specific sets of skills and values across domains,
  5. Integration of different subjects exploring the relations among different subjects,
  6. Making education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible, and enjoyable

Reduce curriculum content will enhance more opportunities and space for developing core essential skills i.e. critical thinking, inquiry-based, discovery-based, discussion-based, and analysis-based learning

  1. Focus on key concepts, ideas, applications, and problem-solving,
  2. Focus on developing competency-based learning

Implementation through Experiential Learning

national education policy -rajeevelt


Arts-integration– cross-curricular pedagogical approach  (a) Developing link between education and culture,(b)  Integrating different  forms of art and culture  across the curriculum for creating joyful learning and inculcating the Indian ethos

Sport-Integration-National Education Policy-2020

 Sports-integration– cross-curricular pedagogical approach (a) promoting physical and psychological well-being (b) developing skills like collaboration, self-initiative, self-direction, self-discipline, teamwork, responsibility, citizenship, etc

Hands-on-Learning-National Education Policy-2020

Hands-on learning-  (a) vocational crafts, carpentry, electric work, metal work, gardening, pottery making,  (b) 10-day bagless period- local vocational experts such as carpenters, gardeners, potters, artists, (c) enrichment activities involving arts, quizzes, sports, and vocational crafts (d) through visits to places/monuments of historical, cultural and tourist importance, meeting local artists and craftsmen and visits higher educational institutions

Story-telling-based-(a)  rich cultural heritage from ancient and modern India,

Flexibility in course and choice of subjects to study-

(a) freedom to design own paths of study and life plans (b) wider range of subjects  across the arts, sciences, humanities, languages, sports, and vocational subjects (c) no hard separation among ‘curricular’, ‘extracurricular ’, or ‘co-curricular’, among ‘arts’, ‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’ streams  (d) inclusion of shorter modules, or courses in order to allow an exposure to more subjects and enable greater flexibility  

MultilingualismNational Education Policy-2020

Multilingualism-National Education Policy-2020-rajeevelt

Multilingualism- (a) Fill the gap between learning content and learning understanding (b) medium of instruction until at least Grade 5 in home language/mother tongue/local language/regional language (c) Ensure availability of  high-quality bilingual textbooks and teaching-learning materials for science and mathematics, (d) freedom to use bilingual approach, and bilingual teaching-learning materials, (e) bilateral agreements among different stats and UTs to hire teachers in large numbers from each other (f) cultural enrichment through literature (prose, poetry, drama)  in different Indian languages (g) fun project/activity on ‘The Languages of India’ for grades 6-8 under the ‘Ek Bharat Shrestha Bharat’ initiative without any form of assessment (h ) integration of  the classical languages and literature (known as ‘Sanskrit Knowledge Systems’) of India  containing vast treasures of mathematics, philosophy, grammar, music, politics, medicine, architecture, metallurgy, drama, poetry, storytelling, written in various religions as well as non-religious people (i)  option to learn classical language of India and its associated literature (for 2 years-6-12) (j) offering of foreign languages at secondary level to enrich students’ global knowledge

Integration of Essential Subjects, Skills and Capacities-NEP 2020

Integration of Essential Subjects, Skills and Capacities-NEP 2020-rajeevelt

Integration of Essential Subjects, Skills, and Capacities- proficiency in languages, scientific temper and evidence-based thinking; creativity and innovativeness; sense of aesthetics and art; oral and written communication; health and nutrition; physical education, fitness, wellness, and sports; collaboration and teamwork; problem solving and logical reasoning; vocational exposure and skills; digital literacy, coding, and computational thinking; ethical and moral reasoning; knowledge and practice of human and Constitutional values; gender sensitivity; Fundamental Duties; citizenship skills and values; knowledge of India; environmental awareness including water and resource conservation, sanitation and hygiene; and current affairs and knowledge of critical issues facing local communities, States, the country, and the world

Focus on Contemporary Subjects-NEP 2020

Focus on contemporary subjects– Artificial Intelligence; Machine learning, Data science, Design Thinking, Holistic Health, Organic Living, Environmental Education, Global Citizenship Education (GCED), Special focus on mathematics and computational thinking

Knowledge of India-NEP 2020

Knowledge of India”- ancient India and its contributions to modern India (a) Exposure to Indian Knowledge Systems, tribal knowledge and indigenous and traditional ways of learning, integrating into  mathematics, astronomy, philosophy, yoga, architecture, medicine, agriculture, engineering, linguistics, literature, sports, games, as well as in governance, polity, conservation

Doing what’s right-NEP 2020

“Doing what’s right”- a logical framework for making ethical decisions (a) focus  on developing basic ethical reasoning, traditional Indian values and all basic human and Constitutional values (such as seva, ahimsa, swachchhata, satya, nishkam karma, shanti, sacrifice, tolerance, diversity, pluralism, righteous conduct, gender sensitivity, respect for elders, respect for all people and their inherent capabilities regardless of background, respect for environment, helpfulness, courtesy, patience, forgiveness, empathy, compassion, patriotism, democratic outlook, integrity, responsibility, justice, liberty, equality, and fraternity (b) training in health, including preventive health, mental health, good nutrition, personal and public hygiene, disaster response, first-aid scientific explanations of the detrimental and damaging effects of alcohol, tobacco, and other drugs

Topic -centered and Project -based Clubs and Circles

Topic-centered and Project-based Clubs and Circles- aim to encourage students with singular interests and/or talents in the classroom (a) providing supplementary enrichment material and guidance and encouragement (b) formation of Science Circles, Math Circles, Music & Dance Performance Circles, Chess Circles, Poetry Circles, Language Circles, Drama Circles, Debate Circles, Sports Circles, Eco-Clubs, Health & Well-being Clubs/ Yoga Clubs (c) high-quality national residential summer programmes for secondary school students in various subjects

Assessment and Evaluation – Competency Based Education-NEP 2020

Assessment for Student Development- a measure shift from summative and primarily tests rote memorization skills to more regular and formative tests (a) competency-based test for promoting learning and development for the students (b) competencies based to test students’ higher-order skills, such as analysis, critical thinking, and conceptual clarity (c) a system of annual/semester/modular Board Exams for test less content (d) best-of-two attempts in board  exam- provisions for students to appear for  Board Exams up to two occasions during any given school year, one main examination and one for improvement, if desired (e) introducing Standard and Higher Level Exam in some subjects  (f) Objective Types and Descriptive Types Questions- board exam redesigned to have two parts – one part of an objective type with multiple-choice questions and the other of a descriptive type

Progress Report Card based on Continuous and Comprehensive Evaluation SystemsNEP 2020

Progress report/ card-(a)  a holistic, 360-degree, multidimensional progress report/card  consisting self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning, quizzes, role plays, group work, portfolios, etc., along with teacher assessment (b) progress report/card reflects great detail of the progress as well as the uniqueness of each learner (strengths, areas of interest, and needed areas of focus, ) in the cognitive, affective, and psychomotor domains

Reference: – National Education Policy-2020

Rajeev Ranjan

Principal, Teacher- Trainer