India/October 10, 2020/By A P Sharma/ Principal, Birla Public School/Source: https://www.gulf-times.com/
Government of India has approved New Education Policy (NEP) 2020, paving way for much desired transformational reforms in school education.
This policy will replace the National policy on education 1986. The new policy aims to transform India’s education system by 2030.
K Kasturirangan, former Indian Space Research Organisation (ISRO) chief and the chairman of the NEP 2020, called it making “India a global knowledge superpower.”
When to start: The provisions of NEP 2020 are to be implemented right from the next session 2021-22 in all schools.
Gradually, all others provision will come in force in next 10 years.
Four major goals identified had always been access, equity, quality, affordability and accountability with inclusion.
Most of the educationists feel that the real outcome of this policy will be visible after 2030.
What are the new
Transforming pedagogical structure of learning levels
For the secondary education, earlier four years for secondary and senior secondary were specified for the students in the 13-17 years of age.
In the new policy, there will be the class of four years Grade-IX to XII for the students 14-18 years of age.
Currently, the middle school education spans over three years for the students of 10-13 years of age.
The new education policy is going to have a three years class from Grade-VI to VIII for the students of 11-14 years of age.
For the preparatory level, five years of primary education is given currently to the student of 5-10 years of age.
The new set up for primary education will include three years class from Grade-III to V, for the students of 8-11 years of age.
At the foundation stage, currently kindergarten takes two years for the students of three to five years of age.
The new policy specifies two years for Grade-I and II for the student of six to eight years of age.
It sets three years for pre-school stage for the student of three to six years of age.
An extra year is added at the foundation level (pre-primary), hence the school education will take now 15 years instead of 14 years.
The most significant change is stress on the foundation level.
The objective is rapid brain development; learning based on play and active discovery.
Now pre-primary level will consist one year extra (i.e. three years now) starting with the age of three to five years and trained early childhood care education (ECCE) teachers.
This means now school education will complete in 15 years instead of 14 years.
The recommended approach at this level will be more of informal and activity based instructional approach with more emphasis on developing observations and inquiry skills of tiny-tots.
The age appropriate pedagogy will focus on child centric learning styles to support socio-emotional development also. Their experience will certainly affect the academic trajectory of the student to match up the expected learning outcomes.
Emphasis on mother tongue – regional languages – medium during these formative years will be a great support, however foreign schools will receive exemption in this regard.
Attaching foundational literacy and numeracy will be the mission at this level after Grade-II (by Grade-III).
(Grade-III to V)
The objective is: building on play and discovery and begin the transition to structured learning.
This will comprise of the further progression of the activities introduced so far. Light textbooks will be introduced for the formal yet interactive classroom learning.
This will provide a solid foundation through mastering LSRW skills (listening, speaking, reading, and writing). Here also emphasis is on activity-based, creative and problem solving techniques. Detailed curriculum is being prepared by NCERT.
Hence 2021-22 will be a bridging year for laying new curriculum completely in force.
Middle stage (Grade-VI
The Objective is: learning concepts in subjects and begin navigating adolescence.
During these years child will be exposed to vocational and Skill subjects which includes the latest AI, coding, design thinking, physical activity trainer, IT, mass media, gardening, carpentry, electrical & electronics, pottery, financial literacy, handicraft, beauty & wellness, travel & tourism etc.
In this phase, abstract concepts of the specific subjects will be taught and emphasis will be on application-based learning through hands on experiential learning approach for conceptual understanding.
Learners will be encouraged to explore topics across disciplines for holistic understanding.
The process will involve reflections, guided learning, observation, interpretation, ideation by exploring accelerated learning to improve their retention and enforce domains of learning; affective, cognitive and psychomotor.
Secondary Stage (Grade-IX to XII)
The objective is preparation for livelihood and higher education; transition into young adulthood.
Here the child is given lot of flexibility and choice of subjects to prioritise his/her aspirations and career. There will not be any stream barrier and a student can opt for any combination and number of subject, minimum being 4/5. Many vocational and skill subjects have been introduced at this level for better career options. The pedagogy of vocational courses has an important aspect of work place experience, which will create interest in child for an alternate profession or may be major one.
MoEHE Qatar will have to look into the above major changes as to include in the Indian school system and data collection.
Following are the major tasks ahead:
Indian school will have 15 years of schooling instead of 14 years.
NSIS data table to be altered accordingly.
Entry level age will be three years on March 31.
Kindergarten schooling will have three years duration.
Schools will require local industry visits for vocational subjects.
Examination schemes for Grade-X and XII will be changed in 2022.
Local university admissions policy
Assessment tools in QNSA evaluation
Age appropriation for international assessment
Curriculum approvals and scaling ECCE teachers mandate for kindergarten
Docente - Investigadora Educativa.
Doctora en Cs. de la Educación, Magíster en Desarrollo Curricular y Licenciada en Relaciones Industriales.