Draft National Education

Policy 2019
Mapping the Future of Educational in India

A Presentation by -

Dr. Anupam Dutta

Asst. Secy (Academic), ACTA
Solapar, Ghy - 8
 The Journey till the Final Draft of NEP 2019

The Ministry of Human Resource Development (MHRD)

constituted an eleven member Committee for Draft National
Education Policy under the Chairmanship of Dr K.
Kasturirangan in June 2017.
The Committee submitted its report in May 2019, in the form
of a 477 page document, which is the Draft NEP 2019
 Ministry of Human Resource Development (MHRD) sought
inputs and suggestions on the Draft National Education Policy
(NEP) 2019 from citizens and organisations til July 31, 2019.
The MHRD came up with the Final Draft of NEP 2019 on
27.10.2019
 Vision
The Draft National Policy of Education 2019 is informed by
a vision to create an “India-centred” education system that will
lead to the creation of an “equitable and vibrant knowledge
society”.

The aim must be for India to have an education system by

2030 with access to the highest-quality education for all
learners regardless of circumstances of birth or background.

This Policy is intended as a long-term vision for what the

education system in India should look like and move towards
in order to align with the core Principles of this Policy.
Focuses on……
Proposals for many changes, some quite radical, in both
school and higher education and on research and innovation
besides better governance systems.
recruiting the very best and brightest to enter the teaching
profession at all levels, by ensuring teachers their livelihood,
respect, dignity, and autonomy, while also installing in the
system basic methods of quality control and accountability.

Putting an end to hard separations between arts and sciences,

between curricular and extracurricular activities, between
vocational and academic, etc., to ensure the integrity and unity
of knowledge and eliminate harmful hierarchies
Points worth mentioning....
Education must be a not-for-profit activity and enterprise in
society.
Increasing allocation on public investment in Education upto
6% of GDP from the current 2.7%.
For public education – higher and lower – the policy suggests
spending to the extent of 20 percent of all public expenditure.
Renaming of MHRD as Ministry of Education (MoE).
The document sets out deadlines for achieving various goals.
 School Education

 There is an aim to achieve 100% Gross Enrolment Ratio for

all school education by 2030.
Early childhood care and education (ECCE): High-quality
early childhood care and education will be provided for all
children between the ages of 3 and 6 by 2025.
Ensuring foundational literacy and numeracy: Every student
will start achieving age-appropriate foundational literacy and
numeracy by 2025.
Universal access and retention in schools: All Indians
between ages 3 and 18 to be in school by 2030. The Right to
Education Act will be extended from pre-school to class XII.
It proposes new Curricular and Pedagogical Structure, with
5+3+3+4 design covering the children in the age group 3-18
years:
Foundational Stage: 3 years Pre-Primary & Grades 1-2
Preparatory Stage : Grades 3-5
Middle Stage : Grades 6-8
Secondary Stage :Grades 9-12
This is an academic restructuring only; there will be no
physical restructuring of schools.
Focus on the governance of the school by proposing school
complexes (cluster of 10-20 public schools around one
Secondary School). This will ensure the availability of all
resources starting infrastructure to academic.
•All schools will also be provided with electricity computers
and internet connectivity for pedagogical purposes,
infrastructure and materials to support differently-abled
students, safe drinking water on the school premises,
functioning toilets with running water, separate for girls and
boys, and basic hand washing facilities by 2022 (p 125).

•The Committee noted that the current education system solely

focuses on rote learning of facts and procedures. Hence, it
recommends that the curriculum load in each subject should
be reduced to its essential core content.
The curriculum will be integrated there will be no hard
separation of learning areas in terms of curricular, co-
curricular or extracurricular areas and all subjects, including
arts, music, crafts, sports, yoga, community service, etc. will
be curricular. Vocational and academic streams will be
integrated and offered to all students.

Emphasis on mother tongue-based education and oral

language development.

The three-language formula will be retained but with “a great

flexibility” and “no language will be imposed on any state”
 Examination systems will be radically changed to assess
real learning, make them stress-free, and aim for
improvement instead of the passing of judgements.
There should be no detention of children till class
eight. Instead, schools must ensure that children are
achieving age-appropriate learning levels.
All schools will be fully resourced with teachers—with
working conditions for an energetic work culture. No
“temporary" teachers will be allowed; all positions will be
filled with competent and qualified teachers.
 The recruitment of teachers will be transparent and
promotions will be based on merit. A development-oriented
performance management system will be put in place.
•The Committee proposes for massive transformation in
Teacher Education by shutting down sub-standard teacher
education institutions and moving all teacher
preparation/education programmes into large multidisciplinary
universities/colleges.
•The 4- year integrated stage-specific B.Ed. programme will
eventually (by 2030) be the minimum degree qualification for
teachers.
•‘The community’ finds focus as an important element that is
expected to be involved in School Complex Management
Committees and to volunteer “to ensure the success of
educational programmes.”
•The new document proposes deregulation of private school
education, “emphasising online and offline disclosure and
transparency” in places of laws and regulations, and regulating
free public schools and fee-charging private schools by the
same criteria, benchmarks and processes”.

•It suggests creating an independent State School Regulatory

Authority (SSRA) for each state that will prescribe basic
uniform standards for public and private schools. The
Department of Education of the State will formulate policy
and conduct monitoring and supervision.
 Higher Education
•Aims to achieve Gross Enrolment Ration (GER) of 50% from
the current 25.8% by 2035
•In higher education, a restructuring of higher education
institutions with three types of higher education institutions is
proposed-
Type 1: Focused on world-class research and high-quality
teaching;
Type 2: Focused on high-quality teaching across disciplines
with significant contribution to research;
Type 3: High-quality teaching focused on undergraduate
education.
- This will be driven by two Missions -Mission Nalanda
& Mission Takshashila.
• India’s current 800 universities and over 40,000 colleges
will be consolidated into about 10,000-15,000 institutions
of excellence to be completed by 2040 to drive
improvement in quality and expansion of capacity. This
architecture will have only large multi-disciplinary
institutions, with significant investment.
•The institutional governance will be based on autonomy
(academic, administrative and financial).
• The policy proposes setting up Boards of Governors for
every higher education institution whose members will be
“a group of carefully selected individuals”.
• A new apex body Rashtriya Shiksha Ayog to be chaired by
the Union Education Minister is proposed to enable a holistic
and integrated implementation of all educational initiatives
and programmatic interventions and to coordinate efforts
between the Centre and States.

• The National Research Foundation, an apex body is proposed

for creating a strong research culture (NRF) and building
research capacity across higher education.
•The four functions of Standard setting, Funding,
Accreditation and Regulation to be separated and conducted
by independent bodies:
•National Higher Education Regulatory Authority (NHERA)
• Creation of accreditation eco-system led by revamped
NAAC
• UGC to transform to Higher Education Grants Commission
(HEGC).
•The role of all professional councils such as AICTE and the
Bar Council of India (BCI), Medical Council of India (MCI)
etc. would be limited to setting standards for professional
practice.
•There will be re-structuring of Undergraduate programs (e.g.
BSc, BA, BCom, BVoc) of 3 or 4 years duration and having
multiple exits and entry options. Four year programme of BLA
or BLE
•The PhD programme will require the four-year programme with
research or a Master’s degree – “The MPhil programme shall be
discontinued”.
•By 2030-35 undergraduate vocational education ought to be
widespread enough to claim around 50 percent of the total
enrollment.
• Promotion of Indian and Classical Languages and setting up
three new National Institutes for Pali, Persian and Prakrit and an
Indian Institute of Translation and Interpretation (IITI) has been
recommended.
Establishment of Five world class universities in line with Ivy
League School and Nalanda by 2024.
Foreign Universities from the top 200 world class universities
will be allowed to set up campuses in India.
The private and public institutions will be treated on par.
Private institutions will be allowed to set their own fees, “subject
to discharge of social responsibility in the form of fee
waiver/scholarships to a “significant proportion” of their
students. (Revised from 50% in the earlier draft).
NHERA will have the power to grant authority to set up new
institutions and regulatory requirements will be considerably
relaxed.
There is a welcome assurance that the contractualisation of
the teaching profession will come to an end
The policy proposes a “merit-based tenure-track, promotion,
and salary structure”.
There will be multiple levels within the same rank.
Teachers will be reviewed by their peers and students and
these will be factors in deciding their promotions and pay
increases.
To conclude……..
The Implementation of the policy will require new
legislations and amendment in existing Acts. It will be a
challenge to live up to the objectives and target years set in the
document

In a developing welfare state like India, teachers, the most

important stakeholders, will not only have to cooperate with
the government and the agencies concerned to realise the
benefits of the proposed policy, but also to keep an eye on any
possibilities that might undermine the public funded
Education. The democratic objective of the policy, equity and
access should not be sacrificed to achieve any other end.
THANK YOU