The National Education Policy (NEP) 2020, a landmark document, was formulated under the Chairmanship of Dr. K. Kasturirangan, the former Chairman of the Indian Space Research Organisation (ISRO), and is often referred to as the Kasturirangan Committee. This policy marks the third major iteration of India's education policy, following the National Policy on Education (NPE) of 1968 and National Policy on Education (NPE) 1986. Its significance lies in the fact that it has emerged after a gap of 33 years since the previous policy was revised, addressing the evolving challenges and needs of the twenty-first century. Given the significant time lapse since the last update indicates how the NEP 2020 aims to revamp a system that had been stagnant and working on outdated models, to bring its structure on par with the fast- evolving global and technological world.

The article will explore and clarify some of the essential elements of school education, which every stakeholder needs to know. Keeping abreast with these changes will help us adjust to the new system, allowing us to make the most out of the policy. For clarity, the term "Classes" will be used instead of "Grades."

i. Breaking Down the (5+3+3+4) Education System

The NEP 2020 introduces a significant shift in the structure of school education, replacing the previous 10+2 system with a new 5+3+3+4 framework. This revised structure segments the educational journey into four distinct stages. It is essential to recognise the updated terminology for these stages, as the previous classifications, such as elementary education (6-14 years) which encompasses Classes I-VIII, are no longer used as an identifier under the new policy.

• Foundational Stage (5 years): This includes 3 years of preschool (ages 3-6) and Classes 1 and 2 (ages 6-8), forming the foundation of the formal education system. Pay attention to the age requirements for each class, as parents are often confused when their child's age does not align with the class they are in. NEP 2020 at this stage emphasises a play-based, activity-based approach, focusing on the holistic development of the child. Foundational Literacy and Numeracy (FLN) is also emphasised, ensuring that children acquire essential skills in reading, writing, and basic mathematics at an early stage through play-way. Furthermore, the initiative aims to bridge learning gaps by ensuring that all children, including those from disadvantaged backgrounds, have access to quality early education.
  • Preparatory Stage (3 years): Classes 3 to 5 (ages 8-11). In this stage, students begin to develop more formal skills in subjects such as language, mathematics, science, and social sciences, while still emphasising activity-based and experiential learning. The policy stresses the importance of a holistic and multidisciplinary approach, ensuring that students not only acquire academic knowledge but also develop critical thinking, problem-solving, and creative skills. Additionally, the policy encourages the use of formative assessments to track progress, rather than relying solely on summative assessments, and promotes the integration of arts, physical education, and vocational skills to foster overall development. Successfully implementing formative assessment at such an early stage requires teachers' core competencies, unwavering commitment, and continuous support from authorities through regular appraisals.

• Middle Stage (3 years): Classes 6 to 8 (ages 11-14). At this stage, students are introduced to more subject-specific content, with a strong focus on interdisciplinary learning, skills development, and experiential learning. The NEP 2020 advocates for a broad-based, interdisciplinary curriculum that promotes a well-rounded education. It integrates subjects like science, mathematics, and technology with real-world problem-solving projects, fostering practical application of knowledge. The policy also emphasizes developing critical skills such as problem-solving, creativity, and communication, alongside traditional academics. Furthermore, it promotes experiential learning through hands-on activities, collaborative projects, and field visits to connect classroom learning with real- world experiences. This approach is designed to equip students with the necessary skills for future careers while instilling values, ethics, and social responsibility. Ultimately, the goal is to prepare students not just for academic success, but for the challenges of a rapidly changing world through a more holistic and flexible education system.
• Secondary Stage (4 years): Classes 9 to 12 (ages 14-18). At this stage, students are given more specialised choices, allowing them to select subjects based on their interests and delve deeper into their chosen fields. The NEP 2020 emphasises flexibility in subject selection, moving away from rigid academic streams and encouraging an interdisciplinary approach. For example, students could combine subjects like physics with environmental studies, business with technology, or computer science with entrepreneurship, fostering a broader perspective and deeper understanding across disciplines.

The policy also focuses on integrating Vocational Education and Training (VET) into the curriculum to enhance practical skills and employability. Students can pursue courses like coding, carpentry, or healthcare, which not only provide hands-on experience but also industry-recognised credentials. The intention is to provide a strong foundation in both academic and technical skills, preparing students for higher education, skill development, and the workforce.

ii. Early Childhood Care and Education (ECCE)

This stage is given special emphasis to provide clarity for parents, who are often confused when their child begins formal schooling. The current policy highlights the crucial role of ECCE in supporting the holistic development of children between the ages of 3 and 6. Recognising that the early years are crucial for shaping a child's cognitive, social, emotional, and physical growth, the policy advocates for universal access to quality pre-school education.

• Universalisation of ECCE: NEP 2020 aims to provide universal access to quality ECCE aged between 3-6, ensuring that all children enter the formal education system with a strong foundation in literacy, numeracy, and socio-emotional development. The focus is to ensure that all children, regardless of their socio-economic background, geographical location, or other factors, have access to quality early childhood education and care. This can be seen as the extension of the RTE to include ECCE, although both addresses different stages of education.

• Formal Recognition of Preschool Education: The NEP 2020 emphasises the integration of pre-school and early childhood care into the formal education system, recognising the critical importance of the early years in a child's development. Previously, these stages were part of a separate, informal system, such as Anganwadis and other non-formal early education settings.

This integration aims to bridge the gap between early childhood education and the formal school system, creating a seamless transition for children as they move into primary education. It also emphasises play-based, activity-based learning methods, which are developmentally appropriate and ensure the holistic development of children in their formative years. But the crucial question to consider is whether our schools are truly equipped to support students in this context. Are teachers adequately trained and up-to-date with the changes outlined in the policy? To fully realise the benefits of this policy, it is essential that all primary stakeholders, particularly the teachers and school leaders, are well-prepared and aligned with its objectives. Their involvement and readiness are key to ensuring the success of these intended reforms.

iii. Multi-Disciplinary and Flexible Curriculum

The NEP 2020 emphasises a multi-disciplinary and flexible curriculum to foster holistic learning. By breaking traditional subject boundaries, it encourages students to explore diverse fields, integrating arts, sciences, and vocational subjects. This approach aims to enhance critical thinking, creativity, and adaptability, preparing students for future challenges in a dynamic world.

• Flexibility in Curriculum: The current policy introduces significant flexibility for students in Classes 9-12, allowing them to choose subjects from a range of fields rather than being confined to traditional streams such as Arts, Science, or Commerce. This change will enable students to select a combination of subjects based on their interests, fostering a more well-rounded, interdisciplinary approach to learning. For example, a student could opt to study a combination of computer science, economics, and literature, blending technical skills with analytical and creative thinking. Or students can choose to study both digital media and entrepreneurship, combining creativity with business acumen, or environmental science and technology, linking sustainability with innovation. By offering this level of flexibility, the current policy aims to create a more inclusive and adaptive education system that better prepares students for diverse career paths, higher education, and lifelong learning. If implemented with the right intent, this approach could guide students in their pursuit of higher education without any confusion to career paths,
  • Inclusion of Vocational Courses: Under the current policy, vocational education is seamlessly integrated into the curriculum starting from Class 6. This innovative approach ensures that students are not only exposed to academic subjects but also gain practical skills through hands-on training. By incorporating vocational training early on, NEP 2020 aims to foster a more holistic and well-rounded education, equipping students with valuable skills that align with industry needs. This will enhance employability and provide students with the flexibility to pursue diverse career paths, ultimately helping bridge the gap between education and employment.

IV. Languages and Mother Tongue:

A structural shift is introduced in the language policy, where mother tongue, regional languages, or Hindi are recommended as the medium of instruction up to at least Class 5 (and ideally until Class 8), making learning more inclusive and accessible. This change is in line with NEP 2020’s emphasis on preserving linguistic diversity while promoting greater understanding and cognitive development among students. By using the mother tongue or regional languages, children can grasp complex concepts more effectively in their early years, leading to better learning outcomes. For example, research has shown that when students are taught in their native language, they perform better in subjects like mathematics and science.

The shift towards using mother tongue or regional languages as the medium of instruction, while beneficial for cognitive development, creates concerns for those who believe proficiency in English is essential for global competitiveness and career opportunities. The policy also encourages the development of high-quality multilingual educational resources to further support this shift, ensuring that students from diverse linguistic backgrounds are not left behind. The policy's intention to implement this mission faces significant challenges, as it is easier said than done due to India's diverse demographic composition and varied languages of communication. However, Chhattisgarh government move to offer primary education in 18 local languages/dialect (Indian Express, July 7, 2024) is a positive step, which other states composed of heterogeneous population ought to emulate.

v. Revamping the Assessment and Examination System

The new education policy introduces significant reforms in assessment practices to ensure a more holistic and effective evaluation system. One of the key changes is the emphasis on Continuous and Comprehensive Assessment (CCA), which focuses on ongoing, formative assessments rather than solely relying on summative exams like board exams. This shift allows for evaluations through projects, assignments, and discussions, providing a broader understanding of a student's progress. Additionally, the revised structure of board examinations aims to reduce the pressure on students by conducting exams twice a year for Classes 10 and 12, offering them an opportunity to reattempt and improve their performance. Furthermore, there is a push to transform the nature of exams, moving away from rote memorisation and towards assessments that measure students' understanding, critical thinking, and ability to apply knowledge in real-world situations. The goal of promoting this paradigm shift is to create a more comprehensive and competency-driven educational experience.

vi. Teacher Education and Professional Development

NEP 2020 envisions a comprehensive restructuring of teacher education to enhance the quality of teaching. It introduces a 4-year Integrated Teacher Education Programme (ITEP) that combines both pedagogical training and subject knowledge, ensuring teachers receive rigorous and continuous professional development. This shift emphasises making teaching a respected and skilled profession by focusing on teachers’ understanding of child psychology, with the integration of technology, and inclusive education. The policy also aims to elevate the role of teachers and equip them with the necessary skills to foster an inclusive, tech-savvy, and psychologically informed educational environment. This is done with the aim of meeting the twenty-first century demand for technologically proficient teachers who can elevate education to new heights.

vii. Strengthening School Governance

NEP 2020 places significant emphasis on improving the management and governance of schools by strengthening the role of School Management Committees (SMCs). The policy advocates for making SMCs more active and engaged in decision-making processes, with the goal of enhancing accountability, transparency, and community participation in school management. This approach not only aims to ensure that local communities have a say in shaping the educational environment but also seeks to foster a collaborative approach to school improvement, creating a more inclusive and responsive education system. However, the challenge lies in overcoming the difficulty of getting everyone on board and directing their efforts towards achieving the policy's intended goals. This includes aligning various stakeholders—such as educators, parents, administrators, and policymakers—who may have differing perspectives and priorities. Without a coordinated effort and active engagement from all involved, the ambitious goals set forth by the policy may face significant hurdles in terms of implementation, consistency, and sustainability.

In addition to this, the policy also underscores the importance of effective school leadership in driving positive change. It encourages the establishment of leadership training programs for school heads and principals, aiming to equip them with the skills and knowledge necessary for better school governance. By focusing on leadership development, the policy strives to create a cadre of well-trained and capable school leaders who can effectively manage schools, promote innovative teaching practices, and lead the transformation of the education system at the ground level. This holistic approach to school management and leadership is critical in ensuring that schools provide quality education and meet the evolving needs of students and society.

Conclusion

Recognising the significant effort required from stakeholders due to the paradigm shift outlined in the policy, the National Education Policy (NEP) 2020 provides a 20-year roadmap for phased implementation, with specific targets set for each stage. In the short term (2021-2025), the focus will be on early reforms, curriculum updates, and teacher education improvements. The medium term (2025-2030) will see the expansion of initiatives, including the introduction of new educational structures and strengthening teacher training programs, while ensuring universal access to education. By the long term (2030-2040), the policy aims for full implementation, with a strong emphasis on foundational literacy, numeracy, curriculum revisions, and globally recognised higher education institutions, while continuously monitoring its impact.

By 2030, most core reforms are expected to be in place, transforming the education system. The target, though immense in scale, is achievable with careful planning, coordinated effort, and sustained commitment from all stakeholders involved. The transition from the previous to the present system requires careful groundwork as well. The success of the policy is contingent upon the alignment of the skills nurtured at school to market-ready infrastructure to absorb the newly trained workforce. And this intended chain of transformation must begin at school, are our school ready?

(The Author is a PhD., Scholar at National Institute of Educational Planning and Administration (NIEPA). He can be contacted at cdoungel@niepa.ac.in)