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2020
 PAGE
CONTENTS No.

1 INTRODUCTION 02

2 THE BACKGROUND-NEP 2020 05

The Gap 07
The Learnings 09
The Process 11
The Scope Of This Report 13
Facts And Key Aspects Of NEP 2020 15

3 BRAINSTORMING NEP IMPLEMENTATION STRATEGIES 17

Topic 1 - Early Childhood Care & Educa on 20
Topic 2 - Founda onal Literacy & Numeracy 24
Topic 3 - Curtailing School Drop Outs 26
Topic 4 - Curriculum & Pedagogy in Schools 28
Topic 5 - Teachers 38
Topic 6 - Equitable and Inclusive Educa on 42
Topic 7 - Efficient Resourcing & Efficient Governance 44
Topic 8 - Standard Se ng & Accredita on 47

4 WAY FORWARD 53

5 PARTICIPANTS LIST 56

6 RESOURCES FOR TEACHERS 57

7 REFERENCES 57

8 GLOSSARY OF ABBREVATIONS 58

01
 INTRODUCTION

India is on the path to advancements and developments in all

sectors and Indians are making the country proud in every
respect. With the roll out of NEP 2020, there is no doubt that in
the coming years India will witness the much awaited reforma-
tory upheaval where teaching learning prac ces and learning
outcomes are concerned.

Image source: https://www.educationworld.in/nep-2020-school-education-change-in-academic-structure/

02
 HDI rank Country HDI Value 2021
1 Switzerland 0.962
2 Norway 0.961
3 Iceland 0.959
4 Hong Kong, China (SAR) 0.952
5 Australia 0.951
6 Denmark 0.948
7 Sweden 0.947
8 Ireland 0.945
9 Germany 0.942
10 Netherlands 0.941
18 United Kingdom 0.929
19 Japan 0.925
21 United States 0.921
73 Srilanka 0.782
79 China 0.768
129 Bangladesh 0.661
132 India 0.633

India's Human Development Index (HDI) standing at 59.3%

signals both progress and a call for targeted reforms, par cu-
larly in educa on. The HDI, a composite index measuring
health, educa on, and standard of living, reflects the na on's
commitment to overall well-being. While the score indicates
advancements, there's a crucial need for educa onal reforms
to propel India towards a higher HDI. By strategically enhancing
educa on, focusing on quality, accessibility, and inclusivity,
India can significantly upli its HDI. Inves ng in educa on
empowers individuals, addressing health and standard of living
components, thereby contribu ng to a comprehensive
improvement in the na on's human development landscape.
03
 Image Source: https://www.reddit.com/r/IndiaSpeaks/comments/16ian3e/school_education_quality_index_of_indian_states/

Addressing India's low PISA scores necessitates a comprehen-

sive approach to elevate the quality of educa on. Priori zing
founda onal reforms in curriculum design is crucial, focusing
on skills such as cri cal thinking, problem-solving, and applica-
on of knowledge. The constant coming together of like-
minded educators and policy makers will gradually make
progress visible right from kindergarten levels to university and
align the needs of the industry to the academic curriculum and
e them together seamlessly.

By undertaking these mul faceted reforms, India can aspire to

align its educa on system with global standards, ensuring that
students are well-equipped to meet the challenges of the
interna onal academic landscape.
04
04
05
 2020
NATIONAL
EDUCATION
POLICY
Roll out accross India with
implementation guidlines.

On Feb 16, 2023 the Central Cabinet gave the green signal to
the New Educa on Policy (NEP 2020). A er 34 years, there has
been a change in the country’s educa on framework. NEP was
announced in the year 2020 with a progressive view to bring
about transforma onal changes in the Indian Educa onal
system. It proposes various reforms in school educa on as well
as higher educa on including technical educa on. It looks at
educa on without any hard separa ons between Arts and
Sciences, curricular and extracurricular ac vi es or between
voca onal and academic streams. Educa on needs to have a
holis c approach towards all without any differen a on
between advantaged and disadvantaged groups. A major
thrust on teacher training is also given towards con nuous
professional development programmes for educators while
the NEP 2020 reforms keep ge ng rolled out for implementa-
on. It is a highly progressive plan towards bringing about long
term and much needed changes in the Educa onal System in
the country.
06
 THE GAP

Prior to the NEP 2020, the Na onal Curriculum Framework

(NCF 2005) was the order of the day. The differen a on
between the NCF 2005 & NEP 2020 is that the Na onal
Educa on Policy 2020 is the ‘Philosophy’, and the Na onal
Curriculum Framework is the ‘Pathway’. Both these documents
will con nue to champion the changing demands of the 21st
century and posi vely impact the future of learning in this
country.

The NEP 2020 addressing the current

challenges of the Indian Educa on System
The five Pillars of Na onal Educa on Policy
2020 of India are:

Equity

Quality Affordability
Access Accountability

07
While the NEP 2020 is a new document and is currently being
established as a reference tool for implementa on, the NCF
2005 has been around for the past 18 years. Both documents
have high aspira onal ideas with contribu ons from experts,
academia and intellectuals with a hope for making the Indian
Educa on system a benchmark for emerging economies
across the world. In order to achieve this dream, the gaps
need to be iden fied and plugged. As an illustra on, way back
in 2005, nearly 18 years ago, the NCF document focused on
“reducing rote learning”. 18 years later, the NEP 2020 s ll
focuses on “elimina ng rote learning”. The ques on therefore
needs to be asked. Where are the Gaps?

The Gap lies clearly in understanding the ground reality and

finding solu ons at a ground level to combat some of the
issues that will perpetuate the high, lo y and aspira onal
philosophy being rolled out in these policy documents.

The objec ves and purpose of NCF were clear, so was the
planning towards the design and detailing of the tasks at hand
for all stakeholders. Then, what were the main factors that
made it unsuccessful in its intended objec ves?

The main and very glaring reason was that the measures on
how to implement it end to end were not detailed out. The
task of planning and pu ng so many minds to such high order
cri cal and crea ve thinking and making such detailed
document was le incomplete as the final implementa on
plans were not put into place.

08
 THE LEARNINGS
In retrospect, we can now analyze certain reasons why NCF
2005 could not be successfully implemented. Accountability
of the system is missing in the document. The document does
not have the concept of school as a public ins tu on and
therefore the accountability of this ins tu on to the taxpayers
and general public is missing. Such issues should have been
treated in a more systema c manner.

NCF 2005 failed to men on and recommend how we can

translate theore cal issues into ac onable points. Some
examples being; it should have laid more emphasis to bilingual-
ism, teacher autonomy and systemic suppor ve measures.

Plurality of textbooks designs which has found great favor in

NEP 2020 was not a factor considered in NCF 2005. It com-
pletely missed out considering formalizing pre-school educa-
on.

It also ignored paying any a en on to Art Educa on and Work

Experience which had to be tracked in student assessments but
teacher training and briefing was not taken into considera on
to put that into prac ce.

Many such examples can be cited which could not see the light
of the day. It led to confusion in the minds of students, teachers
and parents and finally the system succumbed to the same old
prac ces of rote learning and high focus on examina ons.
While NCF 2005 is s ll the main reference point and the
09
 UNDERSTANDING
LEARNING
KNOWLEDGE

SKILL
PRACTICE

LESSON TRAINING

pathway for NEP 2020, it is being evaluated for improvement

towards be er guidelines and implementa on.

A mandate document has been prepared towards this pur-

pose for ensuring the policies are regulated and defined
towards comple on. The focus of this Concept Note, uses the
past learnings from the NCF 2005 and provides implementa-
on strategies as a solu on for the NEP 2020, going forward.
10
 THE PROCESS
Implementa on is the key to the success of any policy. The NEP
2020 recognizes and briefly touches upon this part in Point 27
of the document. ( refer NEP 2020 documents)

NEP 2020 Part I pertaining to

School Educa on has the following tenets:

01 Early Childhood Care & Educa on (ECCE)

02 Founda onal Literacy & Numeracy (FLN)

03 Curtailing School Drop Outs

04 Curriculum & Pedagogy in Schools

05 Teachers

06 Equitable & Inclusive Educa on

07 Efficient Resourcing & Efficient Governance

08 Standard Se ng & Accredita on

11
 Brainstorming Session
School Education

Mul lingual Teaching

Voca onaliza on of School Educa on

Founda onal Literacy & Numeracy

Eliminate Rote Learning

Use of Advanced Technologies

Happiness Curriculum

The New School Structure

The Findings

The Brainstorming session discussed and deliberated on all of

the above aspect of School Educa on on topics like
Mul lingual teaching, Voca onaliza on of school educa on,
Founda onal Literacy & Numeracy, Elimination of Rote
Learning, Use of advanced technologies, Happiness
Curriculum, the new school structure, and the findings have
been subsequently captured in this report. These strategies
can be implemented by all schools across India, whether
government or private; whether State Board, Na onal Board
or Interna onal Board; therefore, covering the en re spec-
trum of School Educa on.
12
 THE SCOPE OF THIS REPORT

NATIONAL EDUCATIONAL POLICY 2020

Transformational Reforms In Education System for K-12 Schools

• Universal Access from pre-primary to Grade 12

Target to achieve 100% Gross Enrollment Ratio in
school education by 2030

• Early Childhood Care Education

Education for all children between 3-6 years by 2025

• Replacing 10+2 with 5+3+3+4

After five years in pre-primary, students to aim at
enhanced skills in new pedagogical system

• National Mission on Foundational Literacy and

Numeracy
Focus on early language and mathematical skills from
Grades 1-3 by 2025

• Multilingualism and the power of language

Medium of instruction till Class 5, preferably till 8, to be
home language/mother language

• Reforms in exams
Board exams to be broken into two, to test core
capabilities

13
 • New National Assessment Centre PARAKH
A standard-setting body for assessment of students
pan-India

• Equitable and inclusive education

Emphasis on socially disadvantaged, girls, socio-
cultural identity of children for education

• Teacher recruitment and career path

National Professional Standards for Teachers (NPST)
to be developed by 2022 for teachers

• Standard-setting and Accreditation for School

Education
State School Standards Authority to be set up in all
States/UTs

• Vocational Education
By 2025, at least 50% of students to have exposure to
vocational education

This compiled report suggests ideas on taking the key aspects

of NEP 2020 in School Educa on forward and has the scope to
put Gujarat at the thought leader pedestal amongst all states.
These ideas and strategies may be circulated to all States
Educa on Secretaries & Ministers for their Statewide imple-
menta on; all government and private schools, Na onal
School Educa on Associa ons and Interna onal School
Associa ons for an all-encompassing wide spectrum reach.
14
 FACTS AND KEY ASPECTS OF NEP 2020
The NEP 2020 lays emphasis on some key focus
areas which are highlighted below:

• Universaliza on of educa on from preschool to secondary

level with 100% Gross Enrolment Ra o (GER) in school
educa on by 2030.

• To bring 2 crore out-of-school children back into the main-

stream through an open schooling system.

• The current 10+2 system to be replaced by a new 5+3+3+4

curricular structure corresponding to ages 3-8, 8-11, 11-
14, and 14-18 years respec vely.

• It will bring the uncovered age group of 3-6 years under

school curriculum, which has been recognized globally as
the crucial stage for development of mental facul es of a
child.

• It will also recognise 12 years of schooling with three years

of Anganwadi/pre-schooling.
15
• Class 10 and 12 board examina ons to be made easier, to
test core competencies rather than memorized facts, with
all students allowed to take the exam twice.

• School governance is set to change, with a new accredita-

on framework and an independent authority to regulate
both public and private schools.

• Emphasis on Founda onal Literacy and Numeracy with no

rigid separa on between academic streams, extracurricu-
lar, and voca onal streams in schools.

• Voca onal Educa on to start from Class 6 with internships

and industry exposure for students.

• Teaching up to at least Grade 5 to be in mother

tongue/regional language. No language will be imposed
on any student.

• Assessment reforms with 360 degree Holis c Progress

Card and tracking Student Progress for achieving Learning
Outcomes

• A new and comprehensive Na onal Curriculum

Framework for Teacher Educa on (NCFTE) 2021, will be
formulated by the Na onal Council for Teacher Educa on
(NCTE) in consulta on with Na onal Council of
Educa onal Research and Training (NCERT).

• By 2030, the minimum degree qualifica on for teaching

will be a 4-year integrated B.Ed. degree.

16
Brainstorming NEP
Implementation Strategies

17
In February 2023, at Ahmedabad Management Associa on, a
brainstorming session was held in the presence of senior man-
agement personnel, principals and facul es of reputed ins tu-
ons of Ahmedabad, to understand and deliberate on strate-
gies on how to take forward the NEP 2020 in schools. Armed
with a background of the Gaps and Learnings from the NCF
2005, reports of FICCI Arise policy documents and the NEP 2020
policy, a voluntary body of professionals in Gujarat undertook to
delve into the implementa on aspects of NEP 2020 in order to
facilitate the process of its success. The Associa on of
Progressive Schools (AOPS), Sahodaya Schools Associa on of
Ahmedabad (SSAA), Ahmedabad Management Associa on
(AMA), and Kalorex Group ini ated this NEP Brainstorming &
Implementa on Strategies session.

Over 100 senior Academic Directors and Principals from across

30 mul board schools namely State Board Educa on, Central
Board Educa on like CBSE & ICSE and Interna onal Board
Educa on like Interna onal Baccalaureate (IB) & Cambridge,
deliberated, debated and brain stormed for hours to develop
working strategies for implementa on of NEP in the classroom.

This brainstorming session was ini ated by the Kalorex Group,

where eminent speakers busted the myths of the educa onal
system and also to shi the focus from rote learning to mean-
ingful learning. The performance of Gujarat in Educa onal
Development was also highlighted during the course of the
discussions and this mo vated all to suggest strategies for
implementa on of the New Educa on Policy 2020.

18
All teams worked in collabora on and compiled points as per
their given topic for discussion. The brainstorming exercise was
undertaken by forming 8 groups based on the 8 tenets under
NEP 2020, to deliberate upon the different topics and the key
takeaways that will help and guide schools to implement the
policy within their scope.
19
 TOPIC Early Childhood Care & Education (ECCE)
01

This group focussed on the various aspects of the Founda onal

years of the children and how NEP focus areas may be
addressed effec vely.

The Early Childhood discussions deliberated aspects of

Teachers & Parents on how play affects learning both at home
and in schools. Strategies to bring play to the schools, involving
both teachers and students were discussed upon in the group.
The Na onal Educa on Policy (NEP) 2020 in India emphasizes
the crucial roles that teachers and parents play in shaping a
child's learning experience, both at home and in school. The
policy recognizes the significance of a holis c approach to
educa on, where play is seen as a vital component of a child's
cogni ve, emo onal, and social development. NEP 2020
suggests that teachers should be facilitators of learning,
20
crea ng an environment that fosters crea vity, cri cal
thinking, and curiosity. In the home se ng, parents are
encouraged to engage in ac vi es that promote learning
through play, recognizing the educa onal value of play me in a
child's forma ve years.

The group discussed the integra on of play-based learning

strategies within the school curriculum. The members deliber-
ated and emphasized the need for schools to provide a
suppor ve and inclusive environment that allows students to
explore, experiment, and learn through play. Workshops and
training sessions for teachers are recommended to equip them
with the skills needed to incorporate play-based teaching
methods effec vely. Parents are also encouraged to be ac ve
par cipants in their children's educa on by engaging in playful
learning ac vi es at home. By recognizing the educa onal
benefits of play, the NEP 2020 aims to transform the tradi onal
approach to educa on, crea ng a more dynamic and enjoyable
learning experience for students. The collabora ve efforts
between teachers, parents, and students are crucial in imple-
men ng these strategies, fostering a holis c educa onal
environment that nurtures both academic and life skills. Focus
on teachers through training and building a bank of resources &
holding collabora ve workshops, to make learning be er.
Using the right ECCE content and assimila on of NEP aspects
through which the change in assessment pa ern and evalua-
on strategies can be formulated so that no child is le behind.
The focus group discussed that a fundamental aspect empha-
sized by the Na onal Educa on Policy (NEP) 2020 is the need to
shi the mindset of parents, emphasizing that learning is more
21
crucial than mere academic marks. Through these strategies,
the policy seeks to create a suppor ve ecosystem where
parents, alongside educators, contribute to the holis c devel-
opment of students beyond the confines of tradi onal
academic achievement.

In line with the progressive vision outlined in the Na onal

Educa on Policy (NEP) 2020, the group’s line of focus was the
integra on of play-based learning prac ces within the
classroom se ng, which is pivotal for a holis c educa onal
experience. Musical movement and jingles serve as dynamic
resources, fostering engagement and aiding memory reten-
on. Stories are employed not merely as narra ve tools but as
instruments to cul vate cri cal understanding among
students. The crea on of diverse ac vity areas encourages
exploratory play, s mula ng curiosity and crea vity. Circle me
ac vi es promote independent learning, where students
ac vely par cipate and share their insights.

Innova ve teaching-learning prac ces, such as the use of Jadui

Pitara (NIPUN), add an element of excitement and surprise to
lessons. Organizing classrooms and learning spaces strategi-
cally is emphasized, with circle me promo ng independent
learning and peer interac ons where the teacher serves as a
facilitator. Display areas within the classroom are advocated to
be content-rich, showcasing the students' achievements and
fostering a s mula ng learning environment. The NEP 2020
further encourages a mul lingual approach to teaching and
learning, recognizing the richness of linguis c diversity in
enhancing the educa onal experience.
22
23
 TOPIC Foundational Literacy & Numeracy (FLN)
02
The group discussions towards this aspect focussed primarily
on areas where the Na onal Educa on Policy for Early
Childhood teachers priori zes several key aspects to enhance
the overall quality of educa on. A central focus is on Language
Literacy, aiming to equip every child with the skills of reading,
comprehending, and wri ng, fostering effec ve communica-
on. The ini a ve also emphasizes Numeracy, intending to
make students numerically competent by enabling them to
perform basic mathema cal opera ons up to the year 2025.

Recognizing the holis c development of students, Nutri on,

Health, and Immuniza on measures are implemented to
ensure their physical and mental well-being. The Pupil-Teacher
Ra o, set at 25:1 (30:1 in areas with a large number of socio-
economically disadvantaged students), promotes individual-
ized a en on and support. Experien al Learning is embedded
in the curriculum, encouraging students to ac vely engage with
their environment for a deeper understanding of concepts. The
integra on of art and sport enriches students' crea vity,
physical fitness, and overall development, contribu ng to a
well-rounded educa on.

The curriculum is streamlined to focus on core essen als, and

teacher recruitment and training are priori zed to ensure
educators possess the necessary skills. Support for gi ed
students is integrated into the framework, and collabora on
with parents is emphasized as a partnership in educa on.
24
Inclusive Educa on ensures access to quality educa on for
every child, and regular assessment methods are employed to
gauge the progress. Ensuring School Readiness bridges the gap
between Early Childhood and primary educa on, crea ng a
founda on for a successful learning journey.

25
 TOPIC Curtailing School Drop Outs
03
The integra on of voca onal educa on from the secondary
level onwards is encouraged, as it provides prac cal skills
alongside academic knowledge, enhancing the relevance and
engagement of educa on.

Inclusive educa on is emphasized to address the diverse

needs of learners, including those with disabili es, and schools
are urged to implement inclusive prac ces, provide necessary
support, and create a conducive environment for all students.
Moreover, NEP 2020 recommends that schools focus on coun-
seling and mentoring services to iden fy and address individ-
ual students' challenges, encompassing academic, social, or
personal issues that may contribute to dropout rates.
Improving school infrastructure and facili es, including
resources, safe classrooms, and teaching materials, is

Image source: https://www.slideshare.net/RohanMusale3/national-education-policy-2020-245667934

26
highlighted, along with the encouragement of community
par cipa on in the educa on system. Ac ve involvement of
parents, local communi es, and NGOs is advocated to support
students and address issues that may lead to dropout, fostering
a collabora ve and inclusive educa onal environment. One of
the major topics of discussions under NEP implementa on
strategies pertained to pu ng a curb on the dropout rate.

The Na onal Educa on Policy (NEP) 2020 in India outlines a

comprehensive approach to address the issue of high dropout
rates and enhance the overall quality of educa on. One key
focus is Early Childhood Care and Educa on (ECCE), aiming to
for fy the educa onal founda on by establishing Anganwadis
and preschools, ensuring that children are adequately pre-
pared for formal schooling. Addi onally, the policy under-
scores the importance of achieving founda onal literacy and
numeracy by the end of Grade 3, urging schools to adopt effec-
ve teaching methods for these fundamental skills.

NEP 2020 recognizes the diverse learning needs of students

and advocates for flexible learning paths, enabling students to
choose subjects based on their interests and abili es, thereby
reducing the likelihood of disengagement and dropout.
27
 TOPIC Curriculum & Pedagogy in Schools
04

This par cular group engaged in a discussion about the integra-

on of the Happiness curriculum, emphasizing the importance
of ins lling values that sustain happiness within the school
environment. The group outlined specific aspects to support
this ini a ve across different stages of educa on. At the
founda onal stage, the focus is on crea ng a welcoming
ambience in classrooms. The group suggested incorpora ng a
15-minute mindful ac vity during circle me at the beginning
of the day to help children feel comfortable and ignite their
learning mode. They also proposed integra ng more co-
curricular ac vi es with other subjects into the metable and
apprecia ng students in innova ve ways beyond tradi onal
marks.
28
Value-based stories and ac vi es, such as role-playing to ins ll
civic sense, were recommended. Addi onally, the group
encouraged comprehension-based learning and expression
through various forms like art, oral presenta ons, and wri ng.
Moving to the preparatory stage, the emphasis is on ac vi es
that nurture rela onships and values. Cri cal and situa onal-
based learning is encouraged, with a con nued focus on
comprehension-based learning and diverse forms of expres-
sion. The group proposed an increase in the number of periods
dedicated to fine arts, performing arts, and games. Value-
based learning should be integrated into assessment criteria in
report cards.

In middle school, the group advocated for diverse learning

methods, including peer learning, game-based learning, and
group discussions. They suggested a shi toward student-
centered learning through flip learning and the implementa-
on of research-based projects.
29
SDG Wall : Delhi Public Sch
School, Bopal - Ahmedabad.
Appropriate subject selec on, celebra on of rela onships, and
the introduc on of “happy hours" to cul vate a joyful culture
were recommended. The importance of fostering values such
as giving, sharing, and caring were highlighted. The group also
stressed the need for increased collabora on between teach-
ers and parents through parent coaching. Furthermore, the
well-being of teachers and their job sa sfac on were acknowl-
edged as vital components of crea ng a happy and conducive
work environment. The implementa on of a mul lingual
approach in the classroom is advocated through several key
strategies. Firstly, the language of instruc on should encom-
pass both the regional language and English. Recognizing that
English is o en considered the medium of higher educa on,
using both languages helps students comprehend complex
concepts while simultaneously enhancing their English lan-
guage skills.

To support this, mul lingual material, such as textbooks,

worksheets, and teaching resources, should be provided to
ensure that students can access educa onal content in both

32
languages, facilita ng a deeper understanding of the curricu-
lum. Addi onally, allowing language switching when necessary
empowers students to express their thoughts and ideas in
either language, promo ng be er comprehension and ac ve
par cipa on in discussions.

In order to foster effec ve mul lingual teaching, language

learning ac vi es should be incorporated into the curriculum,
encouraging students to prac ce both languages in a variety of
contexts. Teacher training is crucial to the success of this
approach, equipping educators with the necessary strategies
to implement mul lingual teaching methods, manage lan-
guage transi ons, and support students who are facing chal-
lenges with either language.

The discussions within the teams emphasized the feasibility of

implemen ng a mul lingual approach when approached with
an open mind. Recognizing the recep ve nature of young
children, the importance of incorpora ng the three-language
formula from an early stage was underscored. While the teach-
ing-learning methodology in English medium schools can be
33
can be conducted in English language, explana ons in the local
or common language offer flexibility and facilitate understand-
ing. Sensi zing parents about the importance of the local or
regional language for easy learning was emphasized, along
with the incorpora on of rhymes, poems, and stories in the
local or common language. A proper structure of the syllabus,
outlining tangible outcomes for the local language, should be
shared with both teachers and parents to ensure effec ve
implementa on and support the success of a mul lingual
approach in educa on.

The integra on of technology in educa on has transformed

the learning landscape, offering a myriad of benefits to
students and teachers alike. U lizing technology fosters
interac ve and engaging learning experiences through virtual
simula ons, educa onal apps, and online resources, making
the educa onal process dynamic and exci ng. Informa on
Technology provides easy access to a vast wealth of educa onal
resources, from online libraries to research databases, enhanc-
ing the comprehensiveness and currency of learning materials.
34
The use of Informa on Technology tools, such as mul media
presenta ons and educa onal so ware, makes learning more
interac ve, allowing for personalized experiences through
adap ve so ware and online pla orms. Students can progress
at their own pace, receive immediate feedback, and access
customized content tailored to their individual needs and
learning styles.

Furthermore, technology facilitates collabora on among

students and teachers, irrespec ve of their physical loca ons,
fostering effec ve teamwork and peer learning through online
discussion forums and video conferencing. Addi onally, IT
tools streamline assessment and feedback processes, with
features like automated grading and digital por olios, enabling
teachers to evaluate student performance efficiently and
provide mely feedback.
35
Notable IT tools for teachers include digital por olios, educa-
onal apps like KAHOOT for ques on crea on, Canva for
crea vity evalua on, podcasts and blog wri ng, digital mind
mapping, digital libraries, and interfaces u lizing ar ficial
intelligence. These tools not only enhance the learning experi-
ence but also provide innova ve avenues for expression,
collabora on, and assessment within the educa onal
environment.

The NEP 2020 curriculum is designed not only to provide stu-

dents with a strong academic founda on but also to equip
them with relevant voca onal skills, preparing them for the
workforce or further educa on. This approach recognizes the
importance of integra ng academic and voca onal streams,
ensuring that there is no hard separa on between Arts and
Science, curricular and extracurricular ac vi es, or voca onal
and academic pathways.

The curriculum promotes the tapping of immense poten al in

voca onal training, aiming to develop respect for the dignity
of labor and prepare future entrepreneurs.

Strategies include fostering collabora on between schools,

defining teacher training modules both online and offline, and
crea ng hubs for learning in schools with improved infrastruc-
ture, encouraging collabora on with other educa onal
ins tu ons. In terms of implementa on, awareness programs
are essen al to change the general percep on and a tude
towards voca onal educa on, emphasizing the dignity of labor
and des gma zing voca onal pathways.
36
The curriculum introduces exposure and orienta on to more
than one sector for Class VI to VII students, and a 10-12 day
bagless policy for Class VI to VIII students allows for educa onal
trips to local voca onal cra centers.

Internships, career counseling, part- me appren ceships, and

skill trainings are organized, and voca onal interest inventory
tests for Class VI to VIII students help iden fy their interests and
guide subject choices. Skill- based ap tude tests in Class X
provide guidance for informed career and subject stream
choices. Collabora on and partnerships with ins tu ons such
as ITIs, Polytechnics, and local small-scale industries are
encouraged, and evening classes for voca onal training aim to
provide addi onal opportuni es. Finally, higher educa on
ins tu ons are encouraged to offer ver cal mobility for
students undertaking voca onal educa on at the school level
by providing similar courses in progression.

This comprehensive approach seeks to make voca onal

educa on more inclusive, prac cal, and aligned with both
student interests and workforce demands.

37
 TOPIC Teachers
05

A group of educators ac vely debated upon how the role of

educators can be redefined with the implementa on of NEP
2020. The Policy priori zes teacher empowerment as a
cornerstone for eleva ng the quality of educa on in India.
Under the new guidelines, teachers are set to undergo a com-
prehensive 4-year integrated B.Ed program, aimed at equip-
ping them with the necessary pedagogical skills and knowl-
edge. Local recruitment ini a ves have been emphasized,
accompanied by a commitment to minimizing frequent trans-
fers in government schools, providing stability to educators
and promo ng a sense of belonging within their communi es.
To ensure con nuous professional development, teachers will
receive a mandatory 50 hours of training annually, enabling
them to stay abreast of the latest educa onal trends and
38
enhance their instruc onal abili es.

Recognizing the importance of addressing diverse learning

needs, special educators will be appointed to support inclusive
educa on prac ces. The implementa on of progressive
qualifica ons and a robust recogni on system will guide
teachers' career development, acknowledging and rewarding
their contribu ons to the educa on sector. Through these
ini a ves, the NEP envisions a more empowered and skilled
teaching force, capable of fostering a conducive learning
environment and nurturing the intellectual growth of students
across the na on.

Ask

Reflect Inquiry-based
Investigate
Learning

Discuss Create

To eliminate rote learning and foster deeper, more meaningful

learning in classrooms, a transforma ve shi in teaching and
learning prac ces is essen al. Ac ve learning strategies, such
as group discussions, debates, and problem-solving ac vi es,
are crucial in promo ng cri cal thinking and crea vity among
39
students. Project-based learning further enhances under-
standing by requiring students to apply knowledge to real-
world problems, fostering prac cal skills. Encouraging inquiry-
based learning ins lls a sense of curiosity and self-directed
explora on, while the flipped classroom model priori zes
discussions, problem-solving, and hands-on ac vi es during
class me. Interdisciplinary learning connects mul ple
subjects, promo ng a holis c understanding of concepts,
while assessment reforms shi the focus from memory-based
exams to evalua ons of cri cal thinking and crea vity.

Personalized learning acknowledges individual learning paces,

40
allowing students to explore their interests and strengths.
Real-world applica on of lessons, facilitated through field trips,
guest speakers, and hands-on experiences, makes abstract
concepts more tangible. The incorpora on of storytelling and
narra ves engages students on a personal level, making the
material more memorable. Mindfulness and well-being prac-
ces in the classroom contribute to a relaxed environment that
enhances learning. Effec ve teacher training is crucial for
implemen ng these strategies, with a focus on modern
teaching methodologies. Assessment for learning, supported
by regular feedback and self-assessment, guides students'
progress. Community involvement plays a significant role in
enriching the educa onal experience. Parent-Teacher
Associa ons (PTAs) act as a bridge between the school and the
community, fostering engagement and support for school
ac vi es. Community workshops, events, and involvement of
guest speakers and mentors contribute to a shared responsibil-
ity for students' well-being and educa on. Social ac vity
projects and volunteer opportuni es strengthen connec ons
between the school and the community, emphasizing the real-
world applica ons of classroom knowledge.

Various ini a ves, such as mothers' workshops, community

libraries, and mathema cs labs, contribute to involving
parents' communi es in schools. The Diksha Portal provides
access to free educa onal content, promo ng learning in
diverse environments. Crea ng a safe, secure, and s mula ng
environment for children and ensuring easy access to technol-
ogy in remote areas are integral components of a balanced and
inclusive educa onal approach.
41
TOPIC Equitable and Inclusive Education
06

This group of dedicated educators engaged in a though ul

discussion on the prac cal implementa on of the tenet of
42
Equitable and Inclusive Educa on as outlined in the Na onal
Educa on Policy (NEP) 2020. At the heart of this policy is a
robust commitment to fostering an inclusive educa onal
environment that caters to the needs of students with diverse
backgrounds, abili es, and iden es. In alignment with NEP
2020, the educators explored strategies to create an educa-
onal framework that not only acknowledges but ac vely
accommodates the unique requirements of each student. This
involves recognizing and addressing the varying learning
styles, cultural backgrounds, and abili es within the student
body, ensuring that educa on becomes a truly equitable and
accessible experience for all. The discussions emphasized the
importance of crea ng an inclusive curriculum, implemen ng
teaching methodologies that cater to diverse learning needs,
and providing adequate support systems to ensure that no
student is le behind.

Furthermore, the educators deliberated on the significance of

cul va ng a school culture that promotes diversity and
inclusivity. This involves crea ng an environment where
students feel accepted, valued, and supported regardless of
their differences. Inclusive educa on not only benefits
students with special needs but contributes to the overall
enrichment of the educa onal experience for every student.
The group highlighted the need for teacher training programs
that equip educators with the tools to implement inclusive
prac ces effec vely. By fostering an environment that values
and accommodates diversity, schools can become true hubs of
learning that prepare students for a globally interconnected
world.
43
 TOPIC Efficient Resourcing & Efficient Governance
07

Image Source: https://www.educationworld.in/nep-2020-school-education-effective-resourcing-and-effective-governance/

44
The group of eminent Principals and senior educators deliber-
ated on ma ers of Governance and effec ve u liza on of
available resources. The Na onal Educa on Policy (NEP) 2020
too emphasizes on the importance of efficient resourcing and
governance in the educa on sector to ensure op mal
u liza on of resources and the effec ve func oning of
educa onal ins tu ons. NEP recognizes the need for adequate
funding, infrastructure, and human resources to provide
quality educa on. It suggests making the hubs of learning
(HOL) models more effec ve, where a group of schools can
share resources and exper se to enhance efficiency.
Moreover, the policy advocates for a shi from input-based to
outcome-based funding, ensuring that resources are allocated
based on the educa onal outcomes achieved.

45
To implement this aspect effec vely, schools can adopt various
strategies. First, they can explore collabora ve models such as
HOLs, where schools in proximity can share resources like
libraries, laboratories, and teachers. This promotes efficiency
by reducing redundant expenditures and op mizing the use of
available facili es. Second, schools can leverage technology
for efficient governance and resource management.
Implemen ng digital pla orms for administra ve tasks,
communica on, and data management can streamline opera-
ons and reduce paperwork. Finally, schools should priori ze
outcome-based assessments and u lize data to inform
resource alloca on. By focusing on measurable educa onal
outcomes, schools can ensure that resources are directed
towards ini a ves that have a significant impact on student
learning.

Factual data from successful implementa ons of collabora ve

models and technology integra on in educa on can further
support these strategies. For example, a study conducted by
the World Bank found that collabora ve models, such as school
clusters, led to improved resource u liza on and enhanced
learning outcomes in various countries. Addi onally, schools
that have effec vely implemented technology for administra-
ve purposes have reported increased efficiency in day-to-day
opera ons.

These strategies, aligned with the principles outlined in NEP

2020, can contribute to the efficient resourcing and governance
of schools, ul mately enhancing the quality of educa on
provided to students.
46
 TOPIC Standard Setting & Accreditation
08 (Inputs taken from the document of recommenda ons made by
FICCI – ARISE & Central Square Founda on (CSF) ) and Kalorex

The Na onal Educa on Policy (NEP) 2020 highlights the need

to review and revise the exis ng regulatory framework for
school educa on in India. It states that “the goal of the school
educa on regulatory system must be to con nually improve
educa onal outcomes... regula on must aim to empower
schools and teachers with trust, enabling them to strive for
excellence and perform at their very best, while ensuring the
integrity of the system through the enforcement of complete
transparency and full public disclosure of all finances, proce-
dures, and educa onal outcomes.”

For the effec ve implementa on of self-regula on in schools,

the first step involves the provision of annual reports based on
self-disclosures for fundamental parameters. These parame-
ters encompass safety, security, basic infrastructure, the
47
number of teachers across subjects and grades, financial
probity, and sound governance processes. The standards
set by the School Safety and Standards Authority (SSSA) for
self-disclosure align with those defined by various govern-
mental bodies and statutory Acts, such as the Right to
Educa on (RTE) Act, the Protec on of Children from Sexual
Offences (POCSO) Act, Fee Regula on Act, and Disaster
Management Authority. It is essen al to ensure that the
minimal standards set by the SSSA are cohesive and do not
contradict exis ng provisions.

Domains of School Quality

Assessment and Assurance (SQAA)

Curriculumn,
Pedagogy &
Assessement

40% Infrastructure

Beneficiary 10%
Satisfaction 1
2
10% 7
SQAA Human
Domains 3 Resources
6 10%
Leadership 4
5
10% Inclusive
Management Practices
&
Governance 10%

10%

48
If standards set by relevant bodies or Acts are updated or
changed, the SSSA standards must be similarly adjusted and
aligned. In the event of conflic ng judgments between various
Acts, the SSSA should serve as a redressal mechanism, ac ng
both as an Ombudsman and adjudicator for informa on placed
in the public domain. The SSSA, func oning as a single window
for all stakeholders, would centralize the regulatory process,
requiring all other governmental regulatory/advisory bodies to
go through it.

Addi onally, advisory and recommendatory bodies, like the

Na onal Commission for Protec on of Child Rights (NCPCR),
which are not mandated to issue orders, may con nue their
present roles as envisaged. To cover all aspects of the SSSA, a
comprehensive complaint or grievance redressal mechanism,
modeled a er the recently amended Haryana legisla on, can
be proposed. This approach ensures a streamlined and efficient
regulatory framework, addressing concerns and maintaining
consistency in standards across various regulatory bodies.

To ensure the School Safety and Standards Authority (SSSA)

operates independently and without influence from the
Department of School Educa on (DSE) and government
examina on bodies, it is proposed to establish an 8-member
Independent Commi ee. This commi ee's composi on is
recommended to include 2 re red officers with a minimum of 3
years of experience holding the rank of School Commissioner or
above in the educa on por olio. Addi onally, 2 re red
principals, one of whom should have over 15 years of adminis-
tra ve service experience in a private school, are suggested.
49
The commi ee would also have a member with a minimum of
3 years of experience in research related to audit, curriculum,
assessment, governance, or EdTech commi ees. Another
member from an NGO or interna onal body working in the K-
12 sector, a representa ve from budget/minority schools, and
an industry member from finance, marke ng, legal, or other
specific func ons would complete the 8-member composi-
on. Furthermore, it is recommended that the DSE and its
en re machinery no longer have any role in the regula on of
schools, whether public or private, to maintain the independ-
ence and objec vity of the regulatory process.

The School Safety and Standards Authority (SSSA) adopts a

non-inspec on-based approach, aligning with the principles
outlined in the Na onal Educa on Policy (NEP). Instead, it
relies on a self-disclosure mechanism, ensuring transparency
and accountability across a diverse spectrum of schools,
including public, private, and budget private schools, with
considera ons for the varying costs of educa on.

Embracing technology as its primary interface, SSSA u lizes

micro-websites for each school, data collec on tools, griev-
ance mechanisms, and feedback handling processes. A key
aspect of SSSA's role is to guarantee that all students are
assessed at key stages (class 3, 5, and 8) annually, or as speci-
fied, with the collected assessment data being reliable and
publicly available.

This ini a ve aims to bridge the informa on gap between

parents and schools regarding students' learning levels.
50
Moreover, recognizing the impera ve to achieve the 21st-
century learning objec ves outlined in the NEP, there is a call
to establish seamless connec ons between curriculum
planning, standard se ng, pedagogical frameworks, and
assessments, as exemplified by the School Quality Assessment
and Assurance Framework (SQAAF) of CBSE. Addi onally,
incorpora ng student feedback and input on the SSSA website
adds a relevant stakeholder dimension, contribu ng to
transparency in the opera ons of the authority. This mul fac-
eted approach underscores the commitment of SSSA to
enhance the quality and safety of educa on through technol-
ogy-driven, inclusive, and learner-centric methodologies.
Establishing a credible model framework for School Safety and
Standards Authori es (SSSAs), both appointed and opera ng

Structure of SQAAF

Image Source: https://saras.cbse.gov.in/sqaa/structure-and-organization-of-sqaa

51
independently, is impera ve to guide public and private
schools toward the highest standards of governance, transpar-
ency, and self-regula on. This framework aims for a holis c
evalua on of schools based on a comprehensive set of metrics,
incorpora ng both input and output-based criteria, aligning
with global standards. To ensure the credibility of evalua ons,
external third-party agencies can be empanelled to conduct
ra ngs, with schools mandated to undergo this exercise every
five years.

The resul ng ra ng reports should provide a clear and

comprehensive assessment, offering commenda ons and
recommenda ons on qualita ve and quan ta ve aspects. In
the spirit of transparency, these reports should be uploaded on
school websites, akin to the School Quality Assessment and
Assurance Framework (SQAAF) developed by CBSE.
Furthermore, public self-disclosure specifica ons should align
with parameters set by other affiliated bodies, such as the
Online Affiliated School Informa on System (OASIS) of CBSE
and fees orders on State Fee Regulatory Commi ee (FRC)
websites.

The recently amended Rules 158 – 160 of Haryana School

Educa on Rules, 2003, along with the prescribed Disclosure
Form, contribute to a transparent and self-regulatory frame-
work for fee regula on. By implemen ng such comprehensive
frameworks, SSSAs can play a pivotal role in fostering account-
ability, transparency, and con nuous improvement in both
public and private educa onal ins tu ons.

52
 WAY FORWARD

The implementa on of the Na onal Educa on Policy (NEP)

2020 in schools encompasses a comprehensive and
transforma ve approach to educa on. The emphasis on
mul lingualism underscores the importance of effec ve
communica on and cultural diversity, promo ng a more
inclusive and interconnected learning environment. The shi
towards competency-based educa on ensures that learners
acquire not only academic knowledge but also prac cal skills,
preparing them for real-world challenges. Experien al learning
through art and sport integra on enriches educa on by
providing hands-on experiences that foster crea vity and

53
enhance literacy skills, recognizing the pivotal role of reading in
academic success. The focus on health and nutri on priori zes
students' well-being, acknowledging the significant impact of
physical and mental fitness on the learning process.

The policy advocates for innova ve assessment methods,

reducing syllabus content to prevent rote learning and encour-
age comprehensive understanding. The integra on of arts and
sports into pedagogy, classical language learning, and prac cal
exposure to voca onal cra s further enrich the educa onal
experience.

The emphasis on internships, experien al learning, and a

holis c progress assessment system ensures that students
receive prac cal exposure and a well-rounded educa on.

The NEP 2020 addresses the cri cal aspect of teacher recruit-
ment, con nuous professional development, and reskilling,
recognizing educators as central to the quality of instruc on.
The inclusion of special educators fosters an inclusive learning
environment that caters to diverse needs.

The curricular integra on approach encourages a holis c and

interconnected curriculum, breaking down barriers between
subjects and promo ng a deeper understanding of concepts.

For implemen ng the NEP it was suggested that schools must

take on at least 3-4 areas which they will carry forward under
the compliance of NEP structure and guidelines.

54
Amongst the list of proposed ac vi es and compliance
were:

Voca onal Skills Curriculum Implementa on

Bagless days implementa on in Grades 6 to 8

Holis c Report Cards with Development Goals

up to Grade 3

FLN implementa on in founda onal years

Con nuous Professional Development for teachers-

50 hours of teacher training ( CBSE & others )

360 degree Holis c Progress Card for Middle

and Secondary School

Inclusive Educa on across all classes

In essence, the NEP 2020 paves the way for a transforma ve

and holis c educa onal experience, aligning with global
standards and preparing students for the complexi es of the
21st century. Through its mul faceted ini a ves, the policy
envisions an educa on system that nurtures not only academic
excellence but also the holis c development of each learner.
55
 PARTICIPANTS LIST
More than 100 members of Senior Management & School
Principals of the following schools of Gujarat par cipated
in the brainstorming session.

Names of Participating Schools

(In alphabetical order)

• Apple Global School

• Asia English School
• Calorx Olive Interna onal School
• Divine Child Interna onal School
• Divyapath School
• Delhi Public School - Bopal, Ahmedabad
• Delhi Public School - East, Ahmedabad
• Delhi Public School Mehsana
• Ganpat University's School
• JG Interna onal School
• Kalorex Future School - Ahmedabad
• Kalorex Future School - Bharuch
• Kalorex Future School - Mundra
• Lotus School
• Muk the Kids founda on
• Nirma Group of Schools
• Rachna School
• Rajasthan School
• Rangoli Group of Schools
• Redbricks School
• Saurabh English School
• St.Kabir Group of Schools
• Tripada Group of Schools
• Udgam School
• Vishwa Shan Asia c School
• Zydus Group of Schools

56
 RESOURCES FOR TEACHERS
• Nishtha 3.0 Training module , ( Na onal Resource group ), 23500 SRG ( State resource groups ) , 6
• ECCE online courses, Jadui Pitara ( play based learning teaching material ) , Diksha portal , UGC
resources
• Videos by Sonia Relia, Mul lingual digital library Digital Resources containing
1) Close monitoring of the performance level of each child.
2) Collabora on with Parents
3) Peer tutoring
4) Class Library
5) Giving Independence to teachers to work as peer learning needs of their group of children
6) Careful selec on of books/making assignments that are based on teaching core concepts

• Digital resources for Menu planning

• Environment Educa on syllabus can be redesigned and based on learning experiences,
Storytelling pedagogy
• h ps://cbseacademic.nic.in//fln/
• h ps://cbseacademic.nic.in//cbe/ CBE Resources- Lesson plan, teacher training module,
Assessment/ TILOPS- Elementary stage
• h ps://cbseacademic.nic.in/web_material/Manuals/Experien alLearning.pdf
• h ps://storyweaver.org.in/about/campaigns/cbse-reading-mission?utm_source=cbse-
site&utm_medium=cbse-tab-about&utm_campaign=cbse-reading-mission
• SDG Goals- UNESCO
• h ps://cbseit.in/cbse/training/ DIKSHA,TET, 4 year Integrated B.Ed programme/ DIKSHA/ NCERT
training portal, Training through RCI.
• h ps://cbseacademic.nic.in//skill-educa on.html, KNOWLEDGE OF SCHOOL- Ek bharat Shresth
Bharat
• h ps://cbseacademic.nic.in//web_material/Manuals/Safal_handbook.pdf
• h ps://www.cbse.gov.in/cbsenew/teacher_manual.html
• h ps://www.educa on.gov.in/sites/upload_files/mhrd/files/pragyata-guidelines_0.pdf
• h ps://ncert.nic.in/pdf/DSCS_booklet.pdf
• h ps://cbseacademic.nic.in/web_material/Curriculum23/middleLevel-CourseOutline.pdf
• h ps://www.educa on.gov.in/shikshakparv/docs/Background_note_voca onal_educa on.pdf
• h ps://www.educa on.gov.in/sites/upload_files/mhrd/files/upload_document/Write_up_online
_learning_resources.pdf

• Math worksheet generators

• h ps://www.mathgoodies.com/worksheets/generator
• CBSE online - Sample papers

References

• Ni Aayog report 2023

• NEP 2020 documents
• PISA results 2019
• HDI survey report
• NCF Document, 2005,2023
• FICCI Implementa on Recommenda ons Document for State School Standards Authority

57
 GLOSSARY OF ABBREVIATIONS
AOP - Associa on of Progressive Schools
CBSE - Central Board of Secondary Educa on
CPD - Con nuous Professional Development
CWSN - Children with Special Needs
DEO - District Educa on Officer
DIKSHA - Digital Infrastructure for Knowledge Sharing
DSE- Department of School Educa on
ECCE - Early Childhood Care and Educa on
FLN - Founda onal Literacy and Numeracy
FRC - Fee Regulatory Commi ee
GER - Gross Enrollment Ra o
NEP - Na onal Educa on Policy
HDI - Human Development Index
HOL - Hubs of Learning
IB - Interna onal Baccalaureate
ICSE - Indian Cer ficate of Secondary Educa on
IT - Informa on Technology
ITI - Indian Technological Ins tute
K-12 - Kindergarten to Grade 12
NCERT - Na onal Council of Educa onal Research and Training
NCF - Na onal Curriculum Framework
NCFSE - Na onal Curriculum Framework for School Educa on
NCFTE - Na onal Curriculum Framework for Teacher Educa on
NCPCR - Na onal Commission for Protec on of Child Rights
NCTE - Na onal Council for Teacher Educa on
NEP - Na onal Educa on Policy
NCVET - Na onal Council for Voca onal Educa on and Training
NIOS - Na onal Ins tute of Open Schooling
NIPUN - Na onal Ini a ve for Proficiency in Reading with Understanding and Numeracy
NPST - Na onal Professional Standards for Teachers
NGO - Non-governmental organiza on
OASIS - Online Affiliated School Informa on System
POCSO - Protec on of Children from Sexual Offences
PISA- Programme for Interna onal Student Assessment
PARAKH - Performance Assessment Review & Analysis of Knowledge for Holis c Development
PTA - Parent Teacher Associa on
RTE - Right to Educa on
SSSA - School Safety and Standards Authority
SDG - Sustainable Development Goal
SQAAF - School Quality Assessment and Assurance Framework
UNESCO - United Na ons Educa onal, Scien fic and Cultural Organiza on

58
 23 Suryakunj Society, Opp ADC Bank, Ahmedabad Management Association
Near Nutan School, Rannapark, 1, Dr Vikram Sarabhai Marg,
Ahmedabad-380061 University Area, Ahmedabad.
Powered by:
E-mail: ishita.kundi@udgamschool.com E-mail: library@amaindia.org

Kalorex House, Block No. 9A,

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Ph: 90999 16945 | Email: office@kalorex.org