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India Today
3 days ago
- Politics
- India Today
How NEP 2020 can transform Indian learning at par with international standards
India's National Education Policy (NEP) 2020 is one of the most impactful and ambitious overhauls of India's education system, as it leads the way to transform the education ecosystem at large. The government has made some pathbreaking reforms, with the inclusion of a progressive framework that focuses on eliminating the redundancy from outdated curricula, rote learning, and limited up-skilling practices. NEP, 2020, is a vision for a flexible, holistic, and inclusive education system that fuels the growth of young minds, while fulfilling their tech-based learning NEW FOUNDATION: THE 5+3+3+4 MODELAs per NEP 2020, the school curriculum has been restructured to a 5+3+3+4 system, revamping the old 10+2 model. This framework is in line with the cognitive development cycle of a child:Foundational Stage (5 years): 3 years of preschool + Grades 1 and 2 Preparatory Stage (3 years): Grades 3 to 5Middle Stage (3 years): Grades 6 to 8Secondary Stage (4 years): Grades 9 to 12With the foundational learning forming the core of this framework, starting from age 3, this new foundation paves the way for Early Childhood Care and Education (ECCE), ensuring children are given structured stimulation in their early this approach, the learning outcomes will drastically improve in the growing yearsSKILL DEVELOPMENT AND VOCATIONAL TRAINING SKILLNEP 2020 strongly develops reforms and structures to promote skill-based and vocational education. The goal of NEP 2020 is to ensure that skill-based, and vocational education is implemented as early as Grade 6 with compulsory ensures that children get real life experiences while continuing their classroom education. Through this initiative children will gain real-life application-based skills such as carpentry, coding, gardening or digital literacy preparing them for the road IN HIGHER EDUCATIONThe policy introduces a flexible learning approach by offering multiple exit options for the students pursuing undergraduate education. It states that students can exit after 1 year with a certificate, after 2 years with a diploma and after 3-4 years with a promote digital scoring, the policy also introduces Academic Bank of Credits (ABC) that digitally store student credits, making it easy for them to take academic breaks and resume education when they is a game changer as it helps students to continue their education even after financial, social or health relates disruptions, making our education system align with international ON CRITICAL THINKING AND HOLISTIC DEVELOPMENTNEP 2020 promotes interdisciplinary and experiential learning, moving away from rote learning and strict subject core boundaries. This implies that a student interested in music and physics, or chemistry and economics, can now pursue both without being stuck in following rigid will also change to competency-based learning, with board exams now being more application-based and not just memory-based. The new policy focuses on promoting enhanced understanding, creativity, and problem-solving approach amongst the PUSH AND INCLUSIVE EDUCATIONadvertisementThe policy gives special emphasis to the aspect of technology in education and specifically recommends the development of digital infrastructure, e-content, and online learning the same time, it also promotes digital equity, making sure that remote and underprivileged students are not left 2020 also strongly advocates inclusive education for learners with disabilities and those coming from socio-economically backwards backgrounds, promoting equity and access for IMPLEMENT IS THE KEY!NEP 2020 lays down a progressive vision for the Indian education system, the only challenge being its effective is necessary that the centre and state government work in close collaboration to ensure that the policies are implemented across all educational institutions and development, teacher training, infrastructure development, and public awareness must be given special emphasis to lay strong pillars of strength for the Indian education system.(THE ARTICLE IS AUTHORED BY AMAN SAHANI, DIRECTOR, THE BEACON SCHOOL, GURUGRAM)- Ends
NDTV
09-08-2025
- General
- NDTV
Why Delhi University's Competence Enhancement Scheme Is Crucial For India
In today's fast-evolving world driven by technological advancements, continuous learning and upskilling are essential to remain relevant and competitive. Recognising this need, Delhi University introduced the Competence Enhancement Scheme (CES) in 2023, aligned with the National Education Policy (NEP) 2020's vision of promoting inclusive, equitable, and lifelong learning opportunities for all by 2030. What is the Competence Enhancement Scheme? CES allows individuals of any age and background to enroll in select university courses without committing to a full degree program. This initiative opens access to quality higher education for learners who wish to upgrade skills, gain new knowledge, or fulfill long-held academic aspirations. Under CES, up to 10% of seats in each course are reserved for such learners, creating a flexible pathway for education beyond traditional age or qualification limits. International Context Globally, similar models exist to support lifelong learning. For example, in the United States, community colleges offer multiple entry points for adult learners to re-enter the education system. The United Kingdom provides Higher Education Diplomas for adults lacking formal qualifications. Many other countries encourage adults to resume secondary or higher education regardless of their age or previous schooling gaps, reflecting a commitment to lifelong learning in response to evolving workforce demands. Why CES Matters For India India is experiencing rapid technological and economic transformation, which continuously reshapes job roles and skill requirements. CES supports reskilling and upskilling, enabling professionals, entrepreneurs, senior citizens, and others to stay current with these changes. It also addresses social equity by offering educational opportunities to those who missed out earlier due to socio-economic challenges or other constraints. Key Features of CES: Open Eligibility: Any person meeting the minimum eligibility criteria of a course can register for one or two papers per semester, earning up to eight credits without enrolling in a full program. This includes students from other universities or working professionals. Seat Allocation: Up to 10% of seats or a maximum of six seats per course are allocated for CES learners. These seats are supernumerary and do not reduce regular students' intake. Registration and Merit: Admission is merit-based, considering candidates' academic background and age. Those enrolled elsewhere or employed must provide a No Objection Certificate from their institution or employer. Teaching, Evaluation, Fee, Validity CES learners attend classes and undergo evaluation under the same system as regular students to ensure quality and fairness. The fee is Rs 6,000 per paper. Certificate and Credit Transfer: Upon successful completion and meeting attendance requirements, learners receive credits credited to their Academic Bank of Credits and a certificate recognizing their achievement. Validity: Registration for a paper is valid only for that semester. Learners must re-register and pay fees again if they fail to pass or wish to repeat a paper. Expected Outcomes of CES: Entrepreneurs can improve their businesses by adopting new skills and technologies acquired through courses. Management personnel at various levels can enhance their capabilities via management-related courses. Individuals who missed higher education opportunities earlier can now pursue studies and fulfill their academic goals. Senior citizens can upgrade their skills to stay actively engaged in society. Artisans and craftsmen can learn to use modern tools and technologies, transitioning from traditional methods to contemporary practices. Intergenerational learning fosters confidence and enthusiasm by studying alongside regular students. How To Apply and Participate: Candidates interested in CES should check the list of available papers each semester, available through department portals or QR codes provided by the university. Admissions happen twice a year-odd and even semesters.
Hans India
06-07-2025
- Science
- Hans India
Advantages NEP 2020 offers to B.Tech students
The introduction of the National Education Policy (NEP) 2020 has brought transformative changes in the Indian education system, especially benefiting students by making engineering education more flexible, multidisciplinary, and aligned with global standards. For aspirants and students, these reforms open up new academic and career opportunities while fostering a more holistic and industry-relevant learning environment. Flexibility in subject choice and multidisciplinary learning One of the most significant advantages of NEP 2020 for students is the removal of rigid subject prerequisites. Traditionally, admission to engineering programs required students to have studied Physics and Mathematics in their 12th standard. The NEP 2020 allows students to enter or B.E. programs with a broader range of subjects. They include Computer Science, Biotechnology, Agriculture, Business Studies, Entrepreneurship, and more, besides Physics and Mathematics. This flexibility encourages students from diverse academic backgrounds to pursue engineering, broadening the talent pool and fostering multidisciplinary education. Students can now combine engineering with humanities, management, or sciences, promoting innovative thinking and problem-solving skills essential for modern technological challenges. Introduction of bridge courses To support students who enter engineering without traditional subjects like Physics and Mathematics, NEP mandates the introduction of bridge courses in these foundational areas during the initial semesters. This ensures that all students, regardless of their prior academic background, develop a strong conceptual base necessary for engineering studies. These bridge courses help level the playing field and reduce dropout rates by providing tailored academic support, thereby enhancing students' confidence and competence in core engineering subjects. Emphasis on multidisciplinary and holistic education The NEP 2020 promotes a multidisciplinary approach, allowing engineering students to study a variety of subjects, including arts, humanities, and social sciences. This diverse educational experience fosters creativity, critical thinking, and adaptability—skills that are essential in the rapidly evolving technology industry. For example, a student specialising in Artificial Intelligence can also study psychology or cognitive science, enhancing their understanding of human cognition and improving AI algorithms. This holistic education prepares students not just as engineers but as innovators and leaders capable of addressing complex real-world problems. Academic Bank of Credits (ABC) NEP 2020 introduces the concept of an Academic Bank of Credits, allowing students to earn and accumulate credits from different institutions and programs. This system offers greater flexibility in course selection and pacing, enabling students to customise their learning paths and explore interdisciplinary subjects without losing academic progress. For students, this allows them to take courses from other universities or online platforms, thereby enriching their knowledge and skills while pursuing their degree. Focus on research and innovation NEP 2020 emphasises strengthening research culture at the undergraduate level. Engineering colleges are encouraged to integrate research and innovation into the curriculum, enabling students to engage in hands-on projects, internships, and industry collaborations early in their academic journey. This exposure equips students with practical skills and a problem-solving mindset, making them more industry-ready and competitive in the global job market. Inclusion of emerging technologies To keep pace with technological advancements, NEP 2020 mandates the inclusion of emerging and futuristic technologies such as Artificial Intelligence, Data Science, Robotics, and Cybersecurity in the engineering curriculum. This ensures that students are trained in cutting-edge fields, preparing them for future career opportunities and innovation-driven roles. Institutions are required to offer at least one course related to emerging technologies, fostering continuous learning and adaptability among students. Improved Quality and Accreditation The policy mandates uniform accreditation and quality standards for both public and private institutions, ensuring that engineering education adheres to high academic and industry standards nationwide. This helps students gain degrees that are recognised nationally and internationally, enhancing their employability and prospects for higher education abroad. Greater autonomy and flexibility for institutions The new policy provides higher education institutions with more autonomy to create curricula, implement new courses, and innovate teaching methods that align with industry needs and student interests.. This flexibility enables engineering colleges to stay updated with technological trends and tailor programs that better serve student aspirations. Integrated and accelerated degree programs The policy promotes integrated undergraduate and postgraduate programs, allowing students to complete their and degrees in a shorter duration if desired. This reduces the time and financial strain on students while allowing them to enter the workforce or research fields more quickly. Focus on skill development and employability NEP 2020 emphasises vocational education and skill development alongside traditional academics. Engineering students develop essential skills in entrepreneurship, communication, and critical thinking, which are crucial for success in the global job market. Promotion of online and digital learning In response to recent global challenges, NEP 2020 encourages the use of online education and digital platforms to supplement traditional learning. This hybrid approach provides students with access to a vast array of resources, expert lectures, and collaborative tools, enhancing learning flexibility and reach. Focus on equity and inclusion NEP 2020 aims to make technical education more accessible to underrepresented and disadvantaged groups through scholarships, reservations, and support programs. This democratisation of education ensures that talented students from all backgrounds can pursue engineering careers, contributing to a diverse and inclusive workforce2. Conclusion The National Education Policy 2020 marks a historic shift in Indian higher education, particularly benefiting students by providing greater flexibility, multidisciplinary learning opportunities, enhanced research exposure, and alignment with emerging technologies. It fosters a more inclusive, innovative, and globally competitive educational environment that prepares engineering graduates to excel in a rapidly changing world. With these reforms, students can expect a more personalised, skill-oriented, and future-ready education that not only equips them with technical knowledge but also nurtures creativity, critical thinking, and lifelong learning abilities essential for success in the 21st century.
Time of India
28-06-2025
- Politics
- Time of India
Maharashtra education minister clarifies Hindi as third language in schools not compulsory
Nashik: School education minister Dada Bhuse on Saturday addressed concerns regarding state govt's decision to designate Hindi the third language in schools. He said the decision aligned with the recommendation of the task force established by the Uddhav Thackeray-led state govt to study and implement the National Education Policy (NEP). Bhuse said, "Let me make it clear that Hindi is not made 'compulsory'. Besides, there will be no writing material for the subject in Std I and II. It will be an orally taught subject with an introduction including rhymes, understanding meaning with pictures, and such. The writing will begin from Std III only." He attributed the decision to the task force recommendations accepted by state govt on Jan 27, 2022. "It was the same meeting when another subject was also discussed, which was related to making wines available in the walk-in malls through the shelves. What we are doing is what was already discussed and decided upon," he said. Referring to the task force report, Bhuse said the recommendation involved a three-language formula for English and Marathi schools, introducing English and Hindi as the second language from Std I. This approach follows the student-centric Academic Bank of Credits (ABC) system introduced under the NEP, providing students with greater flexibility to pursue their careers and interests. When questioned about the opposition's stand on the issue, Bhuse said, "In a democracy, people have the right to agitate and have their views. No one can stop it. There are several states other than Maharashtra that are following the three-language policy, and also in our state, about 25% of schools have been following it for long." Bhuse also noted that govt had mandated more periods for Marathi than recommended in the NEP to ensure that students understand the subject more effectively.
The Hindu
23-06-2025
- Politics
- The Hindu
Final call on three-language policy in Maharashtra schools after talks with all stakeholders, says Chief Minister
Maharashtra Chief Minister Devendra Fadnavis announced on Monday night that a final decision on implementing the three-language formula in schools in the State will be taken only after discussions with writers, language experts, political leaders, and all other stakeholders concerned. The move comes amid widespread opposition to the government's decision to introduce Hindi as a third language in schools. The announcement was made after a meeting on the three-language formula at the CM's residence. It was attended by Deputy CM Eknath Shinde, School Education Minister Dada Bhuse, Minister of State Pankaj Bhoir, and Education Department officials. According to a press statement issued by the government, the leaders deliberated on the issue and decided to present the position of all stakeholders on the language policy. The government has decided to prepare a detailed presentation covering all options, with a specific focus on ensuring that Marathi students do not suffer academic losses in relation to the Academic Bank of Credits, a digital platform envisioned in the National Education Policy (NEP), 2020. To this end, a presentation and consultation process will be conducted with all stakeholders, including Marathi language scholars, literary figures, and political leaders, according to the statement. The decision to revisit the three-language formula comes after opposition from various quarters, including Marathi literary figures, who had strongly opposed the government's decision to introduce Hindi as a third language for students from Classes 1 to 5 in schools across the State. Facing backlash The Maharashtra government has faced backlash twice over its language policy. Initially, it issued a resolution on April 16 making Hindi a mandatory third language in Marathi and English medium schools. Following criticism, the government issued an amended GR, revising the policy to make Hindi the 'generally' third language option, while allowing schools to teach other Indian languages if at least 20 students opted for it. However, civil societies have strongly opposed the decision. Marathi writer Hemant Divate on Sunday announced the return of the Kavi Keshavsut Puraskar he had received from the government as a mark of protest. 'I am returning the Maharashtra government award received for my poetry collection 'Paranoia'. I will only withdraw my decision if the government withdraws the decision,' he said on X. Around 18 organisations under the Marathi Abhyas Kendra also collectively wrote to the Chief Minister, urging him to maintain a two-language policy instead of implementing the three-language model. They argued that the NEP does not mandate introducing the language policy from the beginning. 'Despite such strong opposition from various civil societies, child protection and linguistic experts, the government is pushing its own agenda. In fact, instead of withdrawing the original resolution, the government took a different approach, which is absurd. The government has done no scholarly or scientific analysis to implement such a decision,' Dr. Deepak Pawar, an Assistant Professor at the University of Mumbai, who is representing the platform, said. Dr. Pawar sternly warned that if the government does not listen to their demands, they have planned various stages of protest, including a signature campaign for the support of parents, a campaign for the support of dignitaries, a meme competition, burning of amended GR and other documents, a public meeting, and a sit-in protest. Signature campaign The Raj Thackeray-led Maharashtra Navnirman Sena (MNS) has been spearheading protests against the move. On Monday, MNS leader Sandeep Deshpande led a signature campaign in Dadar, collecting signatures from parents opposed to the decision. The MNS also called the State government 'impotent' over its handling of the language policy, with Mr. Deshpande criticising the government for not using Marathi banners at the National Conference of Estimates Committees of Parliament and State/UT Legislative Bodies held at Vidhan Bhavan in Mumbai. 'If everyone in the government is incapable, then what can Marathi people do? It is the misfortune of Marathi people and Maharashtra that the government's love for Hindi remains unexplained,' he said. Mr. Deshpande pointed out that the banners for the event were only in Hindi and English, and questioned why Marathi was not included despite the conference being held in Maharashtra. 'Despite being a national conference, it has been held in Maharashtra, Marathi is a must. So, why no banners in Marathi and who will honour Marathi?' he asked. CM's clarification Maharashtra Deputy Chief Minister Eknath Shinde clarified that it was a Lok Sabha Secretariat event, which is why the banners were in Hindi and English. He explained that if the State government had organised the event, the banners would have been in Marathi. During the signature campaign, parents expressed their opposition to the decision, with one parent saying, 'The government making Hindi optional is just a game of words. Without saying mandatory, they are imposing a third language. When we were kids, we also had two languages, and we grew up knowing Hindi without studying it. So, I don't think students should be burdened unnecessarily. This is the only way of putting down Marathi.' The MNS has appealed to Marathi-speaking people to come out on the streets and protest against the decision.
