Latest news with #NEP-aligned
The Hindu
2 days ago
- General
- The Hindu
NEP's 5+3+3+4 education overhaul: Promise, gaps, and the road to transformation
India's education system is at a transformative crossroads. With the launch of the National Education Policy (NEP) 2020, the country has taken a step toward reimagining how our children learn, grow, and prepare for the future. At the heart of this reform is the introduction of a new academic structure: the 5+3+3+4 model, which replaces the traditional 10+2 format. This model restructures the school journey based on a child's developmental stages: • Foundational Stage (Five years): Three years of preschool + Classes 1and 2 – with a focus on play-based and activity-based learning. • Preparatory Stage (Three years): Classes 3 to 5 – building on foundational skills through discovery and interaction. • Middle Stage (Three years): Classes 6 to 8 – introduction to subjects more formally and experientially. • Secondary Stage (Four years): Classes 9–12 – critical thinking, multidisciplinary learning, and career exploration. This model is built on the recognition that a child's brain development is most rapid in the early years, and therefore, Early Childhood Care and Education (ECCE) must be formally integrated into the education system. The emphasis shifts from rote memorisation to experiential, multidisciplinary, inquiry-based learning, along with flexible subject choices and holistic assessment. What's lacking While the vision is clear, the ground reality varies due to infrastructure gap, lack of teacher preparedness, lack of parental awareness and support, and more reasons. Infrastructure gap persists While many private urban schools have already begun adopting elements of NEP—play-based learning, soft-skill assessments—the majority of government and rural schools are still grappling with basic infrastructure gaps. Many anganwadis still operate from single-room setups with no toilets or drinking water. Pre-primary classes are absent in most government schools despite being the starting point of the foundational stage. Lack of availability of teaching-learning materials remains a challenge. Teacher preparedness The success of NEP lies in the trained teachers, but this is also where readiness is most lacking. Many teachers are unfamiliar with activity-based learning or competency-based assessments. The programs are outdated, still aligned to the older 10+2 structure. Continuous professional development is lacking, especially in regional government schools. Teachers need more than just orientation—they need sustained mentoring and classroom-level handholding. Changes in the curriculum and textbook States are in different stages of rolling out NEP-aligned syllabi. Some, like Karnataka and Maharashtra, have begun introducing revised content for certain grades. But in many states, textbooks have not been updated in time. Some grades received no new textbooks till midway through the academic year. Teachers are left improvising with old material, creating inconsistencies in learning outcomes. This lack of standardisation undermines the NEP's intent of equalising access to quality education. Parental Awareness and Support One of the most important barriers is lack of awareness among parents, especially in semi-urban and rural India. Parents often equate learning with rote outcomes and high marks. Explaining the value of play-based learning, project work, or portfolios takes time and engagement. Encouraging signs of progress Despite these hurdles, there are promising green shoots. The PM SHRI Schools initiative aims to upgrade over 14,000 government schools as 'model NEP schools,' with modern infrastructure, experiential learning, and digital classrooms. Delhi, Maharashtra, and Odisha have piloted new foundational and preparatory curricula that align with NEP. Several teacher training apps and platforms, like NISHTHA and DIKSHA, are helping bridge knowledge gaps. What needs to be done? For the NEP and its 5+3+3+4 model to succeed, we must: 1. Strengthen foundational infrastructure – especially in anganwadis and primary schools. 2. Revamp teacher education – both pre-service and in-service. 3. Ensure timely rollout of updated curriculum and materials. 4. Engage parents and communities to build awareness and trust. 5. Monitor progress transparently and support schools in the transition. A journey, not a destination India's education system is undergoing a shift—one that's long overdue and filled with promise. But readiness isn't uniform. While some schools are moving ahead with confidence, others are only just beginning the journey. What's clear is that this change cannot be implemented in isolation. It needs collective effort from policymakers, educators, parents, and students alike. The 5+3+3+4 model is more than a new structure. It's a call to rethink how we teach, what we value in learning, and how we prepare children for life—not just exams. And with the right support, training, and mindset, Indian schools can not only be ready—but become global examples of educational transformation. (Praneet Mungali is the trustee and educationist at Sanskriti Group of Schools.)
Time of India
4 days ago
- Politics
- Time of India
NCERT forms expert panel to review Class 8 map after feedback on Maratha Empire depiction
NCERT forms expert panel to review Class 8 map In response to recent feedback and concerns raised over textbook content—most notably the depiction of parts of Rajasthan under the Maratha Empire in a Class 8 social science textbook—the National Council of Educational Research and Training (NCERT) has announced the formation of a high-level expert committee. The move, NCERT said in a formal press release, is in line with its well-established practice of undertaking review whenever substantial academic or public input is received. 'These curricular resources, including textbooks, receive regular feedback and suggestions from various stakeholders,' the council said, noting that such feedback is essential for improving content quality. The press release emphasised that the committee will consist of domain experts from reputed institutions and relevant NCERT faculty, and will be convened by the Head of the Curriculum Department. The panel is expected to examine the content in question in light of 'available evidence' and recommend corrective action at the earliest possible time. Background: Class 8 map sparks historical dispute The committee formation comes amid growing debate over a map featured in the new Class 8 social science textbook, which shows parts of western Rajasthan, including Jaisalmer, as being under the Maratha Empire. The most prominent objection came from Chaitanya Raj Singh of Jaisalmer, who argued that 'no authentic historical sources' suggest Maratha control over Jaisalmer and called the portrayal 'factually baseless and historically misleading. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Extragrande 4BHK at 7 Mahalaxmi starts 10.81 Cr* 7 Mahalaxmi, Runwal Group Enquire Now Undo ' In an earlier clarification, Michel Danino, Chairperson of NCERT's curricular group for social science, acknowledged that the map was based on previously published maps in the public domain and developed with expert consultation. He explained that such maps depict not only areas under direct rule, but also those that had tributary or political arrangements with the Marathas, reflecting the complex and fluid nature of historical boundaries. He also conceded that while the Class 7 textbook includes a disclaimer about the approximate nature of historical borders, this caveat was mistakenly omitted from the Class 8 textbook—something he said should have been included to avoid misinterpretation. NEP-aligned curriculum and open review mechanism NCERT's current curriculum overhaul is a part of the implementation of the National Education Policy (NEP) 2020, which led to the development of the National Curriculum Framework for Foundational Stage and the National Curriculum Framework for School Education. Aligned with these frameworks, NCERT has produced new teaching-learning materials, including textbooks. Officials stress that the review process ensures academic integrity and transparency. 'Evidence-based decisions are at the core of our process,' the council said, reaffirming its commitment to high-quality, research-driven educational content. NCERT reiterated that the new committee is not limited to a single issue, but is being formed to examine feedback on educational content across a few textbooks. The expert panel will evaluate each case thoroughly and submit a consolidated report for necessary action. TOI Education is on WhatsApp now. Follow us here . Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
Time of India
28-07-2025
- Politics
- Time of India
Delhi to hold entrance test for admissions to CM SHRI schools: Applications open from 30 July
Delhi's government will conduct an entrance exam on 30 August for admissions into Classes 6 to 8 across 33 CM SHRI schools. Only Delhi-based students enrolled in recognised schools are eligible. At least half the seats are reserved for those in government and aided schools. These model schools are set to launch in September, offering NEP-aligned, tech-enabled education. Results are due on 10 September, and admissions must be finalised by 15 September. Tired of too many ads? Remove Ads Key dates and format Tired of too many ads? Remove Ads Reserved seats and relaxations What are CM SHRI schools? Tech-enabled campuses with a green focus Tired of too many ads? Remove Ads Transition in board affiliation The Delhi government has announced an entrance test for Classes 6 to 8 in 33 of its newly developed CM SHRI schools. These are part of a wider plan to create high-quality, government-run institutions across the Directorate of Education (DoE) will conduct the CM SHRI Schools Admission Test 2025 for the 2025–26 academic year. According to the official guidelines, the selection process will be 'fair, transparent and merit-based'.Only students who both reside in Delhi and are currently enrolled in Classes 6, 7 or 8 at a recognised Delhi-based school are eligible to application window opens on 30 July and will remain active until 15 August. Admit cards will be available from 23 August. The test is scheduled for 30 August, from 11 am to 1.30 will be declared on 10 September. Admissions will need to be completed by 15 entrance test will be objective-type, OMR-based, and bilingual. It will cover five areas: Hindi, English, General Awareness, Mental Ability, and Numerical Aptitude. Total duration is 150 minutes. Students with special needs will get extra time as per existing rules. There will be no negative centres will be set up across various schools under the DoE to make the process geographically least 50 percent of available seats are reserved for students currently studying in Delhi's government or government-aided schools. This includes schools run by the DoE, MCD, NDMC, Kendriya Vidyalayas, and Jawahar Navodaya guidelines also confirm a 5 percent relaxation in eligibility marks for students from Scheduled Castes, Scheduled Tribes, OBC (non-creamy layer) and Children With Special Needs (CWSN).The CM SHRI (Chief Minister Schools for High-Quality Rejuvenation and Innovation) initiative was introduced earlier this year with the aim of raising the standard of education in Delhi's public schools. These institutions have been notified as 'Specified Category' schools under Section 2 of the Right to Education Act, follow the National Education Policy (NEP) 2020 and will implement the National Curriculum Framework on the initiative earlier, Education Minister Ashish Sood said the government had "provisionally shortlisted 75 schools" for development under the CM SHRI programme. Of these, 33 schools are now ready for the first round of CM SHRI school is being developed as a smart, sustainable campus. According to officials, they will operate as zero-waste and solar-powered include AI-enabled libraries, augmented and virtual reality learning tools, biometric attendance systems, smartboards, and robotics laboratories. The focus is on encouraging innovation and interactive learning from an early Delhi government is working towards inaugurating these schools in September, an official part of wider structural reforms, the Delhi Board of School Education (DBSE) is being phased out. All schools that were under DBSE will now be affiliated with the Central Board of Secondary Education (CBSE).This shift is being aligned with the new education policy goals and will bring all such schools under a national academic her budget speech earlier this year, Delhi Chief Minister Rekha Gupta had allocated Rs 100 crore for the CM SHRI school project. The investment reflects the government's focus on making public education more competitive and better aligned with current and future learning needs.
Time of India
12-07-2025
- General
- Time of India
Halfway through session, classes V and VIII students go without NCERT textbooks
Chandigarh: It has been three months since the beginning of the new school session and summer break is also over. However, Class V and Class VIII students in government schools across Chandigarh are still waiting for several updated NCERT textbooks. Despite repeated assurances and advance payments by the education department, the books are yet to arrive in many schools, forcing teachers and students to rely on stopgap arrangements. This delay is not new to the city's school system. In March-April 2024, parents and students in Chandigarh struggled to find NCERT books for Classes III and VI. There were no stocks in bookstores till mid April, 2024. This has been the pattern over successive years after the rollout of NEP-aligned content, leading to repeated disruptions in critical middle school grades. The shortage is most severe in Classes V and VIII, which are part of the phased rollout of the National Education Policy (NEP) 2020-aligned textbooks. In Class V, only English and Hindi books are currently available. Mathematics and Environmental Studies (EVS) are missing. In Class VIII, English textbook is available while Hindi and Science books are still awaited. To make matters worse, several subjects, including Class VIII Sanskrit, Social Science for Class V, and Mathematics for Class VIII are not even available on official and online platforms, leaving schools with no access to revised content. "It's July and we still don't have the new textbooks," said a government school teacher in the city. "For some subjects, we are using last year's books. For others, we're giving handwritten notes or projecting content from earlier versions." Parents too are growing anxious, saying that children are relying on digital content. Harsuhinder Pal Singh Brar, director, school education, said that the government is aware of the delays and is working closely with NCERT to expedite delivery. "We are in constant touch with NCERT and advance payments have been done already. Text is being updated and that is why it takes time. We have book banks in schools and we see to it that students do not lose out on education," he said. Officials have advised schools to make do with existing materials and digital content where possible.
Time of India
11-07-2025
- General
- Time of India
95% of Karnataka schools adopt new teaching methods, but student learning and inclusion gaps persist
95% of Karnataka schools adopt new teaching methods, PARAKH report reveals. Karnataka is leading the shift toward modern classroom instruction, with a majority of teachers adopting diverse, activity-based teaching methods. According to the latest PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) report, 95 percent of schools in the state have embraced experiential learning, while 96 percent are implementing competency-based assessments, marking a significant transition in how students are being taught. The findings, drawn from the PARAKH Rashtriya Samarthan Sarvekshan, show that Karnataka is also advancing in the integration of other pedagogical practices: Arts-integrated learning: 85 percent Toy-based learning: 82 percent Sports-integrated learning: 79 percent These figures reflect the proportion of teachers who reported using these methods either 'regularly' or 'sometimes.' The data signals widespread adoption of NEP-aligned pedagogies that encourage creativity, critical thinking, and learner engagement. However, the report also draws attention to gaps in outcomes and equity, raising questions about how effectively these new strategies are impacting student learning. Learning levels still below expectations Despite the promising uptake of progressive teaching methods, the PARAKH data reveals a sobering reality. In state-wide assessments conducted across Grades 3, 6, and 9, less than 50 percent of students were able to answer questions correctly in several key competency areas. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like An engineer reveals: One simple trick to get internet without a subscription Techno Mag Learn More Undo These performance levels suggest that a large number of students are not meeting grade-level learning expectations. The gap between teaching reform and student outcomes highlights the need for stronger implementation, better monitoring, and targeted academic support. Learning gaps at foundational stages can snowball into long-term academic setbacks if not addressed early and effectively. Inclusion continues to lag in many schools The report also highlights challenges in delivering inclusive education, especially for Children with Special Needs (CWSN). While over half the students reported receiving help from teachers or peers, school-level infrastructure and professional support remain limited. Key findings from the Karnataka data include: Only 36 percent of schools offer special accommodations for CWSN Just 30 percent have trained or certified teachers for special needs support Only 33 percent of schools provide assistive devices 50 percent offer access to special study materials Although peer and teacher support is present in many classrooms, the lack of institutional preparedness continues to limit full inclusion. Students with disabilities are still dependent on individual effort rather than systematic support. Urgent need for deeper reform The PARAKH report makes it clear that Karnataka has made notable progress in updating its pedagogy. Yet, it also underscores that pedagogical innovation alone is not enough. Without improved learning outcomes and stronger inclusion mechanisms, the larger goals of the National Education Policy (NEP) 2020 will remain out of reach. Moving forward, Karnataka will need to: Train teachers to use diverse pedagogies effectively Regularly assess and respond to student learning gaps Expand inclusive education infrastructure and staffing Ensure that pedagogy and assessment are aligned with learning recovery strategies Karnataka's education system is clearly in transition. But for this transformation to be meaningful, it must reflect not just in how teaching happens, but in how deeply students learn — and how equitably schools serve every child. TOI Education is on WhatsApp now. Follow us here . Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
