New Education Policy Approved: What Are the Priorities?


New Education Policy will be addressed through a wide range of new education policy interventions in the preschool and adolescent education, curriculum development, and examination reform, teacher and faculty training, lifelong literacy, higher education, and long-distance learning.

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DraftNational Education Policy 2019


According to an input report from the Ministry of Human Resource Development (MHRD), the draft of the new education policy will respectfully address seven key concerns in Indian education - quality, equity, system efficiency, access, and participation, governance, and management, research and development and financial commitment to education development.

These will be addressed through a wide range of new education policy interventions in preschool and adolescent education, curriculum development, and examination reform, teacher and faculty training, lifelong literacy, higher education, and long-distance learning.

Here is a glimpse of the direction of reform in some of the areas of concern in the New Education Policy:


Access, participation, and equity

The key issue in this state can be identified as the very slow progress in reducing the number of uneducated people and the need to further expand access to early childhood education. States will be encouraged to ensure that the Right to Education Act is sufficiently extended to secondary education.

In addition, it has been suggested to expand open school facilities to help drop-out and working children who do not have a place to formally participate in their studies.

A national fellowship fund will be created for meritorious students to support fees, materials and living expenses to meet the economically weaker sections, including separate national talent scholarships in all subjects. Connection and mentoring systems are also being developed within the school.

Further, an autonomous body will be set up to oversee Open and Distance Learning (ODL) as well as Massive Open Online Courses (MOUs) in order to increase access and partnerships and maintain quality standards in the region.

Curriculum reform aimed at equity is being conducted with the broad goal of integrating ‘social cohesion, religious harmony and nationalism’ and will include teaching students their basic rights and duties to be responsible citizens.

The curriculum will include issues of social justice in particular (such as gender, social, cultural and regional inequalities) and ways to address them, but it will also focus on the ‘unity of diversity’.

The input draft also opens up the possibility of ‘alternative’ schools, especially those that offer disadvantaged children such as migration or intervention in difficult situations.

Multilingual education will be provided at various levels to assist tribal students who are not familiar with regional language/language education. The current central fund will be increased to identify and assist students in special learning needs.

It will be supported by research and development dedicated to strengthening disability studies in social and research audits of higher education and disability access.

Quality and system efficiency

The goal here is to ensure that the levels of education match the expected levels of education and address the shortcomings of the curriculum, curriculum, and education system. At the pre-school level will involve the Ministry of Women and Child Development as well as priority programs for children aged four to five years and cadre training of pre-primary teachers at the state government level.

While a general national curriculum will be created in science, mathematics, and English, there will be a partial general curriculum developed by individual states on other subjects. 

The new education policy will place more emphasis on practical elements in science subjects from sixth grade.

Concentrated efforts are being made to develop information and communication technology (ICT) as an important part of the learning cycle - from the education system to the monitoring and review process of both the teacher and the student.

Teachers at all levels of school education will be provided with a full module on the rights of children and the appropriate conditions and what identifies violations as part of their training program.

It will be complemented by online self-learning programs for students and parents on similar themes. The uniform system will be applied similarly in private and public schools for improved learning outcomes.

Outside of the upper primary level, the 'no-detention' policy will be removed and replaced with a policy of identifying and instructing vulnerable students instead.

Academic aptitude tests with professional counselors and helplines have been highlighted with the idea of ​​targeting students with special needs as well as larger students to help identify areas of interest and potential. Processional blocks to reduce mobility between schools that stand in the way of students migrating from one school to another


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