SALIENT FEATURES OF NEP 2020: SCHOOL EDUCATION

1. NEW PEDAGOGICAL AND CURRICULAR STRUCTURE

 The extant 10+2 structure in school education will be modified with a new
pedagogical and curricular restructuring of 5+3+3+4 covering ages 3-18.

 Currently, children in the age group of 3-6 are not covered in the 10+2 structure as
Class 1 begins at age 6. In the new 5+3+3+4 structure, a strong base of Early
Childhood Care and Education (ECCE) from age 3 is also included.

2. EARLY CHILDHOOD CARE AND EDUCATION: THE FOUNDATION OF

LEARNING

 Universal provisioning of quality early childhood development, care, and education

must be achieved as soon as possible, and no later than 2030.

 The overall aim of ECCE will be to attain optimal outcomes in the domains of:
physical and motor development, cognitive development, socio-emotional-ethical
development, cultural/artistic development, and the development of communication
and early language, literacy, and numeracy.

 A National Curricular and Pedagogical Framework for Early Childhood Care and
Education (NCPFECCE) for children up to the age of 8 will be developed by NCERT

 The numerous rich local traditions of India developed over millennia in ECCE
involving art, stories, poetry, games, songs, and more, will also be suitably
incorporated.

 ECCE shall be delivered through a significantly expanded and strengthened system

of early-childhood education institutions consisting of:

 stand-alone Anganwadis;

 Anganwadis co-located with primary schools;

 pre-primary schools/sections covering at least age 5 to 6 years

co-located with existing primary schools; and

 stand-alone pre-schools

 All of above would recruit workers/teachers specially trained in the curriculum and
pedagogy of ECCE.

 For universal access to ECCE, Anganwadi Centres will be strengthened.

 Prior to the age of 5 every child will move to a “Preparatory Class” or “Balavatika”
(that is, before Class 1), which has an ECCE-qualified teacher.

 Training of current Anganwadi workers/teachers: those with qualifications of 10+2

and above shall be given a 6-month certificate programme in ECCE; and those with
lower educational qualifications shall be given a one-year diploma programme
  These programmes may be run through digital/distance mode allowing teachers to
acquire ECCE qualifications with minimal disruption to their current work.

 The planning and implementation of early childhood care and education curriculum
will be carried out jointly by the Ministries of HRD, Women and Child Development
(WCD), Health and Family Welfare (HFW), and Tribal Affairs.

3. FOUNDATIONAL LITERACY AND NUMERACY: AN URGENT & NECESSARY

PREREQUISITE TO LEARNING

 A National Mission on Foundational Literacy and Numeracy will be set up by the

Ministry of Human Resource Development (MHRD) on priority.

 All State/UT governments will prepare an implementation plan for attaining universal
foundational literacy and numeracy in all primary schools for all learners by grade 3
to be achieved by 2025.

 Teachers will be trained to impart foundational literacy and numeracy.

 To ensure that all students are school ready, an interim 3-month play-based ‘school
preparation module’ for all Grade 1 students will be developed by NCERT and
SCERTs.

 A national repository of high-quality resources on foundational literacy and

numeracy will be made available on the Digital Infrastructure for Knowledge Sharing
(DIKSHA).

 States to consider establishing innovative models to foster peer-tutoring and

volunteer activities, etc. for promoting foundational literacy and numeracy.

 Public and school libraries will be significantly expanded, and digital libraries will
also be established.

 A National Book Promotion Policy will be formulated.

 The nutrition and health (including mental health) of children will be addressed,
through healthy meals and regular health check-ups, and health cards will be issued
to monitor the same.

4. CURTAILING DROPOUT RATES AND ENSURING UNIVERSAL ACCESS TO

EDUCATION AT ALL LEVELS

 Two initiatives for above:

o no school remains deficient on infrastructure support from pre-primary school

to Grade 12 and alternative and innovative education centres to ensure that
children of migrant labourers, and other children who are dropping out of
school due to various circumstances are brought back into mainstream
education.

o achieve universal participation in school by carefully tracking students, as

well as their learning levels

 Counsellors or well-trained social workers connected to schools/school complexes

  Scope of school education will be broadened to facilitate multiple pathways to
learning involving both formal and non-formal education modes.

 NIOS and State Open Schools will also offer A, B and C levels that are equivalent to
Grades 3, 5, and 8 of the formal school system; secondary education programs that
are equivalent to Grades 10 and 12; vocational education courses/programs; and adult
literacy and life-enrichment programs.

 States encouraged to develop these in regional languages by establishing

new/strengthening existing State Institutes of Open Schooling (SIOS).

 The focus will be to have less emphasis on input and greater emphasis on output
potential concerning desired learning outcomes.

 Efforts to involve community: Databases of literate volunteers, retired

scientists/government/semi government employees, alumni, and educators will be
created for this purpose.

5. RESTRUCTURING SCHOOL CURRICULUM AND PEDAGOGY IN A NEW

5+3+3+4 DESIGN

 The curricular and pedagogical structure of school education: guided by a 5+3+3+4

design corresponding to the age ranges of 3-8, 8-11, 11-14, and 14-18 years,
respectively.

 No parallel changes to physical infrastructure will be required.

 It will consist of:

o Foundational Stage (in two parts, that is, 3 years of Anganwadi/pre-school +

2 years in primary school in Grades 1-2; both together covering ages 3-8):
with flexible, multilevel, play/activity-based learning and the curriculum and
pedagogy of ECCE.

o Preparatory Stage (Grades 3-5, covering ages 8-11): with the introduction
Experiential learning across the sciences, mathematics, arts, social sciences,
and humanities.

o Middle Stage (Grades 6-8, covering ages 11-14): with a subject-oriented

pedagogical and curricular style.

o Secondary Stage (Grades 9-12 in two phases, i.e., 9 and 10 in the first and
11 and 12 in the second, covering ages 14-18) : with greater depth, greater
critical thinking, greater attention to life aspirations, and greater flexibility
and student choice of subjects, and option to exit at grade 10 and re-enter at a
later stage in grade 11.

6. HOLISTIC DEVELOPMENT OF LEARNERS

 Overall thrust of curriculum and pedagogy reform to move towards real

understanding and learning how to learn - and away from the culture of rote learning
  Aim of education will not only be cognitive development, but also building character
and creating holistic and well-rounded individuals equipped with the key 21st century
skills.

 Specific sets of skills and values across domains will be identified for integration and
incorporation at each stage of learning, from pre-school to higher education.

7. REDUCTION IN CURRICULUM CONTENT TO ENHANCE ESSENTIAL

LEARNING AND CRITICAL THINKING

 Curriculum content will be reduced in each subject to its core essentials, and make
space for critical thinking and more holistic, inquiry-based, discovery-based,
discussion-based, and analysis-based learning.

 The mandated content will focus on key concepts, ideas, applications, and problem-
solving.

 Teaching and learning will be conducted in a more interactive manner

8. EXPERIENTIAL LEARNING

 In all stages, experiential learning will be adopted

 Will include hands-on learning, arts-integrated and sports-integrated education, story-

telling-based pedagogy, among others, as standard pedagogy

 Classroom transactions will shift, towards competency-based learning and education.

 The assessment tools (including assessment “as”, “of”, and “for” learning) will be
aligned with the learning outcomes, capabilities, and dispositions as specified for
each subject of a given class.

9. NO HARD SEPARATION

 Students will be given increased flexibility and choice of subjects to study,

particularly in secondary school - including subjects in physical education, the arts
and crafts, and vocational skills

 There will be no hard separation among ‘curricular’, ‘extracurricular’, or ‘co-

curricular’, among ‘arts’, ‘humanities’, and ‘sciences’, or between ‘vocational’ or
‘academic’ streams.

 Subjects such as physical education, the arts and crafts, and vocational skills, in
addition to science, humanities, and mathematics, will be incorporated throughout the
school curriculum.

 Each of the four stages of school education, may consider moving towards a semester
or any other system that allows the inclusion of shorter modules

10. MULTILINGUALISM AND THE POWER OF LANGUAGE

 Wherever possible, the medium of instruction until at least Grade 5, but preferably
till Grade 8 and beyond, will be the home language/mother tongue/local
language/regional language.
  Thereafter, the home/local language shall continue to be taught as a language
wherever possible.

 This will be followed by both public and private schools.

 High-quality textbooks, including in science, will be made available in home

languages/mother tongue.

 All languages will be taught in an enjoyable and interactive style

 States may enter into bilateral agreements to hire teachers from each other

 The three-language learned by children will be the choices of States, regions, and of
the students, so long as at least two of the three languages are native to India.

 Efforts to prepare high-quality bilingual textbooks and teaching-learning materials

for science and mathematics, so that students are enabled to think and speak about the
two subjects both in their home language/mother tongue and in English.

 Indian Sign Language (ISL) will be standardized across the country, and National
and State curriculum materials developed, for use by students with hearing
impairment.

11. CURRICULAR INTEGRATION OF ESSENTIAL SUBJECTS, SKILLS, AND

CAPACITIES

 Certain subjects, skills, and capacities will be emphasized in school: such as,
scientific temper and evidence-based thinking; creativity and innovativeness; sense of
aesthetics and art; oral and written communication; health and nutrition; physical
education, fitness, wellness, and sports; collaboration and teamwork; problem solving
and logical reasoning; vocational exposure and skills; digital literacy, coding, and
computational thinking; ethical and moral reasoning; etc.

 Introduction of contemporary subjects such as Artificial Intelligence, Design

Thinking, Holistic Health, Organic Living, Environmental Education, Global
Citizenship Education (GCED), etc. at relevant stages

 Mathematics and computational thinking to be given increased emphasis throughout

school years. Activities involving coding to be introduced in Middle Stage.

 Bagless days will be encouraged throughout the year for various types of enrichment
activities involving arts, quizzes, sports, and vocational crafts.

12. NATIONAL CURRICULUM FRAMEWORK FOR SCHOOL EDUCATION

(NCFSE)

 The formulation of a new and comprehensive National Curricular Framework for

School Education, NCFSE 2020-21, will be undertaken by the NCERT

 The NCFSE document shall henceforth be revisited and updated once every 5-10
years, taking into account frontline curriculum.

13. NATIONAL TEXTBOOKS WITH LOCAL CONTENT AND FLAVOUR

  All textbooks shall aim to contain the essential core material on a national level, but
at the same time contain any desired nuances and supplementary material as per local
contexts and needs.

 States will prepare their own curricula which may be based on the NCFSE prepared
by NCERT to the extent possible and prepare textbooks (which may be based on the
NCERT textbook materials to the extent possible), incorporating State flavour and
material as needed.

 Concerted efforts, through suitable changes in curriculum and pedagogy, will be

made to significantly reduce the weight of school bags and textbooks.

14. KNOWLEDGE OF INDIA

 Will include knowledge from ancient India to modern India as well as future
aspirations

 Will be incorporated in an accurate and scientific manner throughout the school

curriculum wherever relevant

 Indian Knowledge Systems, including tribal knowledge and indigenous and

traditional ways of learning, will be covered

 Specific courses in tribal ethno-medicinal practices, forest management,

traditional (organic) crop cultivation, natural farming, etc. will also be made
available.

 Video documentaries on inspirational luminaries of India, ancient and modern, in

science and beyond

 Students will be given a logical framework for making ethical decisions at a young
age.

 In later years, this would then be expanded along themes of cheating, violence,
plagiarism, littering, tolerance, equality, empathy, etc., with a view to enabling
children to embrace moral/ethical values in conducting one's life

 Traditional Indian values and all basic human and Constitutional values will be
developed in all students.

 Excerpts from the Indian Constitution will also be considered essential reading for all
students.

 Basic training in health, including preventive health, mental health, good nutrition,
personal and public hygiene, disaster response and first-aid will also be included in
the curriculum, as well as scientific explanations of the detrimental and damaging
effects of alcohol, tobacco, and other drugs.

15. TRANSFORMING ASSESSMENT FOR STUDENT DEVELOPMENT

 All students will take school examinations in Grades 3, 5, and 8 also, which will test
achievement of basic learning outcomes, and application of knowledge in real-life
situations.
  The Board exams for Grades 10 and 12 will be continued.

 Board exams will be made ‘easier’, as they will test primarily core
capacities/competencies rather than months of coaching/memorization

 Boards may over time also develop further viable models of Board Exams, such as -
annual/semester/modular Board Exams; offering all subjects beginning with
mathematics, at two levels; two parts exams or objective type and descriptive type.

 With regard to all of the above, guidelines will be prepared by NCERT, in

consultation with SCERTs, Boards of Assessment (BoAs), and PARAKH, the
proposed new National Assessment Centre etc.,

 The progress card of all students for school-based assessment will be redesigned.

 The progress card will be a holistic, 360-degree, multidimensional report that reflects
in great detail the progress and the uniqueness of each learner in the cognitive,
affective, and psychomotor domains.

 The progress card will include self-assessment, peer assessment and teacher
assessment

 Teachers to be prepared for a transformation in the assessment system by the 2022-23

academic session.

 A National Assessment Centre, PARAKH (Performance Assessment, Review, and

Analysis of Knowledge for Holistic Development) to be set up as a standard-setting
body for setting norms, standards, and guidelines for student assessment and
evaluation for all recognized school boards.

 The National Testing Agency (NTA) will offer a high-quality common aptitude test,
as well as specialized common subject exams in the sciences, humanities, languages,
arts, and vocational subjects, at least twice every year for university entrance exams.

16. SUPPORT FOR GIFTED STUDENTS/STUDENTS WITH SPECIAL TALENTS

 The NCERT and NCTE will develop guidelines for the education of gifted children.

 B.Ed. programmes may also allow a specialization in the education of gifted children.

 Teachers will encourage students with singular interests and/or talents in the
classroom by giving them supplementary enrichment material and guidance.

 Olympiads and competitions in various subjects will be conducted across the country.

 Online apps with quizzes, competitions, assessments, enrichment materials, and

online communities for shared interests will be developed as group activities.

 Schools will develop smart classrooms, in a phased manner.

17. TEACHERS RECRUITMENT AND DEPLOYMENT

 Transfers will be conducted through an online computerized system that ensures

transparency.
  Teacher Eligibility Tests (TETs) will be strengthened and extended to cover pre-
primary to grade 12 teachers, in both public and private schools.

 For subject teachers, suitable TET or NTA test scores along with a classroom
demonstration will be utilized for recruitment.

 A technology-based comprehensive teacher-requirement planning forecasting

exercise will be conducted by each State to assess expected subject-wise teacher
vacancies over the next two decades.

18. CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

 Continuous opportunities for self-improvement will be offered in multiple modes,

such as, workshops, online teacher development modules, etc.

 Each teacher will be expected to participate in at least 50 hours of CPD opportunities

every year driven by their own interests.

 School Principals will also be expected to participate in 50 hours or more of CPD

modules per year, covering leadership and management, with a focus on preparing
and implementing pedagogical plans based on competency-based education.

19. PROFESSIONAL STANDARDS FOR TEACHERS

 A common guiding set of National Professional Standards for Teachers (NPST) will
be developed by 2022, by the NCTE.

 The standards would cover expectations of the role of the teacher at different levels
of expertise/stage, and the competencies required for that stage.

 NCTE to be restructured as a Professional Standard Setting Body (PSSB) under

General Education Council (GEC).

20. SPECIAL EDUCATORS

 For subject teaching for children with disabilities/Divyang children at the Middle and
Secondary school level, specializations will be offered during or after pre-service
teacher preparation with greater synergy between the course curriculum of NCTE and
RCI.

21. APPROACH TO TEACHER EDUCATION

 Teacher education will gradually be moved into multidisciplinary colleges and

universities by 2030.

 By 2030, the minimum degree qualification for teaching will be a 4-year integrated
B.Ed. degree.

 The 2-year B.Ed. programmes will also be offered only for those who have already
obtained Bachelor’s Degrees in other specialized subjects.

 Adapted 1-year B.Ed. programmes for those who have completed the equivalent of
4-year multidisciplinary Bachelor’s Degrees or who have obtained a Master’s degree
in a specialty and wish to become a subject teacher in that specialty.
 Multidisciplinary higher education institutions having accreditation for ODL may
also offer high-quality B.Ed. programmes in blended or ODL mode.

 All B.Ed. programmes will include training in time-tested as well as the most recent
techniques in pedagogy, including pedagogy with respect to foundational literacy and
numeracy, multi-level teaching and evaluation, teaching children with disabilities,
teaching children with special interests or talents, use of educational technology, and
learner-centered and collaborative learning.

 Special shorter local teacher education programmes will also be available at BITEs,
DIETs, for eminent local persons who can be hired to teach at schools or school
complexes as ‘master instructors’, for the purpose of promoting local professions,
knowledge, and skills, e.g., local art, music, agriculture, business, sports, carpentry,
and other vocational crafts.

 Shorter post-B.Ed. certification courses will also be made widely available, at

multidisciplinary colleges and universities, to teachers who may wish to move into
more specialized areas of teaching.

 By 2021, a new and comprehensive National Curriculum Framework for Teacher

Education, NCFTE 2021, will be formulated by the NCTE in consultation with
NCERT

 The NCFTE will thereafter be revised once every 5-10 years by reflecting the
changes in revised NCFs as well as emerging needs in teacher education.

22. TEACHER EDUCATION

 The Regulatory System shall be empowered to take stringent action against

substandard and dysfunctional teacher education institutions (TEIs) that do not meet
basic educational criteria, after giving one year for remedy of the breaches.

 By 2030, only educationally sound, multidisciplinary, and integrated teacher

education programmes shall be in force.

 All multidisciplinary universities and colleges - will aim to establish, education

departments will also run B.Ed. programmes, in collaboration with other
departments such as psychology, philosophy, sociology, neuroscience, Indian
languages, arts, music, history, literature, physical education, science and
mathematics.

 All stand-alone TEIs will be required to convert to multidisciplinary institutions by

2030, since they will have to offer the 4-year integrated teacher preparation
programme.

 The admission to pre-service teacher preparation programmes shall be through

suitable subject and aptitude tests conducted by the National Testing Agency.

 All fresh Ph.D. entrants, irrespective of discipline, will be required to take credit-
based courses in teaching/education/pedagogy/writing related to their chosen Ph.D
subject and will also have a minimum number of hours of actual teaching experience.
 The use of technology platforms such as SWAYAM/DIKSHA for online training of
teachers will be encouraged.

 A National Mission for Mentoring shall be established, with a large pool of

outstanding senior/retired faculty who would be willing to provide short and long-
term mentoring/professional support to university/college teachers.

23. EQUITABLE AND INCLUSIVE EDUCATION: LEARNING FOR ALL

 Focus on Socio-Economically Disadvantaged Groups (SEDGs)

 SEDGs can be broadly categorized based on:

o Gender identities (particularly female and transgender individuals),

o Socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs,

and minorities),

o Geographical identities (such as students from villages, small towns, and

aspirational districts),

o Disabilities (including learning disabilities), and

o Socio-economic conditions (such as migrant communities, low income

households, children in vulnerable situations, victims of or children of victims
of trafficking, orphans including child beggars in urban areas, and the urban
poor).

 Separate strategies will be formulated for focused attention for reducing each of the
category-wise gaps in school education.

 Regions of the country with large populations from educationally-disadvantaged

SEDGs should be declared Special Education Zones (SEZs), for additional concerted
efforts.

 A ‘Gender-Inclusion Fund’ will be constituted to provide equitable quality education

for all girls as well as transgender students.

 Free boarding facilities will be built - matching the standard of Jawahar Navodaya
Vidyalayas particularly for students who from socio-economically disadvantaged
backgrounds.

 Kasturba Gandhi Balika Vidyalayas will be strengthened and expanded to increase

the participation in quality schools (up to Grade 12)

 Additional Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas will be built

around the country, especially in aspirational districts, Special Education Zones, and
other disadvantaged areas.
 Pre-school sections covering at least one year of early childhood care and education
will be added to Kendriya Vidyalayas and other primary schools around the nation,
particularly in disadvantaged areas.

 Schools/school complexes will be provided resources for the integration of children

with disabilities, recruitment of special educators with cross-disability training, and
for the establishment of resource centres

 Barrier free access for all children with disabilities will be enabled as per the RPWD
Act.

 Assistive devices and appropriate technology-based tools, language-appropriate

teaching-learning materials will be made available.

 NIOS will develop high-quality modules to teach Indian Sign Language, and to teach
other basic subjects using Indian Sign Language.

 As per the RPWD Act 2016, children with benchmark disabilities shall have the
choice of regular or special schooling. Resource centres in conjunction with special
educators will support the rehabilitation and educational needs of learners with severe
or multiple disabilities.

 Knowledge of how to teach children with specific disabilities will be an integral part
of all teacher education programmes.

 Alternative forms of schools, will be encouraged to preserve their traditions or

alternative pedagogical styles. At the same time, they will be supported to integrate
the subject and learning areas prescribed by the NCFSE into their curricula in order
to reduce and eventually eliminate the underrepresentation of children from these
schools in higher education.

 Special attention will be given to reduce the disparities in the educational

development of Scheduled Castes and Scheduled Tribes – through special hostels in
dedicated regions, bridge courses, and financial assistance through fee waivers and
scholarships.

24. EFFICIENT RESOURCING AND EFFECTIVE GOVERNANCE THROUGH

SCHOOL COMPLEXES/CLUSTERS

 The challenges of optimal utilization and sharing of resources will, by 2025, be

addressed by State/UT governments by adopting innovative mechanisms to group or
rationalize schools, such as, school complexes.

 Benefits of school complex include - improved support for children with disabilities,
more topic-centred clubs and academic/sports/arts/crafts events across school
complexes, sharing of teachers including use of ICT tools to conduct virtual classes,
better student support, enrolment, attendance, and performance through the sharing of
counsellors
 To further enhance cooperation and positive synergy among schools, including
between public and private schools, the twinning/pairing of one public school with
one private school will be adopted across the country.

25. STANDARD-SETTING AND ACCREDITATION FOR SCHOOL

EDUCATION

 Independent responsibilities within the State school education system and the
approach to regulation are as follows:

o The Department of School Education will be responsible for overall

monitoring and policymaking for continual improvement.

o The educational operations and service provision for the public schooling
system of the whole State will be handled by the Directorate of School
Education.

o An effective quality self-regulation or accreditation system will be instituted

for all stages of education including pre-school education - private, public,
and philanthropic - to ensure compliance with essential quality standards.
States/UTs will set up an independent, State-wide, body called the State
School Standards Authority (SSSA) which will establish a minimal set of
standards. This information shall be self-disclosed and will be made available
on a public website maintained by the SSSA.

o Academic matters, including academic standards and curricula in the State

will be led by the SCERT (with close consultation and collaboration with the
NCERT).

 The SCERT will develop a School Quality Assessment and Accreditation Framework
(SQAAF) through wide consultations with all stakeholders.

 Public and private schools (except the schools that are managed/aided/controlled by
the Central government) will be assessed and accredited on the same criteria,
benchmarks, and processes,

26. REIMAGINING VOCATIONAL EDUCATION

 By 2025, at least 50% of learners through the school and higher education system
shall have exposure to vocational education

 Beginning with vocational exposure at early ages in middle and secondary school,
quality vocational education will be integrated smoothly into higher education.

 Every child to learn at least one vocation and exposed to several more.

 Sampling of important vocational crafts, such as carpentry, electric work, metal

work, gardening, pottery making, etc., as decided by States and local communities
during Grades 6-8.

 A 10-day bagless period sometime during Grades 6-8 to intern with local vocational
experts such as carpenters, gardeners, potters, artists, etc.
 Similar internship opportunities to learn vocational subjects to students throughout
Grades 6-12, including holiday periods.

 Vocational courses through online mode will also be made available.

 Vocational education will be integrated in the educational offerings of all secondary

schools in a phased manner over the next decade. Towards this, secondary schools
will also collaborate with ITIs, polytechnics, local industry, etc. Skill labs will also be
set up

27. ADULT EDUCATION AND LIFELONG LEARNING

 An adult education curriculum framework will be developed by a new constituent

body of the NCERT that is dedicated to adult education

 The curriculum framework for adult education will include at least five types of
programmes, each with clearly defined outcomes:

o foundational literacy and numeracy;

o critical life skills (including financial literacy, digital literacy, commercial

skills, health care and awareness, etc.);

o vocational skills development

o basic education (including preparatory, middle, and secondary stage

equivalency);

o continuing education (including engaging holistic adult education courses in

arts, sciences, technology, culture, sports, and recreation, etc.

 Use of schools/ school complexes beyond school hours and public library spaces for
adult education courses which will be ICT-equipped when possible and for other
community engagement and enrichment activities.

 Trained instructors/educators will be required to deliver the curriculum framework to

mature learners

 Qualified community members including from Higher Educational Institutions to

engage with their local communities will be encouraged and welcomed to take a short
training course and volunteer.

 Quality technology-based options for adult learning such as apps, online

courses/modules, satellite-based TV channels, online books, and ICT-equipped
libraries and Adult Education Centres, etc. will be developed.

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