ASSIGNMENT

COURSE TITLE- UNDERSTANDING DISCIPLINES AND SUBJECTS

COURSE CODE- B. ED 107

SUBMITTED TO- SUBMITTED BY-

MS. HIMANI SINGH NIDHI BAISOYA

KALKA INSTITUTE FOR RESEARCH AND ADVANCED STUDIES

[KIRAS]
BACHELOR OF EDUCATION [2024- 2026]

GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

 ACKNOWLEDGEMNT
I want to thank everyone who has helped and supported me throughout my project
on NEP.
First and foremost, a big thank you to my math professor, [MS. HIMANI SINGH],
for giving me valuable guidance and pointing me in the right direction.
I owe a special debt of gratitude to my parents, whose constant encouragement,
patience, and understanding have been the foundation of my success.
I would also like to acknowledge my friends who contributed their ideas and
perspectives, which greatly enriched the project.
I appreciate each and every one of you for shaping this project and enhancing my
learning experience.
 OBJECTIVES

 Compare and contrast: Analyse the key differences and similarities between the NEP 1986
and NEP 2020.

 Evaluate effectiveness: Assess the effectiveness of both policies in achieving their stated
goals.

 Identify challenges and opportunities: Analyse the challenges faced in implementing the
NEPs and identify potential opportunities for improvement.

 Explore impact: Examine the impact of the NEPs on Indian education, including changes
in enrolment rates, quality of education, and equity.
 INTRODUCTION
The Ministry of Human Resource Development formed a committee chaired by Dr K.
Kasturirangan for preparing the National Education Policy. The Committee was constituted
in June 2017. The Committee submitted its report on May 31, 2019.

Education is the backbone of the nation. To, improve the entire educational system, a strong,
well- planned and systematic education system is required. The National Policy on Education
covers elementary and university education in urban as well as rural India.

 The very first policy for education was promulgated in 1968 with the second one following in
1986.
 The first NPE was based on the recommendations of the Education Commission (1964-66). This
policy sought to have a ‘radical restructuring’ of India’s educational system and equalizing
opportunities for education for all, to accomplish national integration and better economic and
cultural development.
 The NPE also called for realizing compulsory education for every child until the age of fourteen,
as mentioned in the Indian Constitution.
 It also aimed at providing enhanced training and improving teachers’ qualifications.

The National Education Policy aims to restructure the regulation and governance of the Indian
education system to address (sustainable) developmental goals of the country. The general
objective of the National Education Policy is to create an equitable and inclusive education system
that can provide learning for all. The system has to equip all learners in India with foundational
literacy and numeracy, a ‘light but tight’ regulatory framework to ensure integrity and resource
efficiency of the system, promotion of Indian culture and traditions, and a focus on
multilingualism and respect for the diversity of local contexts. The policy aims to promote the role
of teachers in Indian society and culture and to develop foundational capacities (e.g. literacy and
numeracy) in pupils, as well as social, ethical, emotional, and critical-thinking capacities in all
learners.

The concept of lifelong learning in the Indian policy is connected to the development of
foundational skills and competences that allow its citizens to participate in society, reducing socio-
cultural disadvantages and unemployment. The policy mentions the necessity of fostering lifelong
learning activities at all educational levels and proposes to create an adult education curriculum
framework to develop skills and competences in the adult population.

Here’s how the Indian Education System transformed post-independence –

1948 – The 1st commission, the University Education Commission, was set up
1952 – The Secondary Education Commission was established
1964-1966 – The Indian Education Commission was introduced
1968 – 1st National Education Policy was introduced
1986 – A new policy was formulated
1992 – The previous education policy was modified
2005 – The 1986 education policy was modified again
2020 – The new National Education Policy (NEP) was passed by the cabinet
 IMPORTANT
TERMINOLOGIES
 NEP: National Education Policy

 NCF: National Curriculum Framework

 NPE: National Policy on Education (1986)

 ECCE: Early Childhood Care and Education

 NTA: National Testing Agency

 NETF: National Educational Technology Forum

 NEP 1986 OVERVIEW
The National Policy on Education (NPE) of 1986 was a pivotal document that laid the
groundwork for significant reforms in India's education system. It was a comprehensive
policy that addressed various aspects of education, from universalization to quality, equity,
and relevance.

Key Objectives of the NPE:

 Universalization of Education: The NPE aimed to achieve 100% literacy and

universal elementary education by the year 2000. It emphasized the importance of
providing education to all children, regardless of their social or economic background.
 Quality Education: The policy sought to improve the quality of education at all
levels, from primary to higher education. It focused on enhancing curriculum, teacher
training, and infrastructure.
 Equity: The NPE recognized the inequalities in education and aimed to address them
by providing equal opportunities to all students, regardless of their gender, caste, or
religion.
 Relevance: The policy emphasized the need for education to be relevant to the needs
of the nation and the changing world. It promoted vocational and technical education
to equip students with practical skills for employment.

Key Features of the NPE:

 Curriculum Reform: The NPE recommended a curriculum that was relevant,

flexible, and child-centred. It emphasized the importance of integrating traditional
knowledge with modern subjects.
 Teacher Education: The policy stressed the need for well-trained and motivated
teachers. It recommended reforms in teacher education programs to improve the
quality of teaching.
 Educational Infrastructure: The NPE emphasized the need for adequate educational
infrastructure, including schools, libraries, and laboratories. It called for increased
government investment in education.
 Vocational Education: The policy promoted vocational education to equip students
with practical skills for employment. It recommended the establishment of vocational
training institutes at various levels.
 Open University: The NPE recommended the establishment of an open university to
provide education to those who were unable to access regular education.
Impact of the NPE on Indian Education:

The NPE of 1986 had a significant impact on Indian education. It laid the foundation for
several reforms, including:

 Expansion of Primary Education: The NPE led to a significant expansion of

primary education, resulting in increased enrolment rates.
 Introduction of the 10+2+3 System: The policy introduced a new education system
with three distinct levels: secondary, higher secondary, and tertiary.
 Establishment of NCERT: The National Council of Educational Research and
Training (NCERT) was established to develop curriculum, textbooks, and teacher
training materials.
 Focus on Vocational Education: The NPE promoted vocational education, leading
to the establishment of vocational training institutes.

While the NPE of 1986 was a landmark policy, it also faced criticisms. Some critics argued
that the policy was overly ambitious and that its implementation was slow. Additionally,
some concerns were raised about the quality of education provided under the NPE.

Despite these criticisms, the NPE of 1986 remains a significant milestone in the history of
Indian education. It laid the groundwork for subsequent education policies and reforms, and
its influence can still be seen in the Indian education system today.
 NEP 2020 OVERVIEW
The National Education Policy (NEP) of 2020 is a comprehensive framework designed to
revolutionize India's education system. It outlines the goals, objectives, and strategies for
achieving quality education for all. The NEP aims to create a holistic, student-centric, and
equitable education system that prepares learners for the 21st century.

Key Themes and Objectives:

 Holistic Development: The NEP emphasizes the development of the whole child,
focusing on not just academic achievement but also physical, social, emotional, and
cognitive skills.
 Equity and Inclusion: The policy aims to ensure that all students, regardless of their
background, have equal access to quality education.
 Student-Centric Learning: The NEP shifts the focus from teacher-centric to student-
centric learning, empowering students to take ownership of their education.
 Flexibility and Choice: The policy promotes flexibility in curriculum and
assessment, allowing students to choose subjects and pathways that align with their
interests and aspirations.
 Technology Integration: The NEP recognizes the importance of technology in
education and aims to integrate it seamlessly into the learning process.

Specific Reforms and Initiatives:

 Early Childhood Education: The NEP emphasizes the importance of early

childhood care and education (ECCE) as a foundation for lifelong learning.
 New Curriculum: The policy proposes a new curriculum framework that integrates
traditional knowledge with contemporary subjects, promoting multidisciplinary and
interdisciplinary learning.
 Vocational Education: The NEP aims to integrate vocational education into the
mainstream education system, providing students with practical skills and
opportunities for employment.
 Teacher Education: The policy emphasizes the importance of quality teacher
training and development, focusing on pedagogical skills, content knowledge, and
professional ethics.
 Assessment Reforms: The NEP proposes reforms in assessment practices to reduce
stress on students and promote holistic development.
 Governance and Administration: The policy aims to improve the governance and
administration of the education system through decentralized decision-making and
accountability mechanisms.
 Curriculum and Pedagogy Reform: NEP 2020 calls for a comprehensive overhaul
of the curriculum and pedagogy to make education more engaging and relevant. The
aim is to shift from rote learning to experiential and inquiry-based learning,
promoting critical thinking and problem-solving abilities.
  National Educational Technology Forum (NETF): The introduction of NETF aims
to leverage technology to enhance teaching and learning processes. This includes
integrating digital tools into the classroom to provide interactive and personalized
learning experiences.
 Inclusive Education: The policy stresses the importance of inclusive education by
ensuring that all children, including those from marginalized communities, have
access to quality education. Special attention is given to children with disabilities,
with provisions for special educators and adaptive learning materials.
 School Infrastructure and Environment: Improving the infrastructure of schools
and creating a conducive learning environment is a significant focus. The NEP
advocates for modern facilities, safe and hygienic conditions, and a focus on mental
health and well-being.

Impact and Implications:

The NEP has the potential to significantly impact the education landscape in India. It aims to
create a more equitable, inclusive, and student-centric education system that prepares learners
for the challenges and opportunities of the 21st century. However, successful implementation
of the NEP will require substantial investment, policy coherence, and effective
implementation strategies.

Key Challenges and Opportunities:

 Funding: The NEP requires significant investment to implement its various reforms.
Ensuring adequate funding will be crucial for its success.
 Teacher Training: Upgrading the quality of teacher education will be essential for
implementing the NEP's vision of student-centric learning.
 Infrastructure: Building and upgrading educational infrastructure, especially in rural
areas, will be necessary to provide access to quality education for all.
 Equity: Addressing disparities in education access and outcomes for marginalized
groups will be a key challenge.
 Technology Integration: Ensuring equitable access to technology and training
teachers to use it effectively will be important for implementing the NEP's vision.

Despite these challenges, the NEP presents a significant opportunity to transform India's
education system. By implementing its reforms effectively, India can create a world-class
education system that empowers its citizens and contributes to its economic and social
development.
 COMPARISON OF BOTH
POLICIES
NPE 1986 focused on 10 + 2 format whereas NEP 2020 focuses on 5 + 3 + 3 + 4 Format.
Under NPE there are 2 age groups 6 to 16 and 16 to 18 whereas in NEP there are 4 age
groups 3 to 8, 8 to 11, 12 to 14 and 14 to 18. Exams as per NPE 1986 policy were to be held
on a yearly basis that too in descriptive form once a year but in NEP 2020 exams will be held
twice a year in the form of objective and descriptive papers, and the new syllabus is also
divided into 2 parts.
Curriculum in NEP 1986 is reduced where the focus is on essential subject paths in order to
develop qualitative education in students but this is not the same in NPE 2020 policy where
all the quality is to be maintained but the burden is also much on students. NPE 1986 didn’t
have any vocational subject as a mandatory part of the curriculum but NEP 2020 has
compulsory one vocational subject from classes 6 to 8 which students have to study as a
compulsion. Here the main focus is to build skills in students which are enhanced by
vocational subjects.
NEP 2020 has a preparatory class that is Bal-Vatika for children below 5 years, which is
conducted by ECCE qualified teachers but it is not so in NPE 1986 format in fact no such
provision is there. The preparatory stage covered age groups of 8 till 11 years as per NEP this
is included in classes from 3rd to 5th, this stage covered activity-based pedagogy and
curriculum style for the foundational stage this focus basically on discussion method, an
experimental method so that students learn the practicality of the subjects but NPE does not
follow any of these things.
From the classes 6 till 8 which is included in the middle stage of NEP covering the age
groups of 12 to 14 years these 3 years are the foundational stage of building pedagogy and
curriculum style 4 preparatory stages where students have detailed learning about subjects
like math, science, arts etc.
Where they enhance their skills in the particular subjects in order to have a great idea of those
subjects, they wish to pursue but under NPE it was compulsory to study each and every
subject with the student is willing or not willing to study for it does not look forward to the
practicality.
For higher education, NPE offered a one or 2-year diploma, 3-year graduation, 4-year
graduation with research but NEP offers a one-year diploma 2-year advanced diploma 3-year
graduation 4-year graduation with research. Not just this NEP has also changed with teaching
curriculum which has enhanced its practical approach. National Institute for Pali, Persian and
Prakrit, Indian Institute of Translation and Interpretation to be set up.
Teacher education:
4-year integrated B.Ed.: Minimum degree qualification for teaching that includes student
teaching at local schools. by 2030.
2-year B.Ed.: For applicants with an existing Bachelor's Degrees in other specialized subjects
1 year B.Ed.: For those who have completed the equivalent of 4-year multidisciplinary
Bachelor's Degrees or have obtained a Master's degree in a specialty.
 CONCLUSION
In conclusion, both the NEP 1986 and NEP 2020 have played crucial roles in shaping India's
education system. While the 1986 policy laid the foundation for universal education, the 2020 policy
aims to transform the education system to meet the challenges and opportunities of the 21st century.
The successful implementation of the NEP 2020 will be essential for realizing its ambitious goals and
ensuring a bright future for India's education system.
 REFLECTION
The National Education Policies of 1986 and 2020 represent significant milestones in
India's educational journey. While both policies aimed to improve the quality and
accessibility of education, they reflect distinct approaches and priorities.

NEP 1986 laid the foundation for universalization and equity in education. It emphasized the
importance of providing education to all children and addressing inequalities. However, it
faced challenges in implementation and was criticized for its slow progress.

NEP 2020 builds upon the foundations laid by its predecessor but introduces a more
comprehensive and ambitious vision. It emphasizes holistic development, student-centric
learning, and the integration of technology in education. The 2020 policy also places greater
importance on early childhood education, vocational education, and assessment reforms.

Successful implementation of NEP 2020 will require concerted efforts from all stakeholders,
including the government, educational institutions, teachers, and students. It will also require
adequate funding, effective governance, and a commitment to continuous improvement.
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 h ps://ijsi.in/wp-content/uploads/2023/02/18.02.004.20220703.pdf

 h ps://byjus.com/free-ias-prep/na onal-policy-educa on/