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all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.
As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context.
This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education,
it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.
This article discusses the of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems.
Other aspects of education are treated in a number of articles. For a of education as a discipline, including educational organization, teaching methods, and the functions and training
National Education Policy 2020
3
Introduction
Education is fundamental for achieving full human potential, developing an equitable and just
society, and promoting national development. Providing universal access to quality education is the
key to India’s continued ascent, and leadership on the global stage in terms of economic growth,
social justice and equality, scientific advancement, national integration, and cultural preservation.
Universal high-quality education is the best way forward for developing and maximizing our
country's rich talents and resources for the good of the individual, the society, the country, and the
world. India will have the highest population of young people in the world over the next decade, and
our ability to provide high-quality educational opportunities to them will determine the future of our
country.
The global education development agenda reflected in the Goal 4 (SDG4) of the 2030 Agenda for
Sustainable Development, adopted by India in 2015 - seeks to “ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all” by 2030. Such a lofty goal will require
the entire education system to be reconfigured to support and foster learning, so that all of the critical
targets and goals (SDGs) of the 2030 Agenda for Sustainable Development can be achieved.
The world is undergoing rapid changes in the knowledge landscape. With various dramatic scientific
and technological advances, such as the rise of big data, machine learning, and artificial intelligence,
many unskilled jobs worldwide may be taken over by machines, while the need for a skilled
workforce, particularly involving mathematics, computer science, and data science, in conjunction
with multidisciplinary abilities across the sciences, social sciences, and humanities, will be
increasingly in greater demand. With climate change, increasing pollution, and depleting natural
resources, there will be a sizeable shift in how we meet the world’s energy, water, food, and
sanitation needs, again resulting in the need for new skilled labour, particularly in biology, chemistry,
physics, agriculture, climate science, and social science. The growing emergence of epidemics and
pandemics will also call for collaborative research in infectious disease management and
development of vaccines and the resultant social issues heightens the need for multidisciplinary
learning. There will be a growing demand for humanities and art, as India moves towards becoming a
developed country as well as among the three largest economies in the world.
Indeed, with the quickly changing employment landscape and global ecosystem, it is becoming
increasingly critical that children not only learn, but more importantly learn how to learn. Education
thus, must move towards less content, and more towards learning about how to think critically and
solve problems, how to be creative and multidisciplinary, and how to innovate, adapt, and absorb new
material in novel and changing fields. Pedagogy must evolve to make education more experiential,
holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, fle
and, of course, enjoyable. The curriculum must include basic arts, crafts, humanities, games, sports
and fitness, languages, literature, culture, and values, in addition to science and mathematic
develop all aspects and capabilities of learners; and make education more well-rounded, useful, and
fulfilling to the learner. Education must build character, enable learners to be ethical, rational,
compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment.
The gap between the current state of learning outcomes and what is required must be bridged through
undertaking major reforms that bring the highest quality, equity, and integrity into the system, from
early childhood care and education through higher education.
The aim must be for India to have an education system by 2040 that is second to none, with equitable
access to the highest-quality education for all learners regardless of social or economic background.
This National Education Policy 2020 is the first education policy of the 21st century and aims to
address the many growing developmental imperatives of our country. This Policy proposes the
revision and revamping of all aspects of the education structure, including its regulation and
governance, to create a new system that is aligned with the aspirational goals of 21st century
education, including SDG4, while building upon India’s traditions and value systems. The National
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Education Policy lays particular emphasis on the development of the creative potential of each
individual. It is based on the principle that education must develop not only cognitive capacities -
both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities,
such as critical thinking and problem solving – but also social, ethical, and emotional capacities and
dispositions.
The rich heritage of ancient and eternal Indian knowledge and thought has been a guiding light for
this Policy. The pursuit of knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) was always
considered in Indian thought and philosophy as the highest human goal.
ancient India was not just the acquisition of knowledge as preparation for life in this world, or life
beyond schooling, but for the complete realization and liberation of the self. World-class institutions
of ancient India such as Takshashila, Nalanda,Vikramshila, Vallabhi, set the highest standards of
multidisciplinary teaching and research and hosted scholars and students from across backgrounds
and countries. The Indian ed
as mathematics, astronomy, metallurgy, medical science and surgery, civil engineering, architecture,
shipbuilding and navigation, yoga, fine arts, chess, and more. Indian culture and philosophy have had
a strong influence on the world. These rich legacies to world heritage must not only be nurtured and
preserved for posterity but also researched, enhanced, and put to new uses through our education
system.
The teacher must be at the centre of the fundamental reforms in the education system. The new
education policy must help re-establish teachers, at all levels, as the most respected and essential
members of our society, because they truly shape our next generation of citizens. It must do
everything to empower teachers and help them to do their job as effectively as possible. The new
education policy must help recruit the very best and brightest to enter the teaching profession at all
levels, by ensuring livelihood, respect, dignity, and autonomy, while also instilling in the system
basic methods of quality control and accountability.
The new education policy must provide to all students, irrespective of their place of residence, a
quality education system, with particular focus on historically marginalized, disadvantaged, and
underrepresented groups. Education is a great leveler and is the best tool for achieving economic and
social mobility, inclusion, and equality.
such groups, despite inherent obstacles, are provided various targeted opportunities to enter and excel
in the educational system.
These elements must be incorporated taking into account the local and global needs of the country,
and with a respect for and deference to its rich diversity and culture. Instilling knowledge of India and
its varied social, cultural, and technological needs, its inimitable artistic, language, and knowledge
traditions, and its strong ethics in India’s young people is considered
pride, self-confidence, self-knowledge, cooperation, and integration.
Previous Policies
The implementation of previous policies on education has focused largely on issues of access and
equity. The unfinished agenda of the National Policy on Education 1986, modified in 1992 (NPE
1986/92), is appropriately dealt with in this Policy. A major development since the last Policy of
1986/92 has been the Right of Children to Free and Compulsory Education Act 2009 which laid
down legal underpinnings for achieving universal elementary education.
Principles of this Policy
The purpose of the education system is to develop good human beings capable of rational thought
and action, possessing compassion and empathy, courage and resilience, scientific temper and
5
creative imagination, with sound ethical moorings and values. It aims at producing engaged,
productive, and contributing citizens for building an equitable, inclusive, and plural society as
envisaged by our Constitution.
A good education institution is one in which every student feels welcomed and cared for, where a
safe and stimulating learning environment exists, where a wide range of learning experiences are
offered, and where good physical infrastructure and appropriate resources conducive to learning are
available to all students. Attaining these qualities must be the goal of every educational institution.
However, at the same time, there must also be seamless integration and coordination across
institutions and across all stages of education.
The fundamental principles that will guide both the education system at large, as well as the
individual institutions within it are:
• recognizing, identifying, and fostering the unique capabilities of each student, by
sensitizing teachers as well as parents to promote each student’s holistic development in both
academic and non-academic spheres;
• according the highest priority to achieving Foundational Literacy and Numeracy by all
students by Grade 3;
• flexibility, so that learners have the ability to choose their learning trajectories and programmes,
and thereby choose their own paths in life according to their talents and interests;
• no hard separations between arts and sciences, between curricular and extra-curricular
activities, between vocational and academic streams, etc. in order to eliminate harmful
hierarchies among, and silos between different areas of learning;
• multidisciplinarity and a holistic education across the sciences, social sciences, arts,
humanities, and sports for a multidisciplinary world in order to ensure the unity and integrity
of all knowledge;
• emphasis on conceptual understanding rather than rote learning and learning-for-exams;
• creativity and critical thinking to encourage logical decision-making and innovation;
• ethics and human & Constitutional values like empathy, respect for others, cleanliness,
courtesy, democratic spirit, spirit of service, respect for public property, scientific temper,
liberty, responsibility, pluralism, equality, and justice;
• promoting multilingualism and the power of language in teaching and learning;
• life skills such as communication, cooperation, teamwork, and resilience;
• focus on regular formative assessment for learning rather than the summative assessment that
encourages today’s ‘coaching culture’;
• extensive use of technology in teaching and learning, removing language barriers, increasing
access for Divyang students, and educational planning and management;
• respect for diversity and respect for the local context in all curriculum, pedagogy, and policy,
always keeping in mind that education is a concurrent subject;
• full equity and inclusion as the cornerstone of all educational decisions to ensure that all
students are able to thrive in the education system;
• synergy in curriculum across all levels of education from early childhood care and
education to school education to higher education;
• teachers and faculty as the heart of the learning process – their recruitment, continuous
professional development, positive working environments and service conditions;
• a ‘light but tight’ regulatory framework to ensure integrity, transparency, and resource
efficiency of the educational system through audit and public disclosure while encouraging
innovation and out-of-the-box ideas through autonomy, good governance, and empowerment;
• outstanding research as a corequisite for outstanding education and development;
• continuous review of progress based on sustained research and regular assessment by
educational experts
8
day meal programme shall also be extended to the Preparatory Classes in primary schools. Health
check-ups and growth monitoring that are available in the Anganwadi system shall also be made
available to Preparatory Class students of Anganwadi as well as of primary schools.
1.7. To prepare an initial cadre of high-quality ECCE teachers in Anganwadis, current Anganwadi
workers/teachers will be trained through a systematic effort in accordance with the
curricular/pedagogical framework developed by NCERT. Anganwadi workers/teachers 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 covering early
literacy, numeracy, and other relevant aspects of ECCE. These programmes may be run through
digital/distance mode using DTH channels as well as smartphones, allowing teachers to acquire
ECCE qualifications with minimal disruption to their current work. The ECCE training of Anganwadi
workers/teachers will be mentored by the Cluster Resource Centres of the School Education
Department which shall hold at least one monthly contact class for continuous assessment. In the
longer term, State Governments shall prepare cadres of professionally qualified educators for early
childhood care and education, through stage-specific professional training, mentoring mechanisms,
and career mapping. Necessary facilities will also be created for the initial professional preparation of
these educators and their Continuous Professional Development (CPD).
1.8. ECCE will also be introduced in Ashramshalas in tribal-dominated areas and in all formats of
alternative schooling in a phased manner. The process for integration and implementation of ECCE
in Ashramshalas and alternative schooling will be similar to that detailed above.
1.9. The responsibility for ECCE curriculum and pedagogy will lie with MHRD to ensure its
continuity from pre-primary school through primary school, and to ensure due attention to the
foundational aspects of education. 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. A special joint task
force will be constituted for continuous guidance of the smooth integration of early childhood care
and education into school education.
2. Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning
2.1. The ability to read and write, and perform basic operations with numbers, is a necessary
foundation and an indispensable prerequisite for all future schooling and lifelong learning. However,
various governmental, as well as non-governmental surveys, indicate that we are currently in a
learning crisis: a large proportion of students currently in elementary school - estimated to be over 5
crore in number - have not attained foundational literacy and numeracy, i.e., the ability to read and
comprehend basic text and the ability to carry out basic addition and subtraction with Indian
numerals.
2.2. Attaining foundational literacy and numeracy for all children will thus become an urgent
national mission, with immediate measures to be taken on many fronts and with clear goals that
will be attained in the short term (including that every student will attain foundational literacy
and numeracy by Grade 3). The highest priority of the education system will be to achieve
universal foundational literacy and numeracy in primary school by 2025. The rest of this Policy
will become relevant for our students only if this most basic learning requirement (i.e., reading,
writing, and arithmetic at the foundational level) is first achieved. To this end, a National
Mission on Foundational Literacy and Numeracy will be setNational Education Policy 2020
8
day meal programme shall also be extended to the Preparatory Classes in primary schools. Health
check-ups and growth monitoring that are available in the Anganwadi system shall also be made
available to Preparatory Class students of Anganwadi as well as of primary schools.
1.7. To prepare an initial cadre of high-quality ECCE teachers in Anganwadis, current Anganwadi
workers/teachers will be trained through a systematic effort in accordance with the
curricular/pedagogical framework developed by NCERT. Anganwadi workers/teachers 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 covering early
literacy, numeracy, and other relevant aspects of ECCE. These programmes may be run through
digital/distance mode using DTH channels as well as smartphones, allowing teachers to acquire
ECCE qualifications with minimal disruption to their current work. The ECCE training of Anganwadi
workers/teachers will be mentored by the Cluster Resource Centres of the School Education
Department which shall hold at least one monthly contact class for continuous assessment. In the
longer term, State Governments shall prepare cadres of professionally qualified educators for early
childhood care and education, through stage-specific professional training, mentoring mechanisms,
and career mapping. Necessary facilities will also be created for the initial professional preparation of
these educators and their Continuous Professional Development (CPD).
1.8. ECCE will also be introduced in Ashramshalas in tribal-dominated areas and in all formats of
alternative schooling in a phased manner. The process for integration and implementation of ECCE
in Ashramshalas and alternative schooling will be similar to that detailed above.
1.9. The responsibility for ECCE curriculum and pedagogy will lie with MHRD to ensure its
continuity from pre-primary school through primary school, and to ensure due attention to the
foundational aspects of education. 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. A special joint task
force will be constituted for continuous guidance of the smooth integration of early childhood care
and education into school education.
2. Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning
2.1. The ability to read and write, and perform basic operations with numbers, is a necessary
foundation and an indispensable prerequisite for all future schooling and lifelong learning. However,
various governmental, as well as non-governmental surveys, indicate that we are currently in a
learning crisis: a large proportion of students currently in elementary school - estimated to be over 5
crore in number - have not attained foundational literacy and numeracy, i.e., the ability to read and
comprehend basic text and the ability to carry out basic addition and subtraction with Indian
numerals.
2.2. Attaining foundational literacy and numeracy for all children will thus become an urgent
national mission, with immediate measures to be taken on many fronts and with clear goals that
will be attained in the short term (including that every student will attain
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