(ii) Extending outreach of Secondary and Senior Secondary Education

With a dramatic growth in elementary education enrolments and improvements in retention and transition rates in recent years, particularly amongst the more disadvantaged groups, there is an increasing pressure on the secondary schools to admit more students. With the enforcement of RTE Act and further improvement in retention and transition rates, demand for secondary schooling will grow rapidly in the coming years. The objective of this discussion group is to assess to what extent we have made quality education available,accessible and affordable to the target population in the age group of 14–18 years. How we can increase access to post elementary education across the country in a manner so as to ensure no child is denied the opportunity of completing his/her school education. In particular, how can we address the geographical and social disparities in secondary education?

(iii) Strengthening of Vocational Education

There is a greater emphasis on integrating skills in education and a renewed focus on vocational education in secondary education. The National Vocational Education Qualification Framework (NVEQF) has been aligned with the National Skills Qualification Framework (NSQF). The objective of this group will be examine the issues of enhancing acceptance of vocational qualifications, difficulties in implementing VE , ensuring horizontal and vertical mobility, availability of teachers. Some States have been effectively integrating vocational education in mainstream education. How can these be adopted or adapted across other States?

(iv) Reforming School Examination Systems

Examination reforms that focus on problem-solving, critical thinking and reasoning skills are critical to improving quality at the secondary level. Such reforms will change the teaching–learning processes and improve learning outcomes. In recent years, CBSE has introduced wide-ranging examination reforms in schools affiliated to it, such as Class X Board Examination has been made optional, Continuous and Comprehensive Evaluation (CCE) has been strengthened so that the students, are assessed on an ongoing basis for their holistic development, a system of grading in place of marks has been introduced. The objectives are to look at the existing systems and suggest reforms which would help better assessment of students.

(v) Revamping Teacher Education for Quality Teachers

Competence of teachers and their motivation is crucial for improving the quality. Several initiatives are being taken for addressing teacher shortages, shortages of secondary school teachers in mathematics, science and languages, improving the quality of pre-service teachers and in-service teachers professional development, enhancing the status of teaching as a profession, improving teachers’ motivation and their accountability for ensuring learning outcomes, and improving the quality of teacher educators. The objective of this theme is to assess the existing scenario and provide workable solutions to address the gamut of issues in teacher education in the school sector.

(vi) Accelerating rural literacy with special emphasis on Women, SCs, STs & Minorities through Adult Education and National Open Schooling Systems

Though there have been significant gains in literacy rates, large gender, social and regional disparities in literacy levels persist. The gains in literacy levels are due to success of the adult education programmes and improvements in primary schooling. However, there is a further need to enhance the literacy levels of the socially marginalized groups and those living in rural areas through interventions of adult education programmes and open schooling systems. This theme seeks to elicit views on how we achieve faster progress in reducing the existing disparities in literacy levels.

(vii) Promotion of Information and Communication Technology systems in school and adult education

ICT can potentially make significant difference in improving the quality of education. The National Policy of ICT in School Education envisions and provides for the development of a holistic framework of ICT support in the school system. While there have several ways in which ICT in schools are being implemented, we need to optimally use and leverage technology to achieve quality and efficiency in all of the interventions. Under this theme, we need to find solutions on how best technology can be leveraged for both school and adult education and share best practices, if any.

(viii) New Knowledge, pedagogies and approaches for teaching of Science, Maths and Technology in School Education to improve learning outcomes of Students.

Poor science and maths education (and English) accounts for 80 per cent of total students who fail in Tenth Board Examination. The low enrolment in science stream at higher secondary level and poor-quality education is a constraint in development of scientific manpower in the country. Science and Maths education would need special attention. We need to deliberate and find workable strategies for strengthening the quality of teaching–learning processes for better outcomes; innovations and diversity of approaches in matters of curricula, pedagogies and use of technology to improve the learning levels.

(ix) Schools standards, School assessment and School Management systems.

There is a need to put in place a School Quality Assessment and Accreditation System to cover all aspects of school functioning, including scholastic and co-scholastic domains, physical infrastructure, faculty management, school leadership, learning outcomes and satisfaction of pupils and their parents/ guardians. Better governance structures in schools striking a balance between mandating and persuading, training of district and block-level education officers as well as head teachers for better management practices, on using data to better monitor and support school performance, and to mobilise community resources and efforts to improve school performance. What are the current experiences and how can they be bettered to achieve tangible results.

(x) Enabling Inclusive Education – education of Girls, SCs, STs, Minorities and children with special needs.

The issue of social access and equity are far too complex. While the gaps in average enrolments between disadvantaged groups like SC, ST, Muslims, girls and Children with special needs and the general population have decreased, there is still a considerably large gap in learning levels with historically disadvantaged and economically weaker children having significantly lower learning outcomes. Large and growing learning gaps threaten the equity gains achieved on the enrolment front because children with lower levels of learning are more likely to drop out. We need to examine current interventions in bridging the gender and social gaps and identify focused strategies for effective inclusion.

(xi) Promotion of Languages.

A multi-lingual society recognizes the importance of education in languages. While there are some interventions for appointment of language teachers and promotion of classical languages, there is no comprehensive scheme or language policy and we need to have inputs on this dimension.

(xii) Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills.

Our students need to have a holistic development which cannot be achieved only through information and instruction. Knowledge needs sensitization to values, ethics, appreciating arts, physical education, sports and life skills. This theme invites views and suggestions for concrete methods and tools for integration of sports, physical education, arts and crafts, functional skills for livelihood and value education in school curriculum.

(xiii) Focus on Child Health

There is a need to improve access to child health services. The Ministry of Health is focusing on promoting child healththrough appropriate interventions. Presently, the Department of School Education and Literacy, MHRD addresses the nutritional needs of school going children in the age group of 6-14 years through the Mid- Day Meal (MDM) Scheme. The Integrated Child Development Scheme (ICDS) under WCD also addresses the issues of child health. There is, however, a need to synergize the multi-sectoral interventions taken by the relevant GOI Ministries. The existing schemes need to be examined for their outcomes and impediments in implementation, including those of coordination. This theme seeks views and suggestions on how to ensure greater focus on child through improvements in existing schemes and suggest new holistic interventions.

2. A brief on the 20 themes in Higher Education is as follows:

(i) Governance reforms for quality

This theme invites inputs of the various types of reform needed to create better governance structures in State Universities and Centrally Funded institutions that will help in improving their academic quality.

(ii) Ranking of institutions and accreditations

There has been a growing concern on the poor performance of our Universities in World Ranking and Global ratings. What changes could be suggested in the accreditation systems of our country so that our higher education institutions acquire better global rankings.

(iii) Improving the quality of regulation

Present regulatory systems tend to stymie the quality and growth of our institutions. What reforms are necessary in the existing regulatory agencies and their methods so as to give greater academic, administrative and financial autonomy to our institutions so as bring about quality enhancement?

(iv) Pace setting roles of central institutions

The Central institutions have been trendsetters and are usually seen as islands of excellence. How can CFI’s help to promote and spread academic excellence, undertake activities to improve the general quality of life in their neighbourhood region ,do hand holding for other educational institutions and also help the school education in their areas.

(v) Improving State public universities

Nearly 94% of students enrolled are in the state educational institutions. Improving the quality of State Universities is extremely significant. What kind of reforms agenda need to be worked so as to address the quality deficit in State institutions.

(vi) Integrating skill development in higher education

India has a demographic advantage of the largest youth population in the world. Integrating skills within the higher education holds the key to reaping the demographic dividend. What steps and actions are needed to effectively achieve this harmonization of skills in HE.

(vii) Promoting Open and Distance Learning (ODL) and online courses

Conventional education alone cannot meet the needs and aspiration of higher education. What proactive policies and strategies need to be devised and developed to encourage online education and overcome any implementation issues which are currently hindering its optimization? Also how can we strengthen ODL systems so as to ensure their quality and gain greater acceptability?

(viii) Opportunities for technology enabled learning

This theme seeks to understand the complexities around having a robust framework for technology enabled education. Do we have the human and infrastructural facilities that can fully exploit the opportunities of TEL. To what extent do our institutions leverage the potential of ICT for improving access and quality of general and technical education and also faculty development.

(ix) Addressing regional disparity

Ensuring access to higher education is critical to mobilizing greater participation thereby increasing the Gross Enrolment Ratio. How can we address the issue of skewed access to higher education which will reduce existing regional disparities and why have existing schemes failed to resolve these gaps.

(x) Bridging gender and social gaps

While the general participation rates in higher education has been steadily increasing and today our HE GER is 21.5%, this is not evenly spread across social groups and women. Equitable growth is essential to sustain higher GER rates and hence what kinds of affirmative action could be suggested to reduce gender and social disparities in HE.

(xi) Linking higher education to society

The role of institutions of higher education in societal development is becoming increasing significant. In recent years, higher education has isolated itself from the society and there is a need to re-establish and strengthen higher education’s close linkages with the society. How can Universities foster social responsibility and engage in community outreach programmes. Sharing some working examples would also be a useful input.

(xii) Developing the best teachers

Teachers are the cornerstone of any educational system. Developing the teaching talent and incentivizing best teachers, retaining good teachers are all significant to improving the qualityof teaching. Views are elicited so that our higher education institutions can nurture good faculty who in turn can propel higher standards in our students.

(xiii) Sustaining student support systems

Several schemes of students financial assistance are being implemented at Central and State levels. Have they really served the intended objectives? Some critical views are invited on the existing schemes and what changes will improve the quality of financial support systems for our students so that every aspiring learner can enter HE.

(xiv) Promote cultural integration through language

How can inter-linkages between education, culture and language be brought about in HE institutions. Some concrete suggestions on how this can be effectively implemented need to be specified.

(xv) Meaningful partnership with the private sector

Higher education cannot sustain only through public funding. While public private partnerships in higher education have been pursued as a strategy, not many have shown successful results. Hence, the PPP models need to be revisited so as to allow more meaningful collaborations. A critical analysis of PPP in HE, the existing legal provisions and which viable models are possible need to carried out.

(xvi) Financing higher education

Roughly 1% of GDP is spent on higher education as against a target of 1.5%. In the recent years, the state share of expenditure on education has declined as compared to an increase in Central expenditure on education. How can we address the financial resource constraints in higher education?

(xvii) Internationalization of higher education

Globalization has resulted in greater cross border higher education. However, there is a need for a better policy that encourages collaborations, student faculty mobility etc. What are the changes necessary to bring promote internationalization of HE.

(xviii) Engagement with industry to link education to employability

Employability of our students is a matter of concern. At the other end of the spectrum is need for greater investment in research. Industry academia linkages are essential to meet both these ends. While we have various efforts in this direction, these have not fructified as expected. We need to find out how and what is needed for a more fruitful partnering.

(xix) Promoting research and innovation

The expenditure on R&D in India is only 0.80% of GDP which needs to be enhanced to 1.5%. What are the strategies needed to pursued for promoting research & innovation across all disciplines, promote inter-disciplinary research and make India become a favoured destination for R&D projects.

(xx) New Knowledge

We are living in a dynamic knowledge based society. Newer technologies and challenges are seeing the birth of new areas of study. Our higher education institutions must identify the new domains of knowledge in the global scenario and build up their capacities to meet this need. How can we retain our soft power in the global comity of nations?

3. High Level Meeting Taken By Hon’ble Minister For Human Resource Development on 14.02.2015 inviting suggestion of GOI Ministries

A number of in-person consultations have been held by the Government with stakeholder Ministries in the Government of India (GoI) and also with the State Governments on NEP. A High Level meeting was taken by Minister for Human Resource Development on 14.02.2015 to discuss the consultative process for formulation of New Education Policy and invite suggestions of other Ministries and Departments. In all, 15 GOI Ministries have sent their suggestions to MHRD.

4. Online Consultation On MyGov.in Portal

The online consultation process was undertaken on www.MyGov.in portal from 26th January, 2015 to 31st October, 2015 and nearly 29,000 suggestions have been received

5. Consultation Meeting With State Education Ministers And Secretaries held on 21.03.2015

Hon’ble Union Minister for HRD held a consultation meeting with State Education Ministers and State Education Secretaries to discuss the consultation process for the formulation of New Education Policy on 21st March, 2015 which was attended by 22 State/UT Education Ministers along with Education Secretaries and other senior officers including State Information Officers (SIOs).

6. The CABE Meeting

The CABE Meeting held on 19th August, 2015 discussed the progress/status of active involvement of State Governments in expediting the process of grass root consultation. Discussions on main concerns to be addressed in New Education Policy (NEP) were taken up in the 64th Meeting of the Central Advisory Board of Education (CABE) held on 25th October, 2016.

7. Constitution of Committee for Evolution of the New Education Policy

Ministry had constituted a 5-member Committee for Evolution of the New Education Policy on 31st October 2015 under the chairmanship of Shri T.S.R. Subramanian, former Cabinet Secretary to the Government of India. The other four members of the Committee were Smt. Shailaja Chandra, former Chief Secretary, NCT of Delhi; Shri Sevaram Sharma, former Home Secretary, NCT of Delhi; Shri Sudhir Mankad, former Chief Secretary, Gujarat; and Prof. J.S. Rajput, former Director, NCERT, with the National University of Education Planning and Administration (NUEPA) serving as its secretariat. The Committee submitted its report on the 27th May, 2016. The Report of the Committee is available on the website of NUEPA and can be accessed at https://niepa.ac.in/download/NEP2016/ReportNEP.pdf. After perusal of the report of the Committee and the recommendations from various consultations as well as other views and comments received, ‘Some Inputs for the draft National Education Policy, 2016’ have been formulated and available on the MHRD website at http://mhrd.gov.in/sites/upload_files/mhrd/files/Inputs_Draft_NEP_2016.pdf and comments /suggestions were invited up to 30st September, 2016. The Ministry had written to all GOI Ministries and State Governments inviting comments/views/suggestions. An ‘Education Dialogue’ was also organised with Hon’ble MPs to discuss and to elicit their views. The Report of the Committee for Evolution of the New Education Policy and Some Inputs for the Draft National Education Policy, 2016 were laid in both houses of the Parliament on 8th August, 2016 and 4th August, 2016 respectively.

8. Constitution of Committee for preparation of the draft National Education Policy

The ‘Committee for the Draft National Education Policy’ under the Chairmanship of eminent scientist Padma Vibhushan, Dr. K. Kasturirangan, was constituted in June 2017 to examine all inputs/suggestions and submit a Draft Policy. The other members are Prof. Vasudha Kamat, former Vice-Chancellor of SNDT Women’s University, Mumbai; Shri K. J. Alphonse, former IAS [since resigned when appointed Union Minister of State (Tourism)]; Prof. Manjul Bhargava, Fields Medallist in Mathematics and R. Brandon Fradd Professor of Mathematics, Princeton University USA; Dr. Ram Shankar Kureel, Founder Vice-Chancellor of Baba Saheb Ambedkar University of Social Sciences, Madhya Pradesh; Prof. T.V. Kattimani, Vice-Chancellor, Indira Gandhi National Tribal University, Amarkantak; Shri Krishna Mohan Tripathi, former Chairperson of Uttar Pradesh High School and Intermediate Examination Board; Prof. Mazhar Asif, Centre for Persian and Central Asian Studies, School of Language, Literature and Culture Studies, Jawaharlal Nehru University; Dr. M.K. Sridhar, former Member Secretary Karnataka Innovation Council and Karnataka Knowledge Commission and Dr.Shakila T. Shamsu , OSD(NEP), MHRD as Secretary to the Committee. The Committee co-opted Shri Rajendra Gupta, formerly Advisor, Union Minister of Health and Family Welfare who resigned. The Committee for the Draft National Education Policy submitted its Draft NEP 2019 to the Ministry on 31st May 2019. The Draft NEP 2019 has been uploaded on MHRD’s website at https://mhrd.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revi... and also at innovate.mygov.in platform at https://innovate.mygov.in/list-nep/.

9. The Draft National Education Policy 2019 (DNEP 2019) was uploaded on MHRD’s website and also at MyGov Innovate portal eliciting views/suggestions/comments of stakeholders, including public up to 15.08.2019. Further, letters were written to States /UTs Governments and Government of India Ministries inviting their views and comments on DNEP 2019. A brief summary of the Draft National Education Policy 2019 has been translated into 22 languages and circulated/being circulated among various stakeholders. An Education Dialogue with Hon’ble MPs of Andhra Pradesh, Telangana, Tamil Nadu, Puducherry, Kerala, Karnataka & Odisha on three consecutive days i.e. on 31.07.2019, 01.08.2019 & 02.08.2019. Two meetings with State Education Secretaries of School Education and another with State Secretaries of Higher & Technical Education was held on 09.07.2019 and 08.08.2019 respectively. A special meeting of CABE on National Education Policy was held on 21.09.2019. 26 Education Ministers of various States and UTs, representatives of States and Union Territories, Members of CABE, Heads of Autonomous Organisations, Vice Chancellors of Universities, attended the meeting along with senior officials of the Central and State Governments.

10. Around 2 lakh suggestions on the Draft National Education Policy received from various stakeholders, which were analysed by a Technical secretariat of the Ministry set up at NAAC, Bengaluru and NCERT. Thereafter, two committees one for School Education and another for Higher Education were constituted on 03.10.2019 / 04.10.2019 for examining suggestions received on the draft National Education Policy – review of consolidating comments received.

11. A Parliamentary Standing Committee to discuss the Draft National Education Policy held on 7th November, 2019.

12. Draft Cabinet Note on National Education Policy 2020 was circulated for Inter-Ministerial Consultation on 24.03.2020, followed by reminders dated 09.04.2020 and 27.04.2020.

13. After detailed consultations / deliberations with stakeholders, National Education Policy 2020 was finalised and approved by the Union Cabinet on 29.07.2020.