education policy essay in english

Essay on New Education Policy 2020

500+ words essay on new education policy 2020.

Education is a fundamental need and right of everyone now. In order to achieve our goals and help develop a just society, we need education. Similarly, education plays a great role in the national development of a nation. As we are facing a major change in terms of knowledge globally, the Government of India approved the National Education Policy 2020. This essay on new education policy 2020 will help you learn how this new policy has replaced the National Education Policy 1986 that is 34 years old.

Aim of the New Education Policy 2020

This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling. The plan is to achieve it by 2030.

This essay on new education policy 2020 will highlight the changes brought in by this new policy. Firstly, the policy proposes to open Indian higher education in foreign universities.

It aims to introduce a four-year multidisciplinary undergraduate program with various exit options. Thus, this new policy will strive to make the country of India a global knowledge superpower.

Similarly, it also aims to make all universities and colleges multi-disciplinary by the year 2040. Finally, the policy aims to grow employment in India and also bring fundamental changes to the present educational system.

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Advantages and Disadvantages of New Education Policy 2020

The policy gives an advantage to students of classes 10 and 12 by making the board exams easier. In other words, it plans to test the core competencies instead of mere memorization of facts.

It will allow all the students to take the exam twice. Further, it proposes that an independent authority will be responsible for regulating both public and private schools . Similarly, the policy aims to diminish any severe separation between the educational streams and vocational streams in the schools.

There will also be no rigid division between extra-curriculum. Vocational education will begin at class sixth with an internship. Now, the essay on new education policy 2020 will tell you about the disadvantages of the policy.

Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

If we look at the present elementary education, we notice that there is a lack of skilled teachers. Thus, keeping this in mind, the National Education Policy 2020 can give rise to practical problems in implementing the system that is for elementary education.

Finally, there is also the drawback of the exodus of teachers. In other words, admission to foreign universities will ultimately result in our skilled teachers migrating to those universities.

To conclude the essay on New Education Policy 2020, we can say that this policy is an essential initiative to help in the all-around development of our society and country as a whole. However, the implementation of this policy will greatly determine its success. Nonetheless, with a youth dominant population, India can truly achieve a better state with the proper implementation of this education policy.

FAQ of Essay on New Education Policy 2020

Question 1: What does the New Education Policy 2020 aim to achieve by 2030?

Answer 1: This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling. The plan is to achieve it by 2030.

Question 2: Give two challenges the New Education Policy 2020 may face?

Answer 2: Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

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Essay on New Education Policy 2020 in English (1000 Words)

Essay on New Education Policy 2020 in English is beneficial for Students. We provide complete information regarding the New Education Policy Essay such as the History of National Education Policy Advantages and Disadvantages of New Education Policy 2020, Aim and System of New National Education Policy 2020.

Today We Are Going To Discuss An Interesting Topic an Essay on the New Education Policy 2020 in English for School Students and Competition Aspirants (SSC SCL CHSL MTS, and other Descriptive Exams.

After reading this article about Essay on New Education Policy 2020 in English, you will be able to answer all important questions related to it. CBSE Digital Education provides all information regarding the New Education Policy 2020 Essay in English.

This long Essay on New Education Policy 2020 is beneficial For School Students, College Students, Competition aspirants, SSC CGL CHSL MTS, and UPSC Exam.

History of New Education Policy

New Education Policy 2020 Essay – The need for a new education policy has been felt in the country for a long time. Three National Education Policies have been introduced in India till now. These three Policies are National Education Policy 1968, National Education Policy1986, and National Education Policy 2020.

The National Education Policy 1986 was revised in the year 1992. The emphasis of previous policies on education was mainly on issues of access to education.

The New Education Policy has been brought in keeping with the shortcomings of the previous education policy and the current and future needs, which can lead to large-scale transformative reforms in both the school and higher education sectors.

In June 2017, a committee was formed under the chairmanship of former ISRO chief Dr. K. Kasturi Rangan to formulate a new education policy. The draft of the National Education Policy was presented by this committee in May 2019.

Introduction to NEP 2020

To achieve full human potential, education is a fundamental requirement for the development of a just and equitable society and to promote national development. The whole world is undergoing rapid changes in the knowledge landscape.

In this context, the National Education Policy, 2020 was approved by the Government of India on July 29, 2020, and the Ministry of Human Resource Development was also renamed as the Ministry of Education. This new education policy will replace the 34-year-old National Education Policy 1986.

Aim of New Education Policy 2020

The New National Education Policy 2020 aims at the universalization of education from preschool to secondary level with a 100% Gross Enrollment Ratio (GER) in schooling by 2030.

The New Education Policy 2020 proposes some changes, including the opening of Indian higher education in foreign universities, and the introduction of a four-year multidisciplinary undergraduate program with several exit options. The objective of the New Education Policy 2020 is to make India a global knowledge superpower.

The NEP 2020 policy also proposes that all universities and colleges aim to be multi-disciplinary by 2040. This policy will boost employment in the country and fundamentally change our educational system.

Also Read : Essay on Online Education in English for Students

System of New Education Policy 2020

This policy talks about reorganizing the existing 10 + 2 school system into a new system of 5 + 3 + 3 + 4, the basis of the curriculum and teaching of all children aged 3 to 18 years. At present, children between the ages of 3 to 6 are not included in the 10 + 2 structure, as 6-year-olds are admitted in class 1.

The current 10 + 2 system is to be replaced by a new 5 + 3 + 3 + 4 curriculum structure for the age of 3-8, 8-11, 11-14, and 14-18 years respectively.

Foundation Stage 5

Foundation Stage 5 is divided into two parts. For the first three years, children will take pre-schooling education in Anganwadi. After this, children will be studying in a school in classes 1 and 2 for the next two years. A new curriculum will be designed for these 5 years of studies. It will include children from 3 to 8 years old.

Initial stage 3

In the initial phase 3, children from classes 3 to 5 will be taught. During this time, children will be taught science, mathematics, art, etc. through experimentation. It will be taught to children between 8 and 11 years old.

Middle school stage 3

In this phase, children from classes 6 to 8 will be educated. These classes will be taught subject-based courses. Vocational courses will also be started from class 6, in which children will be taught a variety of skills. The child will be taught coding from class 6 itself. In addition, project-based learning will also start in class 6. Children of 11 to 14 years will be included in this phase.

Secondary stage 4

In this phase, students of classes 9 to 12 will study in two stages. In the first phase, there will be students of classes 9 and 10, and in the second phase, students of classes 11 and 12.

Students will also be given the freedom to choose the subject. There will be some subjects that will be general for all and there will be some optional subjects like art, music, vocational subjects , etc, out of which students will be able to choose the subject according to their interest. This phase will cover 14 to 18-year-olds.

Also Read: Essay on Coronavirus Pandemic in India

Advantages of New Education Policy 2020

To make the board exams of classes 10 and 12 easier, the core competencies have to be tested instead of memorized facts, all students are allowed to take the exam twice.

An independent authority to regulate both public and private schools. There is no rigid separation between educational streams, extra-curriculum, and vocational steam in schools. Vocational education starts in class 6 with an internship.

Challenges of New Education Policy 2020

Expensive Education : Under the New National Education Policy 2020, admission to foreign universities is expected to make the education system expensive.

Lack of human resources : There is a shortage of skilled teachers in current elementary education. In such a situation, practical problems are being seen in the implementation of the system made for elementary education under the National Education Policy, 2020.

The exodus of teachers: Admission to foreign universities will lead to the migration of skilled Indian teachers.

Teacher Education

A new and comprehensive National Curriculum Framework for Teacher Education (NCFTE) will be prepared by NCTE in consultation with NCERT.

By 2030, the minimum degree qualification for teaching is a 4-year integrated B.Ed. Degree.

Conclusion about NEP 2020

Education is an essential and indispensable element for the all-around development of any society and country and a comprehensive national education policy is formulated by a nation to fulfill this requirement. The New National Education Policy, 2020, approved by the Government of India, is an important initiative in this direction.

The success of this new education policy will depend on how it is implemented. Therefore, it can be said that India is the country with the youngest population and India’s future will depend on providing high-quality educational opportunities to these youth.

6 thoughts on “Essay on New Education Policy 2020 in English (1000 Words)”

The national education policy 2020( NEP 2020) LAUNCH On july 29 2020.outline the vision 0f indias new education system NEP 2020 focuses on 5 pillars .1 AFFORDABILITY, 2.ACCESSSIBILITY 3.QUALITY. 4.EQUITY. 5.ACCONTABILITY.

I hereby ensure that NEP education policy have been followed in my school.

New education policy education policy which is the best for better future studentwhich allowed them to active their goals in life that also give their goal in life

NEP2020 is enhesive and supportive for the students which is very effective for competitive aspirant. Annual exam of class fifth should be conducted by the board.

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Essay on New Education Policy in 500 Words

Updated on
Dec 21, 2023

Essay on New Education Policy: Education policies are the rules and regulations implemented by the Central/ Federal and State Governments in their respective territories. The Ministry of Education implemented the New Education policy to make India a global hub of skilled manpower in the next 25 years; termed as ‘Amrit Kal.’ The Government aims to build a Developed India by 2047. The New Education Policy 2023 in India has replaced the three-decade-old policy and transformed the education system. The New Education Policy 2023 highlights the ‘Transformation is the Mantra’ for growth and prosperity. The New Education Policy will modernize the education system and the related laws and rules that govern the operation of the academic realm.

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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Essay on New Education Policy

Our government has sanctioned a New Education Policy for the National Education System in July 2020, following a 34-year gap. Through the enhancement of students’ thinking and creative abilities, the New Education Policy aims to make the learning process more efficient.

This essay on the New Education Policy will help you understand the topic in detail. It contains several changes in the school level and higher education.

Table of Contents

New Education Policy 2020 Essay 150 Words

It is the aim of this new policy to have universal educational coverage from preschool to secondary school level in order to achieve the goal of a 100% GRE (Gross Enrollment Ratio) in schooling by the year 2030.

The purpose of this essay on the new education policy 2020 is to highlight the changes brought about by this new policy. First of all, the policy proposes to open Indian higher education at foreign universities.

In order to make India a global knowledge superpower, this government is introducing a four-year multidisciplinary undergraduate program with various exit opportunities. Therefore, this new policy will strive to make the country a global knowledge superpower in the near future.

In the same way, the policy also aims to ensure that all universities and colleges in India will be multi-disciplinary by the year 2020. Last but not least, the policy aims to enhance employment opportunities in the country and also reorganize the educational system in a fundamental manner.

New Education Policy 2020 Essay 250 words

Despite being announced in 2020, this educational policy was implemented in 2022. Because of this, it is called the NEW EDUCATION POLICY 2022 by most people. In 1986, the Indian government introduced an education policy that was 34 years old. This policy, NEP 2022, replaces it.

The education system used to rely heavily on subject-centered teaching before the new education policy was adopted. Many government institutions felt it necessary to change the education policy significantly.

Therefore, a committee was constituted to investigate the gaps and issues in the previous education policy. Government received the Committee’s recommendations report in 2019.

In this regard, the government decided to bring major changes to the education system. It is now designed to assist students in pursuing multidisciplinary career paths according to their abilities and interests.

What is the goal of the new education policy?

A new education policy is aimed at imparting quality education and focusing on the all-round development of students.
Higher education is also aiming to increase its Gross Enrollment Ratio.
A greater portion of students will enroll in vocational courses to increase the overall Gross Enrollment Ratio.
The education policy would also focus on universalizing education from pre-nursery to secondary school.

Principles of New Education Policy

New education policy consists of the following principles:

The goal is to promote quality education.
Children’s inner capabilities should be recognized and strengthened.
Students’ overall development should be encouraged.
The country’s literacy rate and enrollment rate are increasing.
To give students the opportunity to select any subject or course they want.
Language learning should be encouraged in students.
Educate students in moral and ethical values.
Autonomy and empowerment are essential for encouraging youth to think outside of the box.

Essay on New Education Policy 2020 in 500 Words

India’s government has formulated a new education policy that aims to achieve the policy initiatives by 2030. This is a complete overhaul of the current policy, which was implemented in 1986. Rather than rote learning procedures, it emphasizes the child’s self-capabilities and concept-based learning.

In the National Education Policy, the framework for teaching and learning is outlined

National Education Policy 1986 has been replaced by the current policy.
The New Education Policy was first discussed by the committee under TSR Subramanian’s leadership in January 2015. In 2017, the committee submitted a report on its findings.
Using the 2017 report as a basis, the new team led by former ISRO chief Krishnaswamy Kasturirangan presented a draft of the National Education Policy in 2019.
After consulting with stakeholders and the public, the Ministry of Human Resource Development announced its drafted New Education Policy.
On 29 July 2020, a New Education Policy was implemented.

New Education Policy: Transformations in Structure

Education at school

The 10+2 module will be replaced by the 5+3+3+4 model. The execution will take place as follows:

Foundational Stage – This includes three years of preschool.
Stage Preparatory – Classes 3-5, 8-11 years of age.
Middle Stage – The middle stage will comprise classes 6-8 with ages 11-14.
Secondary Stage – Class 9-12 will have ages 14-19. These four years will allow students to choose from a variety of disciplines. One discipline is not required.
Examinations for grades 3, 5, and 8 are only required thrice.
In order to assess students’ performance, “PARAKH” should be established as an assessment body.

Higher Education

With a flexible exit policy, the bachelor’s programme will be four years long. A year course will provide a certificate, a two-year diploma, a three-year bachelor’s degree, and a four-year course will integrate research findings and research work related to the subject matter.
This will replace AICTE and UGC with the Higher Education Grants Council (HEGC).
Common entrance exams for universities and colleges, as well as NEET and JEE, are the responsibility of the national testing agency.
Courses for Master of Philosophy to be discontinued, as they were intermediate courses between Masters and Doctoral programs.
To foster innovation and research, the National Research Foundation (NRA) will be created.
We encourage foreign universities to establish campuses here in our country as well as vice versa.

Teacher’s Education and Recruitment

It was essential for teaching due to the 4-year integrated B.Ed program.
Teachers should be trained on various teaching aids through workshops.
Students are highly dependent on teachers, who play a centralized role in their development. Transparency in teacher recruitment processes is necessary.

Beneficial Impacts of the New Education Policy

Children with inborn talents can develop their talents with this program, since it stresses their self-capability and cognitive skills.
The students had the option of selecting only one subject earlier, but now they can choose from a variety of subjects, for instance – they can study mathematics alongside art and craft.
The importance of treating all subjects equally.
With the inculcation of innovative ideas, the main purpose is to develop the power of interaction, critical thinking, and reasoning ability in the students.
Bachelor’s courses with multiple exits offer students the opportunity to gain experience and develop skills while working somewhere in the meantime and continuing their studies later.
According to the new education policy, practicing a subject is considered a better way to understand it as it is considered a more effective way of learning it.
By 2040, all institutions and higher education institutes will be multidisciplinary.

The essay on the New Education Policy concludes by stating that the policy is an essential initiative that will greatly contribute to the growth of our country and society as a whole.

Nevertheless, with a youth-dominated population, India is capable of truly achieving a better state with the proper implementation of this education policy. However, the implementation of this policy will greatly determine its success.

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Education policies and strategies

Education is a complex system with many interconnected subsystems and stakeholders. Any decision taken on one component at one level of education brings change to other components and subsystems. This interconnectedness requires policy and decision-makers to ensure that coherent and consistent education policy and strategic frameworks are in place from a sector and system perspective. Emerging challenges such as rapid digitalization, increasing inequality and disruptions caused by climate change, pandemics and conflicts, demand that countries develop resilient and sustainable policies and strategies on which to build efficient, relevant and transformative education systems.

What you need to know about education policies and strategies

Education is one of the largest public sectors often taking up 15-20% of a government's total budget and employing many teachers as civil servants. All education sub-sectors (from early childhood to higher education and beyond) as well as different elements of education (e.g. teachers, curriculum, pedagogy, and assessment) must work in sync to support a learner’s lifelong and life-wide learning, as well as their successful social and economic integration. Therefore, education ministries need to define coherently and systemically what the system should achieve, the policy priorities and strategies to deploy to implement that vision and development options and actions that are executable, measurable and accountable. In countries with several ministries in charge of the education and training sector, developing sector-wide education policies and programmes can help overcome incoherence and the development of different plans in isolation that can often contradict one another.

Supporting countries to build and improve their education systems to meet the needs of a changing world is at the core of UNESCO’s work. At the global level, UNESCO develops and advocates for public goods to enable strategic policy-making. These include SimuED, an education sector simulation model that can help countries to develop forward-looking yet feasible education policies and strategies.

UNESCO helps governments to strengthen legal and policy frameworks in relation to education systems as well as improving management efficiency and accountability, financing, data collection and analysis and learning assessment, all with the targets of the 2030 Agenda in view. This is part of UNESCO's rights-based approach to education with States having the main responsibility to respect, protect and fulfil the right to quality education for all throughout life and is carried out through education policy reviews and other technical and capacity development support.

UNESCO also emphasizes the importance of happiness in education as the foundation for better learning. Its Happy Schools Project aims to improve learning experiences by focusing on well-being, engagement, a sense of belonging at school, and helps foster a lifelong love of learning. The project targets the happiness of the school rather than individual students because schools are sites of holistic, sustainable community development that include teachers, parents, staff and school leaders. Faced with many crises and challenges, schools around the world are struggling to determine how to support teachers, learners, and communities while also prioritizing supplemental learning. The project emphasizes that schools can be powerful places to combat the negativity that stunts learning, both cognitive and non-cognitive.

Upon request from countries, UNESCO undertakes activities according to the country’s needs which may start with an education policy review or supporting the development of education sector policies and plans. It also promotes policy dialogue and debate based on evidence and insights drawn from analytical work and research. Working mainly through its institutes such as its International Institute for Educational Planning (IIEP) , UNESCO helps to build national capacities on developing and implementing education policies to realize the country’s education and national development visions.

Strengthening the resilience, quality and equity of education systems

A framework to support governments to position school happiness as a key target

through UNESCO International Institute for Educational Planning

was allocated to education and training during the pandemic

spend below international benchmarks for public education spending

achieved international target of allocating 0.7% of GNI to official development assistance

highlighted the need to support psycho-social and mental well-being of students and teachers

Education policy working papers

This series documents experiences of countries in the area of education policy development and system strengthening.

Planipolis, by UNESCO International Institute for Educational Planning

Planipolis is a portal of national education plans and policies, key education frameworks and monitoring report. It provides a single entry to official education resources for national policy makers, donors and partners.

Have you met Malia? She explains why educational planning is the backbone of stronger, more resilient, and quality-focused education systems. Educational planning is also a key to her attaining all of her dreams and aspirations.

Publications

UNESCO’s new global report puts happiness at the centre of education policy

Monitoring SDG 4: education finance

Resources from UNESCO’s Global Education Monitoring Report.

IAS Preparation
UPSC Preparation Strategy
National Policy Education

National Education Policy (NEP 2020)

The Union Cabinet approved the National Education Policy (NEP) in July 2020. This policy will usher in sweeping changes to the education policy of the country, including a renaming of the Ministry of Human Resource Development as the Education Ministry. This article on education in India is aligned with the UPSC Syllabus and is relevant for prelims and mains examination.

National Education Policy 2020 UPSC Notes Download PDF Here

Education and topics related to education in India are relevant for the IAS Exam and are often seen in the news and hence are important for the UPSC Mains. Aspirants can find notes for UPSC Mains General Studies topics from the links given at the end of the article.

Candidates must read about NIPUN Bharat Programme that has been launched as a part of New Education Policy 2020, in June 2021.

The Union Cabinet has approved the new National Education Policy 2020 with an aim to introduce several changes in the Indian education system – from the school to the college level.

Its aims at making “India a global knowledge superpower”.
The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the Ministry of Education.
The New Education Policy cleared by the Cabinet is only the third major revamp of the framework of education in India since independence.
The two earlier education policies were brought in 1968 and 1986.

Aspirants should read about New Education Policy along with other education-related topics to holistically cover this article. Such similar articles are linked below:

In this article, you will get the following facts about the new National Education Policy 2020 for the UPSC exam:

What is the new National Education Policy 2020?

National Education Policy of India – Background:

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.

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.

Compare NEP 2020 with NEP 1991 in the linked article.

Some relevant points from the official NEP 2020 PDF that can be useful for the UPSC Mains Exam:

NEP 2020 is the 21st Century’s first education policy in India.
The development of the creative potential of each student is emphasized in the National Education Policy 2020.
The NEP 2020 mentioned the ancient scholars like Charaka and Susruta, Aryabhata, Bhaskaracharya, Chanakya, Madhava, Patanjali, Panini and Thiruvalluvar.
Flexibility
No hard separations between subjects, curricular and extra-curricular activities
Multi-disciplinary education
Conceptual understanding
Critical thinking
Ethical Values
Teachers as the heart of the learning process
The strong public education system

Also, read State of School Education in India .

Features of National Education Policy 2020

The National Education Policy as submitted by the Kasturirangan Committee submitted an education policy that seeks to address the following challenges facing the existing education system:

Affordability
Accountability
The policy provides for reforms at all levels of education from school to higher education.
NEP aims to increase the focus on strengthening teacher training, reforming the existing exam system, early childhood care and restructuring the regulatory framework of education.
Increasing public investment in education,
Setting up NEC (National Education Commission),
Increasing focus on vocational and adult education,
Strengthening the use of technology, etc.

Compare the features of the New Education Policy with National Agricultural Education Policy .

Key Recommendations of National Education Policy 2020

The National Education Policy 2020 has recommendations and reforms with respect to the following items:

You can read the complete set of recommendations of the NEP 2020 in CNA dated July 30, 2020 .

The above-mentioned recommendations are explained below.

Early Childhood Care and Education

The NEP recommended that early childhood care & education be developed in a two-part curriculum consisting of:

Guidelines for Parents & Teachers of students up to 3 years of age
An educational framework for students between the ages of 3-8 years

The NEP talks about the implementation of these recommendations by expanding and improving the quality of the Anganwadi system and co-locating them with primary schools.

Right to Education Act, 2009

The NEP recommended extending the range of the Right to Education Act ,2009 to include the following education levels:

Early Childhood &
Secondary School

This will allow coverage of RTE to all children between the ages of 3-18 years. In addition, it suggested the elimination of detention of children until class eight.

Curriculum Framework

Reforms in the framework of the current curriculum of school education are based on the development needs of the students. The NEP recommends the 5-3-3-4 pattern explained in the table below:

School Exam Reforms

Reforms in the school exam recommended by the NEP include tracking the progress of the students throughout their school experience.

It includes State Census Exams in class 3, 5 and 8.
Another important recommendation was the restructuring of the 10th board exam that would mainly focus and test only the skills, core concepts and higher-order thinking & capacities.

Regulatory Structure and Accreditation of Higher Educational Institutions

In terms of Accreditation and Regulatory structure, the NEP recommended the following changes:

Setting up NHERA (National Higher Education Regulatory Authority),
Separating NAAC from UGC into an autonomous and independent body.

Read more on the UGC in the linked article.

National Research Foundation

In order to improve the quality of research in India, the NEP recommended:

It would be an autonomous body that would administer the mentoring, funding and capacity building for quality research in India.

Education Governance

The NEP recommended establishing an apex body for education headed by the Prime Minister under the name Rashtriya Shiksha Aayog or National Education Commission .

It also suggested changing the name of the Ministry of Human Resources & Development to the Ministry of Education.

Financing Education

Doubling the public investment for education was one of the important recommendations of the NEP 2020.

NEP 2020 insisted on the expenditure of 6% of the GDP on education.
Doubling the current 10% of total public expenditure to 20% in the next decade was recommended.

National Mission on Education through Information and Communication Technology

The NEP suggested setting up an autonomous body that would facilitate decision making on the deployment, induction and use of technology. NEP said that this would be achieved by implementing the following measures:

The recommended autonomous body would be administered under this mission.
It will also include virtual laboratories in various disciplines providing remote access.

Vocational Courses

Recommendations of NEP 2020 with respect to Vocational courses can be listed as follows:

Students in classes 9 to 12 must receive vocational education on at least one vocation,
Schools should build expert curriculum delivery methods that are aligned with National Skills Qualifications Framework (NSQF) competency levels,
Higher Education Institutes must also provide vocational courses that are integrated into undergraduate education programmes.

Three Language Formula

The Policy recommended that the three-language formula be continued and flexibility in the implementation of the formula should be provided. The three-language formula states that state governments should adopt and implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi speaking states.

National Education Policy 2020 Concerns

Some of the concerns expressed about the NEP 2020 are as follow:

The report fails to address and incorporate ideas based on contemporary global thinking like the emphasis on creativity and critical thinking and the need for learning in a non-competitive and non-hierarchical ecosystem and discovering one’s true passion without any sense of fear.
Delivering the changes proposed related to Anganwadis may be difficult despite the focus given to early childhood care and schooling.
The propositions of volunteer teachers, peer tutoring, rationalisation of the system of schools and sharing of resources do not seem like long-term solutions.
Lack of clarity in government strategies regarding the Public Sector like municipal schools, state-run institutions, Kendra Vidyalaya, etc.
The creation of a National Testing Agency (NTA) has generated scepticism. The NTA, though envisaged to serve as a premier, expert, autonomous testing organisation to conduct entrance examinations for admissions and fellowships in higher educational institutions may, in reality, lead to loss of autonomy among the universities and departments over admissions.

For a critical analysis of the National Education Policy 2020, check CNA dated July 31, 2020 editorials .

Merits of New Education Policy 2020

Comprehensive : NEP seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training.
Early Childhood Education : In adopting a 5+3+3+4 model for school education starting at age 3, the New education Policy recognizes the primacy of the formative years from ages 3 to 8 in shaping the child’s future
Easy on Regulations: NEP 2020 makes a bold prescription to free our schools, colleges and universities from periodic “inspections” and place them on the path of self-assessment and voluntary declaration
Holistic : The policy, inter alia, aims to eliminate problems of pedagogy, structural inequities, access asymmetries and rampant commercialization.
Promote Inclusion: The Policy proposes the creation of ‘inclusion funds’ to help socially and educationally disadvantaged children pursue education

To complement the GS 1 preparation, candidates can check the following links:

UPSC Questions related to National Education Policy 2020

Who is the chairman of the national education policy 2020.

K. Kasturirangan is the chairman of the National Education Policy 2020.

When was the National Policy on Education formulated?

There were National Education Policies in 1968, 1986, 1992 and the latest in 2020. The gist of New Education Policy discussion on RSTV-Big Picture episode can be checked at the linked article.

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What education policy experts are watching for in 2022

Subscribe to the brown center on education policy newsletter, daphna bassok , daphna bassok nonresident senior fellow - governance studies , brown center on education policy @daphnabassok stephanie riegg cellini , stephanie riegg cellini nonresident senior fellow - governance studies , brown center on education policy michael hansen , michael hansen senior fellow - brown center on education policy , the herman and george r. brown chair - governance studies @drmikehansen douglas n. harris , douglas n. harris nonresident senior fellow - governance studies , brown center on education policy , professor and chair, department of economics - tulane university @douglasharris99 jon valant , and jon valant director - brown center on education policy , senior fellow - governance studies @jonvalant kenneth k. wong kenneth k. wong nonresident senior fellow - governance studies , brown center on education policy.

January 7, 2022

Entering 2022, the world of education policy and practice is at a turning point. The ongoing coronavirus pandemic continues to disrupt the day-to-day learning for children across the nation, bringing anxiety and uncertainty to yet another year. Contentious school-board meetings attract headlines as controversy swirls around critical race theory and transgender students’ rights. The looming midterm elections threaten to upend the balance of power in Washington, with serious implications for the federal education landscape. All of these issues—and many more—will have a tremendous impact on students, teachers, families, and American society as a whole; whether that impact is positive or negative remains to be seen.

Below, experts from the Brown Center on Education Policy identify the education stories that they’ll be following in 2022, providing analysis on how these issues could shape the learning landscape for the next 12 months—and possibly well into the future.

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I will also be watching the Department of Education’s negotiated rulemaking sessions and following any subsequent regulatory changes to federal student-aid programs. I expect to see changes to income-driven repayment plans and will be monitoring debates over regulations governing institutional and programmatic eligibility for federal student-loan programs. Notably, the Department of Education will be re-evaluating Gainful Employment regulations—put in place by the Obama administration and rescinded by the Trump administration—which tied eligibility for federal funding to graduates’ earnings and debt.

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But the biggest and most concerning hole has been in the substitute teacher force —and the ripple effects on school communities have been broad and deep. Based on personal communications with Nicola Soares, president of Kelly Education , the largest education staffing provider in the country, the pandemic is exacerbating several problematic trends that have been quietly simmering for years. These are: (1) a growing reliance on long-term substitutes to fill permanent teacher positions; (2) a shrinking supply of qualified individuals willing to fill short-term substitute vacancies; and, (3) steadily declining fill rates for schools’ substitute requests. Many schools in high-need settings have long faced challenges with adequate, reliable substitutes, and the pandemic has turned these localized trouble spots into a widespread catastrophe. Though federal pandemic-relief funds could be used to meet the short-term weakness in the substitute labor market (and mainline teacher compensation, too ), this is an area where we sorely need more research and policy solutions for a permanent fix.

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First, what’s to come of the vaccine for ages 0-4? This is now the main impediment to resuming in-person activity. This is the only large group that currently cannot be vaccinated. Also, outbreaks are triggering day-care closures, which has a significant impact on parents (especially mothers), including teachers and other school staff.

Second, will schools (and day cares) require the vaccine for the fall of 2022? Kudos to my hometown of New Orleans, which still appears to be the nation’s only district to require vaccination. Schools normally require a wide variety of other vaccines, and the COVID-19 vaccines are very effective. However, this issue is unfortunately going to trigger a new round of intense political conflict and opposition that will likely delay the end of the pandemic.

Third, will we start to see signs of permanent changes in schooling a result of COVID-19? In a previous post on this blog, I proposed some possibilities. There are some real opportunities before us, but whether we can take advantage of them depends on the first two questions. We can’t know about these long-term effects on schooling until we address the COVID-19 crisis so that people get beyond survival mode and start planning and looking ahead again. I’m hopeful, though not especially optimistic, that we’ll start to see this during 2022.

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The CTC and universal pre-K top my list for 2022, but it’s a long list. I’ll also be watching the Supreme Court’s ruling on vouchers in Carson v. Makin , how issues like critical race theory and detracking play into the 2022 elections, and whether we start to see more signs of school/district innovation in response to COVID-19 and the recovery funds that followed.

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Electoral dynamics will affect several important issues: the selection of state superintendents; the use of American Rescue Plan funds; the management of safe return to in-person learning for students; the integration of racial justice and diversity into curriculum; the growth of charter schools; and, above all, the extent to which education issues are leveraged to polarize rather than heal the growing divisions among the American public.

Early Childhood Education Education Policy Higher Education

Governance Studies

Brown Center on Education Policy

Annelies Goger, Katherine Caves, Hollis Salway

May 16, 2024

Sofoklis Goulas, Isabelle Pula

Melissa Kay Diliberti, Elizabeth D. Steiner, Ashley Woo

Understanding Educational Policies Essay

Human engagements have been characterized by rules and guidelines for a long period of time now. The processes involved in the setting out of these regulations take different forms and may vary from one country to another depending on how people are expected to interact and address the various challenges that may arise.

The guidelines are usually referred to as public policies since they are expected to provide general direction to the members of the public and to ensure social order (May, 2001). The process of formulating, formalization and implementation has proved to be a daunting task since each sector in the society has its own unique policies (Cockrel, 2004). Different stakeholders in the society that may be affected by the policies must be engaged in one way or another in the public policy formulation process.

The essay seeks to discuss and rate the influence of the legislative bodies, leadership, the justice system, as well as the bureaucracy on the formulation and implementation of educational policies. It will briefly discuss the general pattern in the public policy-making process. The influence of other entities, for instance interest groups, political parties, and the media will also be considered.

Public policy-making process is a product of interactions as well as dynamics among different actors, interest groups, public and private institutions and other technical processes preceding the enactment and interpretation of any public policy. Numerous definitions of policy and policy-making process have been used depending on the context.

For the purposes of this essay, a policy shall be defined as either an explicit or implicit decision or decisions made by a group that lays out the instructions for guiding the subsequent decisions, regulate actions, or monitoring prior decisions reached (Ben-Peretz, 2008). The process of making policies, therefore, varies in complexity as well as scope and the dynamics involved must be acknowledged. A number of models have been designed to provide a general format followed in the process of formulating a given public policy.

The stages involved are well sequenced from the primary level to the ultimate enactment, implementation and interpretation of the policies (Schmidt, Shelly & Crain, 2009). There are five major components in any of these models and they include; problem advocacy, the opponents, the concerned authorities, the implementation, and interpretation/evaluation of the given public policy (Cockrel, 2004).

The first step is the problem identification phase which involves the definition of the issue at hand that the policy will seek to address. This can be done by the concerned/line authorities, institutions, or activists. The advocates of a specified issue will raise people’s awareness and hence recruiting more of them into their course. The target number of people depends on the scope of the problem and the anticipated policy.

The next step involves the proposal of available alternatives for addressing the problems or conditions at hand. These proposals will provide a frame of action in alleviating the identified crisis. The third phase is the identification of appropriate authorities that will engineer the process of policy formulation. The concerned authorities will appoint/design a committee to investigate the problem and establish the magnitude.

It will also be expected to offer a refined list of recommendations for addressing the crisis. The authorities play a central role in determining the progress of the process because they can choose to take the proposals or decline to act. In order to keep the process moving, the advocates continue with the popularization process to gain a wider support from the members of the public. The public mood has been found to be a great determinant of the success in any major public reforms (Denhardt, 2008).

The process of advocacy usually encounters opposition of almost equal magnitude and hence defining another force. The model acknowledges the role of opposition since it plays a significant role in the entire process of policy formation and implementation (Cockrel, 2004). The opposition camp may emerge at any particular stage and the sequence parallels that of the policy advocates.

In most cases, the stages are similar since the opponents may emerge right at the first phase of problem identification, then proposals to counter those of the advocates are made and served to the appropriate authorities. After submitting their alternatives, the opponents will seek to expand their support base to rally against the advocates for policy formation.

The fifth phase is composed of three sections; decision by the authority, implementation, and evaluation. The concerned government authority and the policy makers engage in extensive deliberations with an aim of weighing the situation at hand (Cockrel, 2004). It is at this sub-stage that conflicts/oppositions and dilemmas emerge resulting in shifts in balance between major stakeholders like powerful people and activist groups in the society.

According to Ben-Peretz, these encounters may lead to either the implementation or decline of the proposed policy (2008). With successful negotiations and compromise among the concerned parties, the line authority issues a final decision on the policy. It is important to note that the sequences listed above provide just a general trend but it does not outline a strict step by step format to be followed (Denhardt, 2008).

Once the new policy is enacted it becomes publicly binding and the next stage is its implementation. It will be the responsibility of the authorities to monitor the implementation of the policy. There are two methods through which the policy can be implemented. The first is the revolutionary method where there is immediate transformation of an organization or institution following a top-down format (Ben-Peretz, 2008).

This approach is common in cases where the problem is identified by the authorities themselves. The other method is the evolutionary mode which normally results in a slow bottom-up transformation of the institution’s working pattern. The effectiveness of any policy is in its interpretations. Since all policies are developed to address specific problems, they ought to be evaluated for efficiency and relevance. This is done in the last stage of evaluating the implemented policy.

The evaluation process is usually done by the stakeholders; the advocates, opponents, or other interest groups. Formal methods of evaluation which include the collection of data and their analysis are usually employed. Alternatively, informal approaches like the subjective evaluation of citizens’ opinions about the new policy may be used (Schmidt et al., 2009). The findings from the evaluation stage will be used in gauging the general performance of the policy and the necessary changes effected accordingly.

As evidenced by the preceding discussion, the process of formulating and implementing any public policy involves several parties who may either be in agreement or holding different opinions about a given policy. In the formulation and implementation of an educational policy, a number of parties are usually at the center of the deliberations (Ben-Peretz, 2008).

Some of the stakeholders may include; the legislative bodies, the leadership, the justice system, and the bureaucracy (Dye, 2002). Other influential parties are the interest/activist groups, political parties, and the media.

It is clear that education takes many different forms for varying intentions and in many institutions. There is the early childhood education, first to twelfth grade studies, between two to four year college or university education, postgraduate and professional studies, pedagogical education as well as training for a specific job. This implies that education policies affect people across all ages and sectors related to education (Cockrel, 2004).

In the process of formulating educational policies for schools, issues such as the size of the school, student-teacher ratio, school control-either private or public, teacher training and certification, teaching approaches, nature of curricular and the content, qualifications for graduation, investment in infrastructural development, and the ethical values that schools are expected to observe(Dye, 2002).

The different parties have quite a significant difference when it comes to influencing the policy formulation and implementation process. The power of the legislative bodies like the members of government such as presidents or the Ministers of Education really play a central role in determining the fate of proposed educational policies (Ben-Peretz, 2008).

They are expected to ensure the formulation and enactment of good policies that will ensure both economic and social progress among the people. The legislature may be regarded as one of the most influential in the formulation of educational policies as well as their implementation and evaluation (Silver, 1990).

The legislative bodies are responsible for the enactment of rules and regulations that monitor educational practices at virtually all levels of government authorities. The legislature provides educational guidelines that are implemented in a top-down sequence since the policies are formulated by highly trained and skilled people. Normally, the legislative branches include the city councils, state legislature, or the Congress. In some situations, the legislative may be an executive agency or a court.

Understanding how the legislative bodies work in the formulation and implementation of educational policies is very important. The members are responsible for the identification of a given problem or condition that need to be addressed. A committee of experts is constituted and charged with the responsibility of investigating the problem and to make appropriate recommendations (Denhardt, 2008). The investigators collect different people’s opinions and analyze them before arriving at the recommendations.

Within a specified period of time, the committee avails its findings to the legislative bodies for consideration. It is at this stage that the legislature may opt to adopt the recommendations or decline to act on them. The final decision is then declared to the public for implementation. The new policies have clear steps for their implementation. The process of effecting the changes may be either long term (evolutionary mode) or within a short period of time which is also referred to as the revolutionary mode of implementation (Ben-Peretz, 2008).

In most cases, policies released to the public as legislative decrees or by executive orders are normally expected to be implemented with minimal resistance. Another influence of the legislature is in the fact that they are also the ones who receive the proposals from the advocates for change in the educational sector. However, given the numerous number of stakeholders in the education sector, some educational policies may be rejected and hence hampering with the implementation stage.

Moreover, legislative bodies are in direct control of government’s educational resources and may influence their distribution. Availing the resources may hasten the policy implementation process (Wilson, 2008). The legislative bodies at different levels of the society exert proportionate power on the formulation and implementation of educational policies.

The role of state legislature, for instance, is to review the policies in educational institutions and agencies and may issue orders for policy improvement. Any issues and problems arising from the educational sector are part of the agenda for the legislative bodies (Ben-Peretz, 2008). It is also evident that the legislatures respond to natural disasters, research findings, and other crises in education and trigger the formulation of appropriate policies.

The other source of influence of the legislative bodies is the fact that they are acknowledged as public decision-making organs (Wilson, 2008). They are therefore responsible for making the final decisions or policy choice with reference to the alternatives proposed by other stakeholders in the educational sector. They have to harmonize the often competing interests and opinions from the different actors in education.

Once they have formulated a given educational policy, the legislative bodies forward the new policy to the executive agencies which will facilitate their implementation (Wilson, 2008). When the legislators are forced to determine policies by voting, they would always be guided by the wishes of their constituents. The legislature holds a central role since they can assign duties, even to the executive by legislation.

Although the legislative bodies have been demonstrated to wield a lot of power in the policy formulation process, they do not have direct influence when it comes to the implementation of the new policies/laws (Schmidt et al., 2009). Other government agencies will be monitoring the implementation of the prescribed educational policies. The legislative bodies are therefore very effective in influencing educational policy formation, particularly during the formulation stage.

The second party that has influence on educational policy formulation and implementation process is the society’s leadership. The work of a leader is to have a vision of the future together with its associated challenges and to define and lead the way towards a brighter course.

In this respect, leaders of organizations, educational institutions, and political parties, among others must be in a position to identify issues and problems in the societal sectors (Wilson, 2008). They also propose alternative ways of addressing the problems and forwarding them to the legislative bodies for consideration.

The president as the leader of the states or a country has inherent discretionary powers to influence the policy formulation and implementation process. Most national leaders in the world have been known to influence the policies affecting education, and mostly through executive orders. They champion the legislation of appropriate policies that will bring meaningful transformation to the education sector (Silver, 1990).

Furthermore, governors, city managers, and mayors in most states and cities have overwhelming discretionary policy-making power. These leadership positions are elective and hence carry with it some public good will necessary to identify issues and problems as well as recommend solutions on their behalf (Wilson, 2008). This implies that the leaders will strive to ensure the enactment of universal access to basic education policy, subsidized higher education, guidelines for proper teacher training, as well as policies for adult education.

Leaders seeking elective positions usually have well written manifestos of how they will address societal problems, educational challenges included (Silver, 1990). Once they are elected, they are faced with the challenge of fulfilling the promises and hence they formulate policies for legislation purposes.

During the advocacy for a given transformation in the education sector, there is usually a leader who motivates people to agitate for the formation and implementation of policies. In order to give the necessary support to express the seriousness of their call, the leader recruits more people from the society so as to overcome any opposition forces that may emerge (Ben-Peretz, 2008).

Moreover, the leaders are usually in charge of committees and other decision-making groups and they will determine the general course of action in the policy formulation and implementation process. Depending on the nature of the new educational policy, leadership greatly influences the implementation process since they command respect from the people (Dye, 2002). In situations where unpopular policies are enacted, the same leaders will curtail the implementation process.

Hence leadership plays a central role when it comes to the general process of educational policy formation and implementation (Cockrel, 2004). It is therefore apparent to note that leadership has such a significant degree of influence on the process of formulating and implementing educational policies.

Further analysis of the forces that shape and influence the formulation and implementation of educational policies reveals that the justice system has great impact on the process. The role of the courts is usually to solve conflicts that may arise among different members of the society.

It is not easy to acknowledge the contribution of the courts towards policy formulation and implementation in most sectors (Dye, 2002). During the initial phase of advocacy, opposition may emerge and depending on the extent of impact of the anticipated policy, those opposed may opt to move to court to halt the advocacy.

With the judge as the decision-maker, he or she may give new directions that would shape the course of the agitation process hence contributing indirectly to the policy formulation process. This is reinforced by the fact that there will always be competing formulations of policies forcing the participants to want to seek the intervention of the courts (Wilson, 2008). The decisions made by the judiciary have been found to have far reaching consequences on the educational policy formulation and implementation.

The most significant influences of the courts are mainly felt when it comes to the implementation of a given educational policy. This is because there are more conflicts at the implementation phase compared to the formulation stage (Denhardt, 2008).

Some of the well-known examples include the civil rights cases which are sponsored by the court, particular in cases related to racial discrimination and abuse of labor force. In such a situation, the accused and the complainant act as the participants in the policy formulation and implementation while the judge is the final decision-maker (Wilson, 2008).

In most instances, the court may rule against one proposal and approve a new set of policies hence participating in the implementation process. The courts have the authority to analyze any educational policy that has any unconstitutional clauses. They can also promulgate new sets of policies with adherence to the principles outlined in the constitution. This demonstrates the influence of the judicial system in the formulation of public policies, particularly educational policies.

Instances that lead people to the court include conflicts involving two institutions, individuals against organizations, individuals against associations/groups, and among individuals. The complainant will be seeking assistance from the court on the proper interpretation of the educational policy at hand (May, 2001). This implies that the role of the courts in the formulation and implementation process cannot be ignored.

The fourth significant influential party in the formulation and implementation of educational policies is the governmental bureaucracies. They comprise of the civil/government employees who work in the different levels of the society and help in the formulation and implementation of government policies (Silver, 1990). Most of them occupy leadership positions and are able to influence the process of policy development.

Since they handle issues that may arise from the educational sector, they can easily identify problems in education that need to be addressed by the development of a policy (Dye, 2002). They are also well placed to receive backing from the people because they are recognized as part of the authority.

The bureaucracies are such a strong force in policy formulation and implementation because they consist of experts. They assist the government in making informed policies by designing appropriate policy proposals (Wilson, 2008). The formulation phase, therefore, will be quite easier since it may take a bottom-up trend and hence increasing the chances of a strong support and subsequent implementation of the policy.

In some states, the senior most government workers can issue orders that take the form of policies and ensure that they are observed. The state/federal government may also take recommendations from the members of the bureaucracy and use them to create new education policies (Wilson, 2008). Some transformations in the education sector like the need to review the system requires the advice of experts who can evaluate the significance of the policies before they are implemented.

The most significant role of the bureaucracies comes in handy when it comes to the implementation phase of the educational policy. When top government authorities pass new policies, they expect that they will be effectively implemented by their subordinates (Ben-Peretz, 2008). The task of implementation, however, may prove to be really challenging especially when it extends down to the lowest level of the society. Since most policies are developed by top government officials, they become easier to implement since they are usually passed on in a top-down approach.

The bureaucracies facilitate representation of the government at all levels of the society. They monitor the enforcement of the new policies depending on the preferred mode of implementation. Within the educational sector, the implementation of policies is greatly influenced by other agencies in the society apart from the main implementing agency (Ben-Peretz, 2008). The bureaucracy therefore will have to coordinate this sensitive stage. In most cases, they do not force the people to obey the policies, instead, they put into consideration personal concerns, difficulties, the members of the society, as well as other interests (Denhardt, 2008).

Most government bureaucracies, therefore, hold crucial information in the formulation and implementation of educational policies. The authority bestowed upon them helps in overcoming the influence of political forces especially those who may object the new policies (Wilson, 2008). In some states, most of the government agents are elected giving them an upper hand over the implementation of new government policies on education.

The bureaucracies control and regulate other policy makers in their territories like members of school boards as well as of city councils and local governments (Silver, 1990). They are responsible for the analysis of problems, formulation of policies, and monitoring their implementation and evaluation. These depict the degree of influence that the bureaucracies have over the formulation and implementation of educational policies.

The above four major parties at the center of the formulation and implementation of educational policies seem to wield uniquely significant influence on the process. Since each of them have the discretion to agree with the others or to hold differing opinions, there is need to always reach a consensus when it comes to issues affecting a wider section of the society (Dye, 2002). Most of the actors may remain adamant when it comes to sticking to their perspectives but the process of formulating policies will exhibit success especially when the policy provides for new ways of improving the education sector.

Challenges of implementation may however be difficult to avoid but the opposition may also end up improving the quality of the policy through reviews (Cockrel, 2004). In this context, therefore, it is not easy to rate chronologically the influence of the different entities on the formulation and implementation of the various educational policies. Their varying degrees of influence are situational and may compliment each other in ensuring the successful formulation and implementation of policies.

There are a number of other significant stakeholders in the education sector who play important roles in determining the success of the educational policies. Interest groups such as teachers unions and parents’ associations may be complimentary when it comes to both the formulation and implementation of a given education policy (Schmidt et al., 2009).

These groups may greatly help the primary implementing agency in achieving its goals as well as the objectives of the policy. Some of the nongovernmental agencies may be affected by the new policies. Their conventional ways of operations may need to be changed as a result of the new policies. With these requirements, the interest groups may support the implementation or totally resist the policies especially if their opinions were not sought during the policy formulation stage.

Moreover, the government provisions affecting such a sensitive field in the society as the school system will always receive extensive scrutiny from the members of the public. Any failure to take this consideration may result in difficulty when it comes to the implementation process.

Significant resistance from these quarters will force the review of the policies before they are eventually re-implemented. This implies that organized groups of people can exert pressure on the implementing agency to make the necessary alterations to the policies (May, 2001).

The other important actors in the formulation and implementation of public policies are the political parties. Political parties are always at cross-roads when it comes to advocacy for the different policies. As they seek election into government, different parties present their manifesto/agenda for the people. They accomplish this task by highlighting all the reforms that they intend to bring in the various sectors of the society (Schmidt et al., 2009).

They may also resort to criticizing the existing educational policies. The number of registered political parties is usually large. For instance, two major ones (Republican and Democratic) in the US normally exchange the national leadership roles. This periodic alternation of leadership has influenced the formulation and implementation of educational policies in most states.

The public media also plays a central role in the formulation and implementation of most public policies. The media can help in popularizing a given policy among the members of the society and hence gaining the approval necessary for its implementation (Ben-Peretz, 2008). In some cases, the proposed educational policy may be perceived to have far reaching negative impacts if implemented.

The media will therefore influence people’s opinions of the same resulting in implementation difficulty. Given the non-interactive nature of the media, people may easily end up developing negative attitudes towards a given policy on education. Therefore, the media just like the other stakeholders can have such a significant influence on the entire process of formulating and implementing the educational policies (May, 2001).

The essay has focused on the complex concept of parties involved in the formulation and implementation of educational policies and how each influences the process. The four major actors identified are; the legislative bodies, the leadership, the judiciary, and the government bureaucracy.

Other stakeholders discussed include the media, political parties, and the various interest groups. The essay has also highlighted a general model that can be used to illustrate stages through which public policy formation may take. However, the format is not fixed or meant to be followed in a step by step manner. Instead, it captures the basic processes involved and may take any order.

For instance, formation may come after the evaluation of a given policy for purposes of improving the provisions of the policy. It can be concluded that the various parties and actors in the formulation and implementation of educational policy can influence the process in their own special way. However, it may not be easy to categorize all of them in the order of degree of influence, particularly the first four parties.

Ben-Peretz, M. (2008). Policy-making in education: a holistic approach in response to global changes. Rowman & Littlefield Plc.

Cockrel, J. (2004). Public Policy-making in America . University of Kentucky Press

Denhardt, R. B. (2008). Theories of public organization (5 th ed.). Thomson Wadsworth

Dye, T. R. (2002). Understanding public policy . Upper Saddle River, Prentice Hall

May, P. (2001). “Reconsidering Policy Design: The Policies and Publics.” Journal of Public Policy Process , 4 (2), 186-209

Schmidt, S. W., Shelly, M. C. & Crain, E. (2009). American Government and Politics: a focus on public policy formation. Cengage Learning

Silver, H. (1990). Education, change, and the policy process. Taylor & Francis

Wilson, R. H. (2008). Public policy and community: activism and governance. University of Texas Press

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National Education Policy 2020: Key Highlights

Last updated on February 11, 2024 by Alex Andrews George

The National Education Policy 2020 aims to bring transformational reforms in school and higher education and thus shape India into a global knowledge superpower.

The Union Cabinet chaired by Prime Minister Shri Narendra Modi approved the National Education Policy 2020 on July 29, 2020. This policy replaced the 34-year-old National Policy on Education (NPE), in 1986.

Built on the foundational pillars of Access, Equity, Quality, Affordability, and Accountability, this policy is aligned with the 2030 Agenda for Sustainable Development.

The National Education Policy (NEP) aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, and multidisciplinary, suited to 21st-century needs, and aimed at bringing out the unique capabilities of each student.

Table of Contents

Important Highlights of National Education Policy 2020

New Policy aims for Universalization of Education from preschool to secondary level with 100 % GER in school education by 2030.
NEP 2020 will bring 2 crore out-of-school children back into the mainstream.
New 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi/ Pre-schooling.
Emphasis on Foundational Literacy and Numeracy, no rigid separation between academic streams, extracurricular, and vocational streams in schools; Vocational Education to start from Class 6 with Internships.
Teaching up to at least Grade 5 to be in mother tongue/ regional language.
Assessment reforms with a 360-degree Holistic Progress Card, tracking Student Progress for achieving Learning Outcomes.
GER in higher education to be raised to 50 % by 2035; 3.5 crore seats to be added in higher education.
Higher Education curriculum to have Flexibility of Subjects.
Multiple Entries / Exit to be allowed with appropriate certification.
Academic Bank of Credits to be established to facilitate the Transfer of Credits.
National Research Foundation to be established to foster a strong research culture.
Light but Tight Regulation of Higher Education, single regulator with four separate verticals for different functions.
Affiliation System to be phased out in 15 years with graded autonomy to colleges.
NEP 2020 advocates increased use of technology with equity; National Educational Technology Forum to be created.
NEP 2020 emphasizes setting up of Gender Inclusion Fund and Special Education Zones for disadvantaged regions and groups.
New Policy promotes Multilingualism in both schools and HEs; the National Institute for Pali, Persian, and Prakrit, Indian Institute of Translation and Interpretation to be set up.

National Education Policy 2020: School Education

With respect to school education, universal access is the key vision. Also, major reforms are brought in curriculum and pedagogy.

Ensuring Universal Access at all levels of school education

NEP 2020 emphasizes on ensuring universal access to school education at all levels- preschool to secondary.

Infrastructure support, innovative education centers to bring back dropouts into the mainstream, tracking of students and their learning levels, facilitating multiple pathways to learning involving both formal and non-formal education modes, an association of counselors or well-trained social workers with schools, open learning for classes 3,5 and 8 through NIOS and State Open Schools, secondary education programs equivalent to Grades 10 and 12, vocational courses, adult literacy, and life-enrichment programs are some of the proposed ways for achieving this.

About 2 crore out-of-school children will be brought back into the mainstream under NEP 2020.

Early Childhood Care & Education with New Curricular and Pedagogical Structure

With an emphasis on Early Childhood Care and Education, the 10+2 structure of school curricula is to be replaced by a 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively. This will bring the hitherto uncovered age group of 3-6 years under the school curriculum, which has been recognized globally as the crucial stage for the development of the mental faculties of a child. The new system will have 12 years of schooling with three years of Anganwadi/ pre-schooling.

NCERT will develop a National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) for children up to the age of 8. ECCE will be delivered through a significantly expanded and strengthened system of institutions including Anganwadis and pre-schools that will have teachers and Anganwadi workers trained in the ECCE pedagogy and curriculum. The planning and implementation of ECCE will be carried out jointly by the Ministries of HRD, Women and Child Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs.

Attaining Foundational Literacy and Numeracy

Recognizing Foundational Literacy and Numeracy as an urgent and necessary prerequisite to learning, NEP 2020 calls for the setting up of a National Mission on Foundational Literacy and Numeracy by MHRD.

States will prepare an implementation plan for attaining universal foundational literacy and numeracy in all primary schools for all learners by grade 3 by 2025. A National Book Promotion Policy is to be formulated.

Reforms in school curricula and pedagogy

The school curricula and pedagogy will aim for the holistic development of learners by equipping them with key 21st-century skills, reduction in curricular content to enhance essential learning and critical thinking, and a greater focus on experiential learning.

Students will have increased flexibility and choice of subjects. There will be no rigid separations between arts and sciences, between curricular and extra-curricular activities, and between vocational and academic streams.

Vocational education will start in schools from the 6th grade and will include internships.

A new and comprehensive National Curricular Framework for School Education, NCFSE 2020-21, will be developed by the NCERT.

Multilingualism and the power of language

The policy has emphasized mother tongue /local language/regional language as the medium of instruction at least till Grade 5, but preferably till Grade 8 and beyond. Sanskrit to be offered at all levels of school and higher education as an option for students, including in the three-language formula. Other classical languages and literature of India also to be available as options. No language will be imposed on any student.

Students to participate in a fun project/activity on ‘The Languages of India’, sometime in Grades 6-8, such as, under the ‘Ek Bharat Shrestha Bharat’ initiative. Several foreign languages will also be offered at the secondary level. Indian Sign Language (ISL) will be standardized across the country, and National and State curriculum materials developed, for use by students with hearing impairment.

Assessment Reforms

NEP 2020 envisages a shift from summative assessment to regular and formative assessment, which is more competency-based, promotes learning and development, and tests higher-order skills, such as analysis, critical thinking, and conceptual clarity. All students will take school examinations in Grades 3, 5, and 8 which will be conducted by the appropriate authority.

Board exams for Grades 10 and 12 will be continued, but redesigned with holistic development as the aim. A new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), will be set up as a standard-setting body.

Equitable and Inclusive Education

NEP 2020 aims to ensure that no child loses any opportunity to learn and excel because of the circumstances of birth or background. Special emphasis will be given to Socially and Economically Disadvantaged Groups (SDGs), including gender, sociocultural, and geographical identities and disabilities. This includes setting up of Gender Inclusion Fund and also Special Education Zones for disadvantaged regions and groups.

Children with disabilities will be enabled to fully participate in the regular schooling process from the foundational stage to higher education, with the support of educators with cross-disability training, resource centers, accommodations, assistive devices, appropriate technology-based tools, and other support mechanisms tailored to suit their needs.

Every state/district will be encouraged to establish “Bal Bhavans” as a special daytime boarding school, to participate in art-related, career-related, and play-related activities. Free school infrastructure can be used as Samajik Chetna Kendras

Also read: Education in India – A Detailed Analysis

Robust Teacher Recruitment and Career Path

Teachers will be recruited through robust, transparent processes. Promotions will be merit-based, with a mechanism for multi-source periodic performance appraisals and available progression paths to becoming educational administrators or teacher educators. A common National Professional Standard for Teachers (NPST) will be developed by the National Council for Teacher Education by 2022, in consultation with NCERT , SCERTs, teachers, and expert organizations from across levels and regions.

School Governance

Schools can be organized into complexes or clusters which will be the basic unit of governance and ensure the availability of all resources including infrastructure, academic libraries, and a strong professional teacher community.

Standard-setting and Accreditation for School Education

NEP 2020 envisages clear, separate systems for policymaking, regulation, operations, and academic matters. States/UTs will set up an independent State School Standards Authority (SSSA). Transparent public self-disclosure of all the basic regulatory information, as laid down by the SSSA, will be used extensively for public oversight and accountability. The SCERT will develop a School Quality Assessment and Accreditation Framework (SQAAF) through consultations with all stakeholders.

National Education Policy: Higher Education

The New Education Policy has a great vision for the Higher Education sector as well.

Increase GER to 50 % by 2035

NEP 2020 aims to increase the Gross Enrolment Ratio in higher education including vocational education from 26.3% (2018) to 50% by 2035. 3.5 Crore new seats will be added to Higher education institutions.

Holistic Multidisciplinary Education

The policy envisages broad-based, multi-disciplinary, holistic Undergraduate education with flexible curricula, creative combinations of subjects, integration of vocational education, and multiple entries and exit points with appropriate certification. UG education can be of 3 or 4 years with multiple exit options and appropriate certification within this period. For example, a Certificate after 1 year, Advanced Diploma after 2 years, a Bachelor’s Degree after 3 years, and a Bachelor’s with Research after 4 years.

An Academic Bank of Credit is to be established for digitally storing academic credits earned from different HEIs so that these can be transferred and counted towards the final degree made.

Multidisciplinary Education and Research Universities (MERUs), at par with IITs, and IIMs, to be set up as models of the best multidisciplinary education of global standards in the country.

The National Research Foundation will be created as an apex body for fostering a strong research culture and building research capacity across higher education.

The Higher Education Commission of India(HECI) will be set up as a single overarching umbrella body for the entire higher education, excluding medical and legal education . HECI to have four independent verticals – the National Higher Education Regulatory Council (NHERC) for regulation, the General Education Council (GEC ) for standard-setting, the Higher Education Grants Council (HEGC) for funding, and the National Accreditation Council( NAC) for accreditation.

HECI will function through faceless intervention through technology, & will have powers to penalize HEIs not conforming to norms and standards. Public and private higher education institutions will be governed by the same set of norms for regulation, accreditation, and academic standards.

Rationalized Institutional Architecture

Higher education institutions will be transformed into large, well-resourced, vibrant multidisciplinary institutions providing high-quality teaching, research, and community engagement. The definition of the university will allow a spectrum of institutions that range from research-intensive Universities to Teaching-intensive Universities and Autonomous degree-granting Colleges.

Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism is to be established for granting graded autonomy to colleges. Over a period of time, it is envisaged that every college would develop into either an Autonomous degree-granting College or a constituent college of a university.

Motivated, Energized, and Capable Faculty

NEP makes recommendations for motivating, energizing, and building the capacity of faculty through clearly defined, independent, transparent recruitment, freedom to design curricula/pedagogy, incentivizing excellence, and movement into institutional leadership. Faculty not delivering on basic norms will be held accountable

Teacher Education

A new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be formulated by the NCTE in consultation with NCERT. By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree. Stringent action will be taken against substandard stand-alone Teacher Education Institutions (TEIs).

Mentoring Mission

A National Mission for Mentoring will be established, with a large pool of outstanding senior/retired faculty – including those with the ability to teach in Indian languages – who would be willing to provide short and long-term mentoring/professional support to university/college teachers.

Financial support for students

Efforts will be made to incentivize the merit of students belonging to SC, ST, OBC, and other SEDGs. The National Scholarship Portal will be expanded to support, foster, and track the progress of students receiving scholarships. Private HEIs will be encouraged to offer larger numbers of free ships and scholarships to their students.

Open and Distance Learning

This will be expanded to play a significant role in increasing GER. Measures such as online courses and digital repositories, funding for research, improved student services, credit-based recognition of MOOCs, etc., will be taken to ensure it is at par with the highest quality in-class programs.

Online Education and Digital Education:

A comprehensive set of recommendations for promoting online education consequent to the recent rise in epidemics and pandemics in order to ensure preparedness with alternative modes of quality education whenever and wherever traditional and in-person modes of education are not possible has been covered.

A dedicated unit for the purpose of orchestrating the building of digital infrastructure, digital content, and capacity building will be created in the MHRD to look after the e-education needs of both school and higher education.

Technology in education

An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, and administration. Appropriate integration of technology into all levels of education will be done to improve classroom processes, support teacher professional development, enhance educational access for disadvantaged groups, and streamline educational planning, administration, and management

Promotion of Indian languages

To ensure the preservation, growth, and vibrancy of all Indian languages, NEP recommends setting up an Indian Institute of Translation and Interpretation (IITI), National Institute (or Institutes) for Pali, Persian, and Prakrit, strengthening Sanskrit and all language departments in HEIs, and use mother tongue/local language as a medium of instruction in more HEI programs.

Internationalization of education will be facilitated through both institutional collaborations and student and faculty mobility allowing entry of top world-ranked Universities to open campuses in our country.

Professional Education

All professional education will be an integral part of the higher education system. Stand-alone technical universities, health science universities, legal and agricultural universities, etc. will aim to become multi-disciplinary institutions.

Adult Education

The policy aims to achieve 100% youth and adult literacy.

Financing Education

The Centre and the States will work together to increase public investment in the Education sector to reach 6% of GDP at the earliest.

NEP: Consultation Process

NEP 2020 has been formulated after an unprecedented process of consultation that involved nearly over 2 lakh suggestions from 2.5 lakh Gram Panchayats, 6600 Blocks, 6000 ULBs, and 676 Districts.

The MHRD initiated an unprecedented collaborative, inclusive, and highly participatory consultation process in January 2015. In May 2016, ‘The Committee for Evolution of the New Education Policy’ under the Chairmanship of Late Shri T.S.R. Subramanian, Former Cabinet Secretary, submitted its report.

Based on this, the Ministry prepared ‘Some Inputs for the Draft National Education Policy, 2016’. In June 2017 a ‘Committee for the Draft National Education Policy’ was constituted under the Chairmanship of eminent Scientist Padma Vibhushan, Dr. K. Kasturirangan, which submitted the Draft National Education Policy, 2019 to the Hon’ble Human Resource Development Minister on 31st May 2019.

The Draft National Education Policy 2019 was uploaded on MHRD’s website and at the ‘MyGov Innovate’ portal eliciting views/suggestions/comments from stakeholders, including the public.

In conclusion, the National Education Policy (NEP) is a crucial document that outlines the roadmap for the development of education in India. It is a significant step towards building a knowledge-based society that is equipped to meet the challenges of the 21st century. The NEP aims to transform the education system by providing equitable access to quality education, promoting innovation, and fostering holistic development.

The policy emphasizes the need for a learner-centered approach that focuses on critical thinking, creativity, and problem-solving. It also seeks to promote interdisciplinary learning, multilingualism, and the integration of vocational education into the mainstream curriculum.

The NEP’s vision of a flexible and inclusive education system that enables lifelong learning is laudable. However, the success of the policy will depend on its effective implementation, which will require adequate funding, infrastructure, and skilled educators.

Overall, the NEP has the potential to revolutionize the education sector in India and make it more relevant and responsive to the needs of the changing world. It is a bold and visionary document that seeks to transform education from being a means of social mobility to a tool for building a better and more just society.

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Essays on Education Policy

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This dissertation consists of three essays on the topic of education policy. In the first essay, I evaluate the impacts of a teacher quality equity law that was enacted in California in the fall of 2006 prohibiting superintendents from transferring a teacher into a school in the bottom three performance deciles of the state's academic performance index if the principal refuses the transfer. The primary mechanism through which the policy should affect student outcomes is through the mix of the quality of teachers in the school. Using publicly available statewide administrative education data, and two quasi-experimental methodologies, I assess whether the policy had an effect on the district-wide distribution of teachers with varying levels of experience, education and licensure and on student academic performance. I extend the analysis by examining whether the policy has differential effects on subgroups of schools classified as having high-poverty or high-minority student populations. I find that, as a result of the teacher quality equity law, low-performing schools experienced a relative increase in fully-credentialed teachers and more highly educated teachers, but that did not necessarily translate to an increase in academic performance. I also find evidence that the dimension along which the policy was most effective was in improving teacher pre-service qualifications in schools with high minority student populations.

In the second essay, I estimate racial, ethnic, gender and socioeconomic differences in teacher reports of student absenteeism and tardiness while controlling for administrative records of actual absences. Subjective perceptions that teachers form about students' classroom behaviors matter for student academic outcomes. Given this potential impact, it is important to identify any biases in these perceptions that would disadvantage subgroups of students. I use longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 in conjunction with longitudinal, student-level data from the North Carolina Education Data Research Center to employ a variation of a two sample instrumental variables approach in which I instrument for actual eighth grade absences with simulated measures of eight grade absences. I find consistent evidence that teacher reports of the attendance of poor students are negatively biased and that math teacher reports of male attendance are positively biased. There is mixed evidence with regard to student race and ethnicity.

The third essay is a co-authored work in which we employ a quasi-experimental estimation strategy to examine the effects of state-level job losses on fourth- and eighth-grade test scores, using federal Mass Layoff Statistics and 1996-2009 National Assessment of Educational Progress data. Results indicate that job losses decrease scores. Effects are larger for eighth than fourth graders and for math than reading assessments, and are robust to specification checks. Job losses to 1 percent of a state's working-age population lead to a .076 standard deviation decrease in the state's eighth-grade math scores. This result is an order of magnitude larger than those found in previous studies that have compared students whose parents lose employment to otherwise similar students, suggesting that downturns affect all students, not just students who experience parental job loss. Our findings have important implications for accountability schemes: we calculate that a state experiencing one-year job losses to 2 percent of its workers (a magnitude observed in seven states) likely sees a 16 percent increase in the share of its schools failing to make Adequate Yearly Progress under No Child Left Behind.

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Francis, Dania Veronica (2013). Essays on Education Policy . Dissertation, Duke University. Retrieved from https://hdl.handle.net/10161/7176 .

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Essays on the Evaluation of Educational Policies

In my thesis, I evaluate the effects of educational policy interventions. Educational outcomes are important factors of economic and social success. According to the human capital theory, individuals invest time and effort in their education for immediate and future gains. In the theoretical model of schooling investment and consumption decisions, one decides about how much time and effort to invest in learning maximizing the difference of the expected present value of lifetime wages and non-monetary benefits from schooling, and the actual costs of going to school and taking efforts. Both theoretical and empirical evidence shows that such decision-making process may lead to lower-than-optimal schooling investment decisions, especially in the case of children of low socio-economic background, because they discount future returns more heavily, and also, learning may require more efforts from them. Educational policies can influence the production of educational outcomes through two main channels. First, they may aim to induce individuals to invest more in learning. Second, they can increase the productivity of the learning process within schools to produce higher outcomes. I examine examples of these two types of policy measures in my dissertation. In the first two chapters, I estimate the impacts of increasing the compulsory school leaving (CSL) age in Hungary. CSL age legislation introduces a constraint into the mechanism in which one decides about how much time to invest in going to school. I make use of a legislation change that increased CSL age from 16 to 18. In the first chapter, I estimate the effects of increased CSL age on secondary school track choice which occurs at age 14 and secondary school dropout rates. I find that the legislation change resulted in an increased probability that children would choose the academic high school track instead of vocational training schools. At the same time, those choosing vocational training schools are more likely to drop out under the higher CSL age scheme. Potential explanations of increased dropout rates include a decrease in the quality of teaching in vocational training schools due to supply constraints, and a shift in student composition to include more students from lower socioeconomic backgrounds. The second chapter is joint work with Flóra Samu and Ágota Scharle. We are looking at the effects of increased CSL age on the teenage fertility of Roma women, a disadvantaged ethnic minority in Hungary. We provide evidence that the legislation change decreased the probability of teenage motherhood among Roma women by 6.8 percentage points. This effect is temporary as higher CSL age delayed first birth-giving by two years. We exploit a unique database that covers live births, miscarriages, abortions, and stillbirths, and contains information on the time of conception by weekly precision. We propose that the impact of the legislation change can be explained exclusively by the incapacitation effect of education, which keeps women physically in school: the higher CSL age decreases the probability of getting pregnant during the school year but not during summer and Christmas breaks. The third chapter, which is joint work with Gábor Kézdi and Éva Surányi, considers educational policy from a different angle. It estimates the effects of a change in the technology of educational production within schools by looking at the OOIH demonstration program in Hungary. The program supported teachers and the management of schools with disadvantaged Roma students, mixed with non-Roma students, and aimed at helping the development of all students in an integrated school environment. We find that the program had significant positive effects on academic development (especially for Roma students), socio-emotional skills (in both ethnic groups), and inter-ethnic attitudes of non-Roma students. In my thesis, I document that increasing the CSL age affects forward-looking decision making about secondary school track choice, and impacts the distribution of students in school. I find that these effects are the strongest among children of low-educated parents. Furthermore, I provide evidence that higher CSL age can reduce teenage pregnancy solely through the incapacitation effect of being in school, even in a case when no human capital effects of education can be detected. Lastly, I document that a sensitive approach to the integrated education of Roma and non-Roma students is beneficial for all parties involved.

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Education Essay

Essay on Education

Nelson Mandela rightly said, “Education is the most important weapon to change the world.” Education plays an important role in the development of an individual and making him a knowledgeable citizen. It is the education that makes an individual self-reliant, helps to suppress the social evils and contribute towards the development of the society and nation as a whole.

Education helps in unravelling the mystery of nature. It enables us to understand and improve the working of our society. It creates conditions for a better life. Education brings out the capabilities to fight injustice happening in society. Every individual has the right to education.

Introduction

Education is a significant tool that provides knowledge, skill, technique, information and enables people to know their rights and duties towards their family, society and the nation. You can expand your vision and outlook to see the world around us. It changes our perception of life. Education builds up the ability to explore new things to enhance your creativity. Your creativity is a tool to develop the nation.

Importance of Education

People still don't realise what role education and being educated plays in our lives and society. So, before making people aware of education and working for their access, it is very important to understand the need and importance of education. Education includes traditional learning methods that include theories and modern methods that include practical implementation of the subjects.

In schools, education is categorised into four stages, and each stage is important for each student:

Primary

Secondary

Senior secondary

Education can be classified into Various Forms:

Formal education: teaches us the academic part of any course or class, skills, or theory.

Non Formal education: We learn from our community, culture, nation-based programs, and the society that we live in

Informal education: We learn from our life lessons, experiences, other people, their experiences, nature, surroundings, etc.

Education empowers everyone. It is an important aspect that shapes the modern and industrialised world. People need education to be able to cope up with the advancements in this competitive world. Following are some areas where education is needed:

Removing Poverty: Education helps in eradicating poverty from our society. An educated person can secure a good job and take care of all the basic needs and requirements of his family.

Safety and Security against Crime: A well-educated person cannot be easily duped or become a victim of any crime. They can develop the ability to stand against injustice.

Increases Productivity: Educated people are more productive. With the help of knowledge and skills, they can explore new ideas.

Confidence: A good education doesn’t mean to go to schools and colleges only. Education helps to become self-dependent and build great confidence within them so that they are able to accomplish difficult tasks.

Improved Standard of Life: On getting an education, quality of life gets improved. Education helps you to secure good jobs by which you can fulfil your dreams of buying a house or car or other luxury things.

Women Empowerment: Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-reliant and need not be dependent on anyone. Women empowerment will bring a lot of development in society as well as in the nation.

Upliftment of the Economically Weaker Section: Education is the most significant ingredient to change the world. Illiterate people suffer the hardships of discrimination, untouchability and injustice prevailing in the society. With the advancement of education, the weaker section can improve their quality of life.

Communication: Communication is related to education. Good education helps to communicate better with others. It also improves our skills such as speech, body language, etc.

Development of a nation: The countries that focus on educating their citizens and have a higher education level are considered more developed nations in every aspect of their lives.

Individual growth: An educated individual always stands out in a crowd of uneducated people. They will be able to make better life decisions because with education comes knowledge. When an individual knows something, they will be able to understand things in a better manner.

Independent: Education acts as a catalyst for a human being to be independent. If an individual is educated enough, they can manage their own life without being dependent on anybody.

Success: Education helps in framing our mindset in a positive direction, and with this mindset, people can make their lives better. With education comes a degree, and with a degree comes a lot of opportunities. You just have to make a better choice for yourself, and everything will fall in place.

Talking particularly about India, education is a constitutional right of every citizen irrespective of caste, creed, race, religion, gender, etc. That’s the status given to education in India because educated people are always treated well and are well respected everywhere in the world.

Role of Education in Society

Education is the social institution through which the society provides its members with knowledge, facts, job skills and values. One of the most important roles of education is that it improves personal lives and helps society to run smoothly. As mentioned above, poverty can be eradicated and every individual can contribute towards the development of the country.

Education Creates a Better Society: An educated person is more likely to develop better moral and ethical values as compared to an uneducated person. Education brings equal opportunity for everyone and educated people will be able to create a better society.

Education is the Backbone of Society: Education is an integral part of human society. Lack of education gives birth to numerous social problems like poor health, conflicts, and poor living standards. Education helps people overcome all problems by finding better solutions.

Education Encourages Innovation and Creativity: Education leads to innovation. Innovation and creativity can only occur when skilled people know how to advance with different technologies. Educated people always can solve problems with the help of better techniques.

Education Creates a Better Human Being: Education is the most powerful weapon by which the entire perspective of the world can be changed. Through education, a person can develop good moral values. It helps us to become a better person in life.

Understanding the Responsibilities: As a social being, it becomes the responsibility of every individual to give something back to society and make it a better place for our next generation. An educated person is aware of his personal and social responsibilities.

Education helps in shaping the values of an individual. It helps individuals develop their moral values, humbleness, sympathy and empathy towards society, etc.

Students or any individual learn to express their viewpoints by reading, writing, learning. And these qualities or skills are taught with the help of education and nothing else.

Steps Taken to promote Education:

After discussing the importance of education, awareness is the next big step. People, especially those living in remote areas, should be aware and should have access to a better education system. The government has taken several steps for this purpose. It has started various initiatives to make education accessible to all and improve the quality of education for the betterment of every student.

Some of the Prominent Steps:

The formation of the Right to Education Act, 2009 made education a fundamental right for every child belonging to 6-14 years.

Sarva Shiksha Abhiyan

Adult education and national development scheme

Beti bachao, beti padhao

Midday meal scheme and many more.

Various other initiatives that the government has taken are Udaan, Saksham, Pragati, etc., to make education accessible to every part of the county.

Conclusion:

Education is the pathway for a nation’s progress. Education is the backbone of society. The government should take all measures to provide education to every individual of the country. This will bring equality among people and when people improvise their way of living, they become more responsible towards society.

The literacy rate of more developed nations is also high, and the literacy of every nation depends upon its education system. The government undoubtedly has made laws and formulated schemes, but implementing those schemes is a major task.

The government, along with co-operation with the citizens, should make the society and nation a better place to live in. The growth of every nation depends upon the kind of population it has. A well-educated population will make a well-developed nation.

FAQs on Education Essay

1) Why is education important?

Education is important for the development of an individual. It is the most powerful weapon by which a person can contribute towards the development of the society and nation as a whole.

2) How is education a pathway to success?

Education provides job opportunities and also helps to expand your vision and change your outlook to see the world around us.

3) How can education help the economically backward people?

Uneducated or illiterate people do not have the ability to overcome hardships like discrimination, untouchability, and injustice. When these people get basic education, then they can become self-reliant and stand for their rights. With the advancement of education, they can improve their standard of living and poverty can be eradicated from the face of the Earth.

4) How are women empowered through education?

Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-dependent. Women empowerment will bring a lot of development in society as well as in the nation.

5) What are the roles that education plays?

Education is vital in shaping the world and society. An educated society forms an educated nation. It is essential in creating a positive mindset and positive skills in an individual.

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Guide to Writing AQA GCSE English Literature Essays PPT

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Essay on New Education Policy 2020
FAQ of Essay on New Education Policy 2020. Question 1: What does the New Education Policy 2020 aim to achieve by 2030? Answer 1: This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling.
Essay on New Education Policy (NEP) in English
100 Words Essay on New Education Policy. The goal of the New Education Policy is to make education available to everyone from preschool through high school. With a 100% GRE (Gross Enrollment Ratio) in academics, it intends to achieve that. It is intended to be accomplished by 2030. A four-year, interdisciplinary undergraduate curriculum with a ...
Essay on New Education Policy 2020 in English (1000 Words)
System of New Education Policy 2020. This policy talks about reorganizing the existing 10 + 2 school system into a new system of 5 + 3 + 3 + 4, the basis of the curriculum and teaching of all children aged 3 to 18 years. At present, children between the ages of 3 to 6 are not included in the 10 + 2 structure, as 6-year-olds are admitted in class 1.
Essay on New Education Policy
The new education policy is centred on the holistic development of students. The 5+3+3+4 structure, which requires 12 years of schooling and three years of preschool, replaces the 10+2 system and provides children with schooling experience at a younger age. The exams will be taken only by students in grades 3, 5, and 8; all other students will ...
Education Policy Implementation: a Literature Review and ...
EDUCATION POLICY IMPLEMENTATION: A LITERATURE REVIEW AND PROPOSED FRAMEWORK OECD Education Working Paper No. 162 By Romane Viennet and Beatriz Pont This working paper was prepared by Romane Viennet (during an internship at the Education Policy Advice and Implementation Division June-December 2017) and Beatriz Pont, Sr. Policy Analyst at the OECD
Essay on New Education Policy in 500 Words
Essay on New Education Policy: Education policies are the rules and regulations implemented by the Central/ Federal and State Governments in their respective territories. The Ministry of Education implemented the New Education policy to make India a global hub of skilled manpower in the next 25 years; termed as 'Amrit Kal.'The Government aims to build a Developed India by 2047.
Essay on National Education Policy in English (2024)
New Education Policy 2020 Essay 150 Words. It is the aim of this new policy to have universal educational coverage from preschool to secondary school level in order to achieve the goal of a 100% GRE (Gross Enrollment Ratio) in schooling by the year 2030. The purpose of this essay on the new education policy 2020 is to highlight the changes ...
PDF Three Essays on Educational Policy and Equity
Education Sciences, U.S. Department of Education, through grant R305B150010 for the Partnering in Education Research Fellowship in collaboration with the Center for Education Policy Research at Harvard University. The opinions expressed are those of the author and do not represent the views of the Institute or the U.S. Department of Education.
Essays on Education Policy
This dissertation consists of three essays on the topic of education policy. In the rst essay, I evaluate the impacts of a teacher quality equity law that was enacted in California in the fall of 2006 prohibiting superintendents from transferring a teacher into a school in the bottom three performance deciles of the state's academic perfor-
Essay review of The Politics of Education Policy and The New Democratic
An essay review of The Politics of Education Policy in an Era of Inequality and The New Democratic Professional in Education Citizens today live in a time of market supremacy. Market logics and principles not only guide the practices of private and corporate entities, but they also touch nearly every aspect of our lives. They are codified in ...
Education policies and strategies
Education policies and strategies. Towards future-ready education systems. Education is a complex system with many interconnected subsystems and stakeholders. Any decision taken on one component at one level of education brings change to other components and subsystems. This interconnectedness requires policy and decision-makers to ensure that ...
National Education Policy (NEP 2020)
The Union Cabinet has approved the new National Education Policy 2020 with an aim to introduce several changes in the Indian education system - from the school to the college level. Its aims at making "India a global knowledge superpower". The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the ...
What education policy experts are watching for in 2022
Entering 2022, the world of education policy and practice is at a turning point. The ongoing coronavirus pandemic continues to disrupt the day-to-day learning for children across the nation ...
Understanding Educational Policies
The essay seeks to discuss and rate the influence of the legislative bodies, leadership, the justice system, as well as the bureaucracy on the formulation and implementation of educational policies. It will briefly discuss the general pattern in the public policy-making process. The influence of other entities, for instance interest groups ...
National Education Policy, 2020
Why in News. Recently, the Union Cabinet has approved the new National Education Policy (NEP), 2020 with an aim to introduce several changes in the Indian education system - from the school to college level.. The NEP 2020 aims at making "India a global knowledge superpower".; The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the Ministry of Education.
National Education Policy 2020: Key Highlights
Important Highlights of National Education Policy 2020. New Policy aims for Universalization of Education from preschool to secondary level with 100 % GER in school education by 2030. NEP 2020 will bring 2 crore out-of-school children back into the mainstream. New 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi ...
National Education Policy 2020
The National Education Policy of India 2020 ( NEP 2020 ), which was started by the Union Cabinet of India on 29 July 2020, outlines the vision of new education system of India. [1] The new policy replaces the previous National Policy on Education, 1986. [a] The policy is a comprehensive framework for elementary education to higher as well as ...
Essays on Education Policy
This dissertation consists of three essays on the topic of education policy. In the first essay, I evaluate the impacts of a teacher quality equity law that was enacted in California in the fall of 2006 prohibiting superintendents from transferring a teacher into a school in the bottom three performance deciles of the state's academic performance index if the principal refuses the transfer.
Journal of Education Policy
Aims & Scope. The Journal of Education Policy (JEP) publishes original, critically and theoretically informed research that discusses, analyses and debates policymaking, policy implementation and policy impact at all levels, and within and across all spheres of formal and informal education. The journal welcomes papers that offer innovative ...
PDF National Education Policy 2020
National Education Policy 2020 2 19 Effective Governance and Leadership for Higher Education Institutions 49 PART III. OTHER KEY AREAS OF FOCUS 20 Professional Education 50 21 Adult Education and Life Long Learning 51 22 Promotion of Indian Languages, Arts and Culture 53 23 Technology Use and Integration 56 24 Online and Digital Education: Ensuring Equitable Use of Technology 58
Essays on the Evaluation of Educational Policies
Educational policies can influence the production of educational outcomes through two main channels. First, they may aim to induce individuals to invest more in learning. Second, they can increase the productivity of the learning process within schools to produce higher outcomes. I examine examples of these two types of policy measures in my ...
Education Essay for Students in English
Independent: Education acts as a catalyst for a human being to be independent. If an individual is educated enough, they can manage their own life without being dependent on anybody. Success: Education helps in framing our mindset in a positive direction, and with this mindset, people can make their lives better.
A Bibliometric Study of Issues in Educational Policy
Education policies help to improve society by decreasing inequities and establishing effective learning environments. Periodic assessments can help researchers and policymakers uncover new obstacles and ensure progress on these ever-changing education policy concerns using critical theory. Bibliometric studies, a type of periodic study, emphasize the importance of data-driven approaches in the ...
The politics of distraction in planning English-medium education policy
The politics of distraction in planning English-medium education policy in schools. Pramod K. Sah Department of English Language Education, The Education University of Hong Kong , ... funding cuts, and accountability deficits for implementing multilingual education policy. By framing EMI as a public policy doctrine using discursive strategies ...
IMF Working Papers
This paper discusses connections between female economic empowerment and government spending. It is an abbreviated overview for non-gender-experts on how fiscal expenditure may support female economic empowerment as an interim step toward advancing gender equality. From this perspective, it offers a preliminary exploration of key factors and indicators associated with gender-differentiated ...
Gender Inequality in the WAEMU: Current Situation and Opportunities
This paper documents the current state of gender inequalities in the WAEMU by focusing on outcomes (health, education, labor market and financial inclusion) and opportunities (economic rights). The findings show that despite significant progress toward gender equality over the last three decades, there are still prevalent gender-based disparities, which prevent women from fulfilling their ...
IMF Working Papers
The recent increase of inflation globally has led to a renewed interest in understanding the link between inflation and wages. In Uruguay, the presence of centralized wage bargaining and indexation practices raises the question as to what extent wage growth dynamics can make the response of inflation to shocks more persistent. We use a medium-scale DSGE model which incorporates indexation in ...
Guide to Writing AQA GCSE English Literature Essays PPT
File previews. pptx, 21.54 MB. A detailed (103 slides) PowerPoint walking pupils through: Part 1: What to expect in the exam. Part 2: How am I assessed? Part 3: What should I do before I write my essay? Part 4: How do I plan? Part 5: How do I structure my essay? Using PowerPoint transitions to animate slides when in full screen mode.
Use of SDRs in the Acquisition of Hybrid Capital Instruments of the
On May 10, 2024, the IMF's Executive Board approved the use of Special Drawing Rights (SDRs) for the acquisition of hybrid capital instruments issued by prescribed holders. This new use of SDRs, which adds to seven already authorized prescribed SDR operations, is subject to a cumulative limit of SDR 15 billion to minimize liquidity risks. The Executive Board also established a strong ...

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Essay on New Education Policy 2020 in English (1000 Words)

History of New Education Policy

Introduction to NEP 2020

Aim of New Education Policy 2020

System of New Education Policy 2020

Advantages of New Education Policy 2020

Challenges of New Education Policy 2020

Teacher Education

Conclusion about NEP 2020

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Essay on New Education Policy in 500 Words

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Essay on New Education Policy

New Education Policy 2020 Essay 150 Words

New Education Policy 2020 Essay 250 words

What is the goal of the new education policy?

Principles of New Education Policy

Essay on New Education Policy 2020 in 500 Words

In the National Education Policy, the framework for teaching and learning is outlined

New Education Policy: Transformations in Structure

Beneficial Impacts of the New Education Policy

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Education policies and strategies

What you need to know about education policies and strategies

Education policy working papers

Planipolis, by UNESCO International Institute for Educational Planning

Publications

Monitoring SDG 4: education finance

National Education Policy (NEP 2020)

What is the new National Education Policy 2020?

Features of National Education Policy 2020

Key Recommendations of National Education Policy 2020

Early Childhood Care and Education

Right to Education Act, 2009

Curriculum Framework

School Exam Reforms

Regulatory Structure and Accreditation of Higher Educational Institutions

National Research Foundation

Education Governance

Financing Education

National Mission on Education through Information and Communication Technology

Vocational Courses

Three Language Formula

National Education Policy 2020 Concerns

UPSC Questions related to National Education Policy 2020

When was the National Policy on Education formulated?

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What education policy experts are watching for in 2022

Understanding Educational Policies Essay

National Education Policy 2020: Key Highlights

Important Highlights of National Education Policy 2020

National Education Policy 2020: School Education

Ensuring Universal Access at all levels of school education

Early Childhood Care & Education with New Curricular and Pedagogical Structure

Attaining Foundational Literacy and Numeracy

Reforms in school curricula and pedagogy

Vocational education will start in schools from the 6th grade and will include internships.

Multilingualism and the power of language

Assessment Reforms

Equitable and Inclusive Education