higher education policy note

This site uses cookies to optimize functionality and give you the best possible experience. If you continue to navigate this website beyond this page, cookies will be placed on your browser. To learn more about cookies, click here .

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.

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.

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.

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.

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.

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

June 20, 2024

Modupe (Mo) Olateju, Grace Cannon, Kelsey Rappe

June 14, 2024

Jon Valant, Nicolas Zerbino

June 13, 2024

Higher Education Policy

• ISSN : 0952-8733 (print)
• ISSN : 1740-3863 (electronic)
• Journal no. : 41307

Higher Education Policy is an international, peer-reviewed journal that focuses on issues of significance in higher education policy. The journal publishes original analyses, whether theoretical, empirical or practice-based. The range of coverage extends from case studies of developments in individual institutions, to broad examination of policy-making at the system, national and regional levels.

The journal addresses issues in higher education related to governmental and institutional policies and governance, including analyses of developments in quality assurance; funding of higher education; accountability; academic freedom; institutional autonomy; competition; academic careers; stratification; organizational strategies and change; access and exclusion. Given the many developments in higher education, the journal is keen to address contemporary themes like rankings and excellence and authors are invited to think outside the box as well.

Higher Education Policy assembles special issues which devote coverage to a single subject. Recent specials have addressed the consequences of global competition for local scholarship; student engagement; higher education research in East Asia; and early career researchers.

The journal reaches an international audience which includes researchers specializing in higher education, and policy-makers, administrators, managers and practitioners working in the field of higher education.

Higher Education Policy is the quarterly journal of the International Association of Universities (IAU).

Latest issue

Volume 37, Issue 2, June 2024

Original Article

The College Admission Policy Evolution from 2003 to 2020 in China—A Social Network Analysis

Kun Yan , Han Wu , Kaiming Bu , Lingli Wu

Game of Brains: Examining Researcher Brain Gain and Brain Drain and Research University Policy

Yuan Chih Fu , Juan José Moradel Vásquez , Bea Treena Macasaet , Angela Yung Chi Hou , Justin J. W. Powell

Time Matters in Higher Education: How the ECTS Changes Ideas of Desired Student Conduct

Laura Louise Sarauw

Publishing with us

For authors.

• Accessibility
• Contacting editors
• Contacting sales reps
• eBook collections
• Help overview
• Rights and permissions

Information for

• Book reviewers
• Booksellers
• Journalists

Other sites and products

• Macmillan Education
• Macmillan International Higher Education
• Palgrave Journals
• Springer Link
• Springer Nature

Palgrave Macmillan publishes journals, monographs and reference books in print and online.

• Skip to primary navigation
• Skip to main content

Center for Higher Education Policy and Practice

On a mission to redefine the future of higher education

The Center for Higher Education Policy and Practice

On a mission to center learners in the future of higher education.

About CHEPP

The Center for Higher Education Policy and Practice (CHEPP) is a non-partisan higher education research, policy, and advocacy organization, promoting solutions that deliver transformative outcomes for all learners.

Who are today’s learners?

Today’s learners are working adults. Caregivers. Veterans. They are living with low income, or with food or housing insecurity. While these students don’t fit the profile of the traditional college student, they are the majority of today’s learners—it’s time to build systems that support and empower them.

37% of today’s learners are 25 and older.

24% of today’s learners are parents or have other dependents.

40% of today’s learners work full-time, and 49% are financially independent.

36% of today’s learners don’t know where their next meal will come from.

At CHEPP, we believe:

Post-secondary education unlocks social and economic mobility.

A learner’s lived experience is an asset to their education and institution, not a barrier to success.

Learning and progress should be measured by a demonstration of knowledge and skills, not time spent in a classroom.

Learner-centered design should shape all post-secondary education policy and practice change.

As a public good, post-secondary institutions bear responsibility to relentlessly focus on student success and equitable outcomes.

Get In Touch

CHEPP is actively seeking partners. Get in touch to learn more and work together.

New HEPI Policy Note finds more than half of students have used generative AI for help on assessments – but only 5% likely to be using AI to cheat

• 1 February 2024
• By Josh Freeman

In a new HEPI Policy Note, Provide or punish? Students’ views on generative AI in higher education (HEPI Policy Note 51 – see it also on the Kortext website ) by Josh Freeman, HEPI and Kortext explore students’ attitudes to new generative AI tools like ChatGPT and Google Bard.

Since ChatGPT was released in November 2022, there has been an explosion of interest in generative artificial intelligence (GenAI) tools, which are capable of creating new content such as text, images and video. Many people are excited by GenAI’s potential to enhance learning, support students and reduce both student and staff workload. But there is equal concern over a potential epidemic of AI-based cheating.

This is the first UK-wide study to explore students’ use of generative AI since ChatGPT was released. We partnered with Kortext , the digital content, student experience and engagement data experts and creators of generative AI tool Kortext Premium, to lift the lid on how students think about and use new GenAI technologies.

We polled over 1,200 undergraduate students through UCAS, with results weighted to be representative of the current student population. We find that the use of generative AI has become normalised in higher education. Most students have used an AI tool to support their studies and universities are generally considered reliable at identifying work produced by GenAI. However, students want not just clear policies but also support with using generative AI to help them with their studies.

Our key findings include:

• More than half of students (53%) have used generative AI to help them prepare assessments.The most common use is as an ‘AI private tutor’ (36%), helping to explain concepts.
• More than one-in-eight students (13%) use generative AI to generate text for assessments,but they typically edit the content before submitting it. Only 5% of students put AI-generated text into assessments without editing it personally – which we expect will be prohibited by most institutions.
• More than a third of students who have used generative AI (35%) do not know how often it produces made-up facts, statistics or citations (‘hallucinations’).
• A ‘digital divide’ in AI use may be emerging, with male students, students from the most privileged backgrounds and students of Asian ethnicity much more likely to have used generative AI than other students.
• A majority of students consider it acceptable to use generative AI for explaining concepts (66%), suggesting research ideas (54%) and summarising articles (53%), but only 3% think it is acceptable to use AI text in assessments without editing.
• A majority of respondents (63%) think their institution has a ‘clear’ policy on AI use, with only 12% thinking it is not clear. Two-thirds of students (65%) also think their institution could spot work produced by AI.
• Students think institutions should provide more AI tools. While three-in-10 (30%) agree or strongly agree their institution should provide such tools, fewer than one-in-10 (9%) say they currently do so.
• Only a fifth of students (22%) are satisfied with the support they have received on AI. Most students (62%) are neutral or say they do not know.
• Nearly three-quarters (73%) expect to use AI after they finish their studies. They most commonly expect to use it for translating text (38%), enhancing written content (37%) and summarising text (33%). Only a fifth of students (19%) expect to use it for generating text.

The report further recommends that:

• Institutions should develop clear policies on what AI use is acceptable and what is unacceptable.
• Where AI has benefits, institutions should teach students how to use it effectively and how to check whether the content it produces is of high quality.
• To prevent the ‘digital divide’ from growing, institutions should provide AI tools for those who cannot afford them to aid learning.
• The Department for Education (DfE) and devolved administrations should urgently commission reviews to explore how academic assessment will be affected by AI.

Josh Freeman, Policy Manager at HEPI and author of the report, said:

As the dust settled after the launch of ChatGPT, some were predicting the end of assessment as we know it. But so far, higher education institutions have upheld standards of rigour, and they deserve credit. Students trust institutions to spot the use of AI tools and they feel staff understand how AI works. As a result, rather than having AI chatbots write their essays, students are using AI in more limited ways: to help them study but not to do all the work.

However, action is urgently needed to stop a new ‘digital divide’ from growing. AI tools are still new and often unknown. For every student who uses generative AI every day, there is another who has never opened ChatGPT or Google Bard, which gives some students a huge advantage.

The divide will only grow larger as generative AI tools become more powerful. Rather than merely adopting a punitive approach, institutions should educate students in the effective use of generative AI – and be prepared to provide AI tools where they can aid learning.

Robin Gibson, Director of External Affairs at Kortext, said:

Clearly the adoption of generative AI among the student population has been rapid and largely positive. Kortext was one of the first edtech companies to provide a bespoke generative AI solution for higher education, mitigating the uncertainties expressed by students in this research. We look forward to continuing to empower students with tools that foster a dynamic learning environment, to prepare future leaders for a world defined by limitless possibilities.

Notes for Editors

• Kortext kindly provided some financial support for this project. However, full editorial control was retained by HEPI.
• HEPI was established in 2002 to influence the higher education debate with evidence. We are UK-wide, independent and non-partisan. We are funded by organisations and higher education institutions that wish to support vibrant policy discussions, as well as through our own events. HEPI is a company limited by guarantee and a registered charity.
• Founded in 2013, Kortext is the world-leading student experience and engagement expert, pioneering digitally enhanced teaching and learning in the global higher education community. Arcturus, our smart study platform, provides access to over five million eBooks and digital resources from over 4,700 publishers and is used by more than 5,000 universities worldwide. StREAM, our learner analytics platform, provides educators with powerful student engagement data at multiple levels. Kortext is a certified Microsoft Gold partner.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Notify me of new posts by email.

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar

UPSC Coaching, Study Materials, and Mock Exams

Enroll in ClearIAS UPSC Coaching Join Now Log In

Call us: +91-9605741000

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.

Also read: Examination System in India

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.

Also read: PM-USHA

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.

Also Read: Institutions of Eminence Scheme

Aim IAS, IPS, or IFS?

About Alex Andrews George

Alex Andrews George is a mentor, author, and social entrepreneur. Alex is the founder of ClearIAS and one of the expert Civil Service Exam Trainers in India.

He is the author of many best-seller books like 'Important Judgments that transformed India' and 'Important Acts that transformed India'.

A trusted mentor and pioneer in online training , Alex's guidance, strategies, study-materials, and mock-exams have helped many aspirants to become IAS, IPS, and IFS officers.

Reader Interactions

July 30, 2020 at 4:52 pm

Sir My doubt is I am a MPhil holder in this year.Is there is no value of my certificate in future.

Regards Revathy.R

August 7, 2020 at 8:28 am

Dear Madam, No, It will help you to complete your Ph.D in short duration. At present you may submit your Ph.D in 4 years. Regards, Jeeva

July 30, 2020 at 4:54 pm

@Revathy: Why do you think so?

June 5, 2021 at 10:55 am

Sir, Is the BA is good graduation for upsc or not ?

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Don’t lose out without playing the right game!

Follow the ClearIAS Prelims cum Mains (PCM) Integrated Approach.

Join ClearIAS PCM Course Now

UPSC Online Preparation

• Union Public Service Commission (UPSC)
• Indian Administrative Service (IAS)
• Indian Police Service (IPS)
• IAS Exam Eligibility
• UPSC Free Study Materials
• UPSC Exam Guidance
• UPSC Prelims Test Series
• UPSC Syllabus
• UPSC Online
• UPSC Prelims
• UPSC Interview
• UPSC Toppers
• UPSC Previous Year Qns
• UPSC Age Calculator
• UPSC Calendar 2024
• About ClearIAS
• ClearIAS Programs
• ClearIAS Fee Structure
• IAS Coaching
• UPSC Coaching
• UPSC Online Coaching
• ClearIAS Blog
• Important Updates
• Announcements
• Book Review
• ClearIAS App
• Work with us
• Advertise with us
• Privacy Policy
• Terms and Conditions
• Talk to Your Mentor

Featured on

and many more...

ClearIAS Programs: Admissions Open

Thank You 🙌

UPSC Prelims 2024: Revised Answer Key!

Download Self-Study Plan

Analyse Your Performance and Track Your Progress

Download Study Plan

IAS/IPS/IFS Online Coaching: Target CSE 2025

Cover the entire syllabus of UPSC CSE Prelims and Mains systematically.

Volumes and issues

Volume 37 march - june 2024.

• June 2024, issue 2
• March 2024, issue 1

Volume 36 March - December 2023

• December 2023, issue 4
• September 2023, issue 3
• June 2023, issue 2
• March 2023, issue 1

Volume 35 March - December 2022

• December 2022, issue 4

SPECIAL ISSUE: Impact of COVID-19 on Higher Education: Policy Implications for Student Mobility, Teaching and Learning, Research and University Governance

• June 2022, issue 2
• March 2022, issue 1

Volume 34 March - December 2021

• December 2021, issue 4
• September 2021, issue 3
• June 2021, issue 2
• March 2021, issue 1

Volume 33 March - December 2020

• December 2020, issue 4

SPECIAL ISSUE: Globalization and Resurgent Nationalism in Higher Education

• June 2020, issue 2
• March 2020, issue 1

Volume 32 March - December 2019

• December 2019, issue 4
• September 2019, issue 3
• June 2019, issue 2

SPECIAL ISSUE: Taking Account of 20 years of Quality Assurance in German Higher Education

Volume 31 March - December 2018

• December 2018, issue 4
• September 2018, issue 3
• June 2018, issue 2
• March 2018, issue 1

Volume 30 March - December 2017

SPECIAL ISSUE: The Role of Higher Education in the Socio-Economic Development of Peripheral Regions

• September 2017, issue 3
• June 2017, issue 2

Critical and Alternative Perspectives on Student Engagement

Volume 29 March - December 2016

SPECIAL ISSUE: Measuring Up: Consequences of Global Competition and Metrics on Local Scholarship

• September 2016, issue 3
• June 2016, issue 2
• March 2016, issue 1

Volume 28 March - December 2015

Special Issue: Higher Education Research in East Asia

• September 2015, issue 3
• June 2015, issue 2

Special Issue: Higher Education Transformations for Global Competitiveness in Asia

Volume 27 March - December 2014

Special Issue: Early Career Researchers and Changing Working Conditions in Academia

• September 2014, issue 3
• June 2014, issue 2
• March 2014, issue 1

Volume 26 March - December 2013

• December 2013, issue 4
• September 2013, issue 3
• June 2013, issue 2
• March 2013, issue 1

Volume 25 March - December 2012

• December 2012, issue 4

Special Issue: Collaboration and Competition in Research

Special Issue: Transnational Education and Student Mobility in Asia

• March 2012, issue 1

Volume 24 March - December 2011

Sustainability in Higher Education

• September 2011, issue 3
• June 2011, issue 2
• March 2011, issue 1

Volume 23 March - December 2010

• December 2010, issue 4
• September 2010, issue 3

Special Edition: Two great European ideas: Comparing Humboldt and Bologna

• March 2010, issue 1

Volume 22 March - December 2009

• December 2009, issue 4
• September 2009, issue 3
• June 2009, issue 2
• March 2009, issue 1

Volume 21 March - December 2008

Realizing the Global University: Comparative Perspectives and Critical Reflections

Academic Vigour in Changing Contexts

Diversity of Missions

World-Class Universities

Volume 20 March - December 2007

Sustaining Diversity: Differentiating Higher Education Systems in a Knowledge Society

• September 2007, issue 3
• June 2007, issue 2
• March 2007, issue 1

Volume 19 March - December 2006

• December 2006, issue 4

Redefining the Social Contract

Incorporating the University

Transitions in Higher Education

Volume 18 March - December 2005

Intercultural Learning and Dialogue

Knowledge Flow and Capacity Development

• June 2005, issue 2

Reform – Contemplated and Reconsidered

Volume 17 March - December 2004

On Prizes, Entrepreneurialism and Bologna

The Vision of Reform

Science, Training and Career

The Business of University Research: Cross national perspectives

Volume 16 March - December 2003

• December 2003, issue 4
• September 2003, issue 3
• June 2003, issue 2
• March 2003, issue 1

Volume 15 March - December 2002

• December 2002, issue 4
• September 2002, issue 3
• June 2002, issue 2
• March 2002, issue 1

Volume 14 March - December 2001

• December 2001, issue 4
• September 2001, issue 3
• June 2001, issue 2
• March 2001, issue 1

Volume 13 March - December 2000

• December 2000, issue 4
• September 2000, issue 3
• June 2000, issue 2
• March 2000, issue 1

Volume 12 March - December 1999

• December 1999, issue 4
• September 1999, issue 3
• June 1999, issue 2
• March 1999, issue 1

Volume 11 March - December 1998

• December 1998, issue 4
• June 1998, issue 2-3
• March 1998, issue 1

Volume 10 March - September 1997

• September 1997, issue 3-4
• June 1997, issue 2
• March 1997, issue 1

Volume 9 March - December 1996

• December 1996, issue 4
• September 1996, issue 3
• June 1996, issue 2
• March 1996, issue 1

Volume 8 March - December 1995

Organizing Higher Education for the 21st Century

Managing the Autonomous University

The Role of Universities in Developing Areas

Management in African Universities

Volume 7 March - December 1994

The Mobility of Brains

Higher Education and European Integration

Cross-National Perspectives on the Academic Profession

The Changing Graduate Training System

Volume 6 March - December 1993

The Changing Role of the State

Process in Higher Education

Higher Education in East Asia

Academic Mobility: Strengthening the Internationalization of the University

Volume 5 March - December 1992

Different Systems, Different Issues

Intermediary Bodies

Research and Training: Towards Innovative Strategies of Financing

University Action for Sustainable Development

Volume 4 March - December 1991

Leverage and Change

Reconstructing Higher Education

Student Mobility: Reciprocity and Exchange

Volume 3 March - December 1990

At the Frontiers of Practice and Theory

Mobilizing for Change

Higher Education: Public Service and Private Commitment

Higher Education and Culture

Volume 2 March - December 1989

Informatics and Education: Implications for Higher Education

Problems of Higher Education in Latin America

Higher Education: Resource, Service or Good?

Access to Higher Education

Volume 1 March - December 1988

Points of Tension: Higher Education and Society in the late 1980s

The Response of Higher Education to New Priorities

Conflict and Peace: A Challenge for Universities

Higher Education and Development: A Reappraisal

For authors

• Find a journal
• Publish with us
• Track your research

Manifesto checker: What are the Labour, Conservatives', Reform UK's, Liberal Democrats', SNP's, Greens' and Plaid Cymru's key pledges?

Sky News is scouring the parties' manifestos as they are released - so you do not have to.

Political reporter @alixculbertson

Wednesday 19 June 2024 12:21, UK

Labour, the Conservatives, Reform UK, the Liberal Democrats, the Greens, the SNP and Plaid Cymru have released their manifestos - as the general election campaign carries on.

Sky News has scoured their policy pledges so you don't have to. We will add a breakdown of all the other parties' manifestos here when they are announced.

Follow live general election updates

Scroll to the right in the interactive tool below to find out what the parties have promised to do if they win the election on 4 July.

Be the first to get Breaking News

Install the Sky News app for free

Related Topics

• General Election 2024
• Liberal Democrats