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NEP 2020: Implementation Strategies Implementation Strategies NEP 2020: NEP 2020: Implementation Strategies Implementation Strategies Implementation NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION (Deemed to be University) (Deemed to be University) 17-B, Sri Aurobindo Marg, New Delhi - 110016 (INDIA) 17-B, Sri Aurobindo Marg, New Delhi - 110016 (INDIA) December 2020 NEP 2020: Implementation Strategies NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION (Deemed to be University) 17-B, Sri Aurobindo Marg, New Delhi - 110016 (INDIA) December 2020 NEP 2020: Implementation Strategies i © National Institute of Educational Planning and Administration, 2020 (Deemed to be University) First Published – December 2020 (2H) All right reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means including photocopy and recording or in any information storage or retrieval system without prior permission in writing from the National Institute of Educational Planning and Administration (NIEPA). Disclaimer The facts and figures stated, conclusions reached and views expressed in the publication are those of the authors/editors and should not be attributed to National Institute of Educational Planning and Administration (NIEPA), New Delhi. Published by the Registrar, National Institute of Educational Planning and Administration (NIEPA), 17-B, Sri Aurobindo Marg, New Delhi-110016, Designed at Digital Expressions, New Delhi and Printed at M/s Viba Press Pvt. Ltd., Okhla Industrial Area, Phase –II, New Delhi–110020. NEP 2020: ii Implementation Strategies PREFACE THE National Institute of Educational Planning and Administration (NIEPA) has always been extending policy support to the Ministry of Education and other decision-making bodies at the central and state levels. The institute is committed to promoting research and capacity development in educational policy, planning and administration at the federal and decentralised levels. Ever since the National Education Policy 2020 (NEP 2020) was announced in July this year, NIEPA has been engaged in advocating and supporting efforts towards planning for implementation of the policy. For the purpose, NIEPA constituted a Core Committee comprising senior faculty members and 14 Working Groups comprising its faculty members. A series of consultations and meetings have taken place in groups and in faculty meetings to discuss the strategies for implementation of the NEP 2020. The consultative process helped in identifying the areas where NIEPA could help and support the implementation of NEP 2020. A document containing initial outlines of the themes, thus identified, was submitted to the Ministry of Education (MoE) on 09 October 2020. The Vice- Chancellor informed the MoE that NIEPA faculty members are working on these themes and further elaborating on the implementation strategies. The present volume is an outcome of these collective discussions and efforts by the faculty members of NIEPA. It contains 13 domains identified from the NEP 2020 where NIEPA could help with its expertise. These domains are divided into 13 chapters in the document. Given the NIEPA’s engagements with school and higher education, these chapters cover areas pertaining to both these sectors. I would like to thank all faculty members of NIEPA for their support and sincere efforts to prepare this document and Professor Avinash Kumar Singh, Head, Department of Educational Policy, for coordinating this process. Professor N.V. Varghese Vice-Chancellor 25 December 2020 PREFACE iii NEP 2020: iv Implementation Strategies TABLE OF CONTENTS Preface iii Abbreviations xi Chapter 1: Early Childhood Care and Education 3 1.1 Policy Goal 3 1.2 Current Situation: Issues and Challenges 3 1.3 Implementation Strategies 5 1.3.1 Creating Provisions for Access 5 1.3.2 Appointment of Teachers for Early Childhood Education 5 1.3.3 Role of Local Authority and CBOs 6 1.3.4 Research and Capacity Development 6 Chapter 2: Attaining the NEP 2020 Enrolment Targets 11 2.1 Policy Goal 11 2.2 Challenges and Opportunities for Attaining the Policy Targets 11 2.2.1 Improving Participation, Internal Efficiency and Transition Rates 11 2.2.2 Participation Rates (GER) in Secondary Education and Per Capita NSDP 12 2.2.3 Participation Rates (GER) in Higher Education and Per Capita NSDP 13 2.2.4 Student Flow and Internal Efficiency of School Education 14 2.2.5 Transition Rates from School Education to Higher Education 17 2.2.6 Enrolment Projections: Alternative scenarios 18 2.3 Implementation Strategies 20 2.3.1 Setting Enrolment Targets in School Education 21 2.3.2 Setting Enrolment Targets in Higher Education 26 2.4 Conclusions 32 Chapter 3: Efficient Resourcing and Effective Governance through School Complexes 55 3.1 Policy Goal 55 3.2 Issues and Challenges 55 3.3 Implementation Strategies 56 Table of Contents v 3.3.1 Develop Criteria for Identifying the Lead Secondary/Higher Secondary Schools 56 3.3.2 Specify Academic and Administrative Functions 56 3.3.3 Identify Indicators for School Complex 58 3.3.4 Develop Guidelines for School Complex Management Committee 60 3.3.5 Establishment of Committees under the School Complex 60 3.3.6 Preparing a School Development Plan and School Complex Development Plan 61 3.3.7 Roles of Support Institutions 63 3.3.8 School Complex Leadership Development 64 Chapter 4: Equity, Diversity and Inclusion in School and Higher Education 67 Part I: School Education 4.1 Policy Goal 67 4.2 Issues and Challenges 67 4.3 Implementation Strategies for School Education 68 4.3.1 Strategies for Overcoming Regional Disparities 68 4.3.2 Strategies for Gender Disparities 69 4.3.3 Strategies for Social Group Disparities 69 4.3.4 Strategies for Minorities 69 4.3.5 Inclusion of Children with Disabilities (CwD) 70 Part II: Higher Education 4.4 Equalising Access to Higher Education Opportunities in India 71 4.5 Issues of Concern 71 4.6 Implementation Strategies for Higher education 72 4.6.1 Regional Disparities 72 4.6.2 Increasing Access to Students from the SEDGs in HE 73 4.6.3 Achieving Academic Integration and Social Inclusion 74 4.6.4 Challenges of Social Inclusion 74 4.6.5 Areas and Strategies for Implementation 76 4.6.6 Strategies for Making Campuses Socially Inclusive 77 4.6.7 Increasing Employability Potential of HE Graduates Equitably 79 4.6.8 Strategies for Implementation 80 Chapter 5: Standard Setting and Accreditation for School and Higher Education 85 Part I: School Education 5.1 Policy Goal 85 5.2 Current Practices 85 NEP 2020: vi Implementation Strategies 5.3 Implementation Strategies 87 5.3.1 Framework for Establishing and Operationalisation of State School Standards Authority (SSSA) 87 5.3.2 Standard Setting and Development of School Quality Assessment and Accreditation Framework (SQAAF): Building on Shaala Siddhi Programme 90 5.3.3 Academic and Curricular Standards Linked to Development of School Quality, Assessment and Accreditation Framework (SQAAF) 90 5.3.4 Development of Training Modules and Capacity Development on Standard Setting and School Evaluation/ Accreditation 91 Part II: Higher Education 5.4 Policy Goal 96 5.5 Current Situation 96 5.6. New Accreditation Arrangements: Strategies for Implementation 97 5.6.1 Setting up of the National Accreditation Council (NAC) by the Ministry of Education (MoE): Developing the Architecture 97 5.6.2 Establishing Accreditor Recognition Policy through collaborative Task Force 97 5.6.3 Scrutinising/Monitoring the Accrediting Organisations 98 5.6.4 Process of Accreditation and Indicators of Institutional Assessment 99 5.6.5 Preparing Institutions for the New Accreditation Regime 99 Chapter 6: Teacher Management and Development 103 6.1 Policy Goal 103 6.2 Current Situation: Issues and Challenges 103 6.3 Implementation Strategies 104 6.3.1 Teacher Management 104 6.3.2 Teacher Management Information System (TMIS) 105 6.3.3 A Model Framework for Teacher Rationalisation 106 6.3.4 Development of Teacher Professional Standards 107 6.3.5 Service Environment and Culture 108 6.3.6 Teachers’ Continuous Professional Development 109 Chapter 7: Operationalisation of Multidisciplinary Universities and HEI Clusters 113 7.1 Policy Proposal 113 7.2 Implementation Strategies 114 7.2.1 Operationalising Multidisciplinary Institutions (MI) 114 7.2.2 Transition from Affiliating System to Large MIs 115 Table of Contents vii Chapter 8: Institutional Development Plans in Higher Education 121 8.1 Policy Goal 121 8.2 Implementation Strategies 121 8.2.1 Status and Diagnosis of the Institution 122 8.2.2 Setting Targets 124 8.2.3 Evolving Strategies to Meet the Targets 124 8.2.4 Governance Structures and Processes 124 8.2.5 Academic Programme 125 8.2.6 Human Resource Management 125 8.2.7 Student Support System 126 8.2.8 Financial Plan 126 8.2.9 Process of Implementation, Monitoring and Evaluation 126 Chapter 9: Vocationalisation and Skill Development in School and Higher Education 129 9.1 Policy Goal 129 9.2 Current Situation 129 9.3 Implementation Strategies 130 9.3.1 Mapping the Landscape of Vocational Education 130 9.3.2 Enrolment in Vocational Education at Higher Education Level 134 9.3.3 Skill Mapping to Identify Skills to be Emphasised in Different Regions 140 9.3.4 The Skills to be Aligned with National Skill Qualification Framework (NSQF) 140 9.3.5 Integrating Vocational Education with General Stream 140 9.3.6 Capacity Development Programmes for Teachers 142 9.3.7 Developing a Framework for Recognition of Prior Learning (RPL) 143 Chapter
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