Education Portal for Students in India

About New Education Policy Consultation – The National Education Policy was framed in 1986 and modified in 1992. More than three decades have passed since previous Policy. During this period significant changes have taken place in our country, society economy, and the world at large.

It is in this context that the education sector needs to gear itself towards the demands of the 21st Century and the needs of the people and the country. Quality, innovation and research will be the pillars on which India will become a knowledge super power. Clearly, a new Education Policy is needed. The Government had initiated the process of formulating a New Education Policy through the consultation process for an inclusive, participatory and holistic approach, which takes into consideration expert opinions, field experiences, empirical research, stakeholder feedback, as well as lessons learned from best practices.

The Committee for preparation of the draft National Education Policy submitted its report to the Ministry on 31.05.2019. The Draft National Education Policy 2019 (DNEP 2019) was uploaded on MoE website and also at MyGov Innovate portal eliciting views/suggestions/comments of stakeholders, including public.

1. The draft NEP is based on the foundational pillars access, affordability, equity, quality and accountability.
2. Post submission of Draft Report States/UTs Governments and Government of India Ministries were invited to give their views and comments on Draft National Education Policy 2019.
3. A brief summary of the Draft National Education Policy 2019 was circulated among various stakeholders, which was also translated in 22 languages and uploaded on the Ministry’s website.

Meetings with State Education Secretaries of School Education and with State Secretaries of Higher & Technical Education were held.An Education Dialogue with Hon’ble MPs of Andhra Pradesh, Telangana, Tamil Nadu, Puducherry, Kerala, Karnataka & Odisha.

A special meeting of CABE on National Education Policy was held.’ In the meeting, 26 Education Ministers of various States and UTs, representatives of States and Union Territories, Members of CABE, Heads of Autonomous Organisations, Vice Chancellors of Universities, attended the meeting along with senior officials of the Central and State Governments.

Around 2 lakh suggestions on the Draft National Education Policy received from various stakeholders. A meeting on Draft NEP 2019 of Parliamentary Standing Committee on Education was held on 07.11.2019. Currently exercise of formulation of National Education Policy is ongoing and it will be finalised shortly.
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When was the latest National Education Policy published?

There were National Education Policies in 1968, 1986, 1992 and the latest in 2020.
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What are the current education policies in Uganda?

Elementary Education – Despite dramatic transformations, the current educational system of Uganda still bears the distinct imprint of its colonial past. Prior to the 1920s, most formal, basic education was in the hands of religious missions, both Catholic and Protestant.

As elsewhere, missionary education in Uganda initially focused on basic literacy, guided by a missionary zeal to expand access to the holy scriptures. The influence of religion is still apparent in Uganda’s educational infrastructure. In 2017, more than half of all elementary schools in the country were founded by Catholic or Protestant missions, although most elementary schools are now owned and funded by the Ugandan government.

The colonial state began to take a more active interest in education in the 1920s. In 1922, it founded the nation’s first vocational training school, the Uganda Technical College, which would later become Makerere University. Three years later it established the nation’s first department of education, which mandated the use of the British school curriculum and education structure at all schools, a pattern that has largely continued to the present day.

School education in Uganda consists of three levels of varying length: seven years of elementary, four years of lower secondary, and two years of upper secondary education. Elementary education is the only compulsory level, and, since the introduction of UPE, is free for all Ugandan children age six to 13.

Upon successful completion of the seventh year of education, and the passing of the Primary Leaving Examination (PLE), students are awarded the Primary School Leaving Certificate. The National Curriculum Development Center (NCDC) designs and publishes a standard national curriculum for use at all UPE elementary schools.

1. The curriculum for the seven years (Primary 1 to Primary 7, or P1 to P7) of Ugandan elementary education is divided into three cycles: Lower Primary (P1-P3), Transition (P4), and Upper Primary (P5-P7).
2. The curriculum seeks to provide a holistic education, developing both the academic skills and personal values of students.

The content of the curriculum for grades one to three (P1-P3) is organized around themes familiar to young students, such as community, food and nutrition, recreation, festivals and holidays, and so on. Classes are, where possible, taught in the local language.

Starting in grade four, the curriculum is reorganized around traditional academic subjects, such as English, mathematics, science, and religious studies. English is gradually introduced as the primary language of instruction in grade four (P4), before its exclusive use in grades five through seven (P5-P7).

At the end of the seventh year of education, students sit for the mandatory—and high-stakes —Primary Leaving Examination (PLE) administered by the Uganda National Examination Board (UNEB). Sitting for the examination is a requirement for students who wish to proceed to secondary school and some vocational programs.

Although secondary schools cannot deny spots to students on the basis of their PLE scores, students must meet a minimum threshold to qualify for a government-funded secondary seat under the Universal Secondary Education (USE) program. Students passing the PLE are awarded the Primary School Leaving Certificate.

Pre-elementary education is also available to young children, typically between the ages of three and six. In recent years, the Ugandan government has prioritized the promotion and development of early childhood education. In 2016, Uganda launched the National Integrated Early Childhood Development Policy Action Plan (2016-2021) of Uganda to raise awareness among families and caregivers of the value of early childhood development programs and to coordinate relevant sectors to help “ensure equitable access to quality and relevant ECD services for holistic development of all Children from conception to 8 years.” Despite the government’s growing interest, participation rates remain low.

• According to UIS, Uganda’s pre-elementary gross enrollment ratio was just 14 percent in 2017, well behind regional neighbors such as Kenya, where more than three-quarters of the relevant age group are enrolled in pre-elementary schools.
• And despite growth in recent years, in 2017 there were still only 7,210 Early Childhood Development Centers (ECDs).

The system is also plagued by regional discrepancies, with ECDs concentrated in urban areas, such as Buganda, where nearly two in five ECDs are located, and less prevalent in outlying, rural regions.
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Will NEP be implemented in 2022?

NEP will be implemented from next academic year: Govt The national education policy (NEP) 2020 will be implemented in the state from 2023-24 academic year, primary and secondary education minister BC Nagesh said on Thursday. In the first phase, the NEP will be rolled out in 20,000 anganwadis.

• “From the next academic year (2023-24) in Karnataka, ‘National Education Policy-2020′ will be implemented and ‘pre-childhood care and education’ for children above 3 years of age will be implemented in 20,000 anganwadis and schools in the state,” Nagesh said.
• Karnataka became the first state to accept and implement the NEP, and it has been constantly trying to iron out any issues within the new framework, he said.
• Halappa Achar, women and child welfare minister, said it will be difficult to implement the NEP across all the 66,000 anganwadis, but can be easily done in such anganwadis having pre-university educated staff.

In a joint statement, Nagesh and Achar stated: “Every child of the country should be given quality education. For that, the government of Karnataka is in the forefront of implementing the ambitious ‘National Education Policy-2020′ that will bring radical reform and change in the education system of the country.” The statement comes at a time when there have been controversies around the education department, including the textbook controversy and the NEP position paper that calls eggs and meat as a lifestyle hazard and that the Pythagorean theorem has its roots in India.

• The NEP position paper stated: “A carefully planned meal with recommended energy, moderately low fat, and zero trans-fat food is needed to address the over-nutrition.
• Hence, while planning mid-day meals, cholesterol-free, additives-free, such as eggs, flavoured milk, biscuits, should be forbidden to prevent obesity and hormonal imbalance caused by excess calory (calorie) and fat.

Given the small body frame of Indians, any extra energy provided through cholesterol by regular consumption of egg and meat leads to lifestyle disorders.” “Lifestyle disorders such as diabetes, early menarche, primary infertility in India are escalating, and studies conducted across the countries suggest that animal-based foods interfere with hormonal functions in humans.

1. The contents of the paper come to light days after another position paper on ‘Knowledge on India’ not to merely accept contents of textbooks as “infallible truth” and question “fake news” such as Pythagoras theorem, apple falling on Newton’s head and other issues are “created and propagated”, HT reported in July.
2. The Karnataka NEP task force head, Madan Gopal, had said they decided to bring these topics into question as it was being discussed on ‘Google and Quora”, attracting sharp criticism and ridicule from education experts.
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: NEP will be implemented from next academic year: Govt
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What is the slogan of NEP?

With the motto of Educate Encourage Enlighten, this is the first education policy to be released in the last 34 years in India.
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What are the 4 pillars of education in Namibia?

Home / Taking stock of the major goals of education for all 2020-10-16 Staff Reporter Education for all was coined at the 1990 World Bank Conference in Jomtien, Thailand, which calls for the promotion of Western-style primary education in Africa, in the process robbing the African child of his or her indigenous knowledge and language, promoting what Brock-Utne calls ‘the recolonization of the African mind (Brock-Utne, 2000).

Shortly after Independence, Honourable Nahas Angula, the first Minister of Education and Culture, who later rose to become the Prime Minister and Minister of Defence of Namibia in his book, “Toward Education for All,” spelt out four major goals of education to remedy the discrepancies destined during the colonial period.

The goals commonly referred to as the Namibian philosophy of education are access, equity, quality and democracy. After 30 years of independence, it is appropriate to take stock of these goals and assess whether indeed they have achieved their intended purpose.

Access, being the first goal, stipulates that every Namibian should have admission to educational facilities. This goal is elusive as witnessed by the large numbers of street kids and those who simply do not attend school. Enough schools and classrooms were supposed to be built in areas where there were none but unbelievably so are learners still being taught under trees and in some cases in mud and grass-thatched structures especially in the Zambezi Region.

Learners are still sharing desks to some extent that some are forced to sit on the floor during lessons. Science subjects have remained a luxury for a few learners despite the promises made by political leaders to make them compulsory. Those who by chance opt to take them end up either without teachers or jobs.

1. Recently Covid-19 unveiled the realities of some schools in Namibia, with no toilets with running water, dilapidated buildings and acute shortage of teachers’ houses to mention just a few cases.
2. In a situation like this, the concept and practicality of access remain as elusive as ever.
3. With equity, the philosophy of education for all, stresses the importance of reducing inequalities of the past.

Children should not be excluded or discouraged from the tracks that lead to better education and jobs. Nevertheless, the reality is that the gap between the rich and poor has increased to such an extent that learners from the latter group cannot afford good education.

The irony is that children from rich and well-connected families are sent to South Africa, Europe, Australia and the United States of America for studies fleeing away from the indigenous and poorly funded education system. The former South African Bantu education has suddenly become more superior to the reformed and decolonised Namibian system and abruptly not good enough for the children of honourable Members of Parliaments, which is ironically being crafted by the same lawmakers.

Surely, the education system in this country can equally accommodate all children if it is well programmed. This implies that even if some communities want their children educated in particular educational streams, they fail to do so, due to financial constraints.

1. This renders the notion of equity untenable among many communities.
2. The issue of quality in education advocates a system where we should nurture both quality and quantity in the interest of the majority of Namibians who were disadvantaged during the colonial period.
3. It becomes more difficult to maintain quality education where a class of about 80 learners shares four Geography textbooks.

In some schools, the only textbook belongs to the subject teacher. The medium of instruction for many teachers is still a challenge as the linguistic exodus from Afrikaans to English has been tedious and full of mother tongue interferences challenges.

1. In addition, linguistic pronouncements by our brothers and sisters from other countries have worsened and twisted the Queen’s language and confuse the learners even more.
2. However, slowly but sure the tortoise will cross the Lyambezi Lake or rather, “die laaste kooi kom ook in die kraal.” The fourth goal, which is democracy, seeks to see that this component is implemented in schools.

Although the paradox is that learners at that level are not allowed to vote in major elections, but can be educated in electing class prefects, choosing members of the learners’ representative council and other democratic activities. With the learner-centred approach, where learners are encouraged to participate actively in the classroom is also emphasised but with the situation where there are no libraries in many schools, learners cannot prepare for the lesson beforehand.

• In-school boards where sensitive issues involving teachers are discussed, learners may not be allowed to freely participate.
• Still, both learners and teachers are not allowed to come up with their curricula as this is handed over directly from the Ministry of Education.
• In most cases, there are no consultations about the subjects to be taught and their relevancy to the children.

We can console ourselves that basic democratic principles are being inculcated into the minds of the youth. It can be seen that Namibia needs to do more to realise the intended goals of education for all. With a decade away, chances are very slim that Vision 2030 will be fully realised.
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Who is the Minister of education in Namibia 2022?

The Ministry of Education ( MOE ) is a department of the Namibian government, It was established at Namibian independence in 1990, the first Namibian education minister was Nahas Angula, Between 1995 and 2005, and since 2015, its responsibility is only primary and secondary education, while vocational and university education fall under the Ministry of Higher Education, Training and Innovation,
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Which is the recent national educational policy?

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National Education Policy 2022
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Will NEP be successful?

NEP 2020: Implementation challenges – Rajesh Panda, founder, A well-defined and futuristic education policy is a must for every country because education is the key driver of economic and social progress. Taking into account their respective traditions and culture, different countries have adopted varied education systems.

1. Recently, the Government of India took a giant leap forward by announcing its new education policy, the National Education Policy 2020 (NEP 2020), almost three decades after the last major revision was made to the policy in 1986.
2. The policy has come at the right time and the objective is very noble.
3. But there lies a world of difference between laying down a policy on paper and following it in spirit.

The success of NEP 2020 and the pace of its implementation depends to a large extent on how successfully the government, universities and schools can tide over the practical challenges facing it. Highlights of NEP 2020 The new education policy is a positive re-imagination of India’s existing education regime.

Flexibility, so that learners can choose their learning trajectories; Equal promotion of arts, sciences, physical education and other extra-curricular activities so that learners can pick whatever piques their interests; Multi-disciplinary approach (across the sciences, social sciences, arts, humanities and sports); emphasis on conceptual learning rather than rote learning; creativity and critical thinking; Cultivating life skills like cooperation, teamwork, empathy, resilience; Regular formative assessment for learning rather than the existing summative assessment.

It encourages peer-tutoring as a voluntary and joyful activity for fellow students under the supervision of trained teachers. NEP seeks to facilitate multiple pathways to learning that will involve formal and non-formal education modes. Formal classroom learning is limited to books and instruction.

The new policy aims to take this learning outside of the four walls of a classroom and encourage students to imbibe from the real-world. This is where the concept of ‘learning how to learn’ comes in, another prominent feature of NEP. Abandoning the redundant culture of bookish learning, there will now be a move to real, holistic learning that equips individuals with 21st century skills.

From the foundational stages, young students will be exposed to multiple languages as multilingualism has great cognitive benefits and in the early years of life children tend to pick up languages very quickly. Keeping in view the importance of rich, classical languages and literature of India, Sanskrit will be offered at all levels of school and higher education as an essential, enriching option for students.

1. While languages like Tamil, Telugu, Kannada, Malayalam and Odia will be possibly offered as online modules for those who are interested in studying them.
2. The policy seeks to introduce revolutionary structural reforms at the higher educational level.
3. It promotes a flexible three or four year degree programme structure at the undergraduate level, allowing multiple exit points for the learners.

There will also be a concerted effort to promote contemporary subjects such as Artificial Intelligence, Design Thinking, Data Analytics, Machine Learning, and Holistic Health which are touted as the career choices of tomorrow. The University Grants Commission is anticipated to be replaced by Higher Education Commission of India as the regulatory body for college education.

• As opposed to the current teacher-centric model, in which teachers decide the subjects, curriculum, and evaluation, a student-centric model will be developed that will give students the right to decide the subjects they want to study.
• To make higher education more progressive, exposure to art and design thinking is essential to improve students’ creativity in problem-solving along with science, engineering and mathematics.

The new model under NEP, called STEAM, will be an upgrade over the current STEM model in higher education at a bachelor degree level, as it is focused on experiential, application-based learning and research-based internship. As part of a holistic, all-encompassing education, students will be given internship opportunities with local industry, businesses and local communities as well as research internships to improve their employability.

Impediments to implementation in schools Changing the mindset The current education system is a hangover of the British and Industrial age. The change in mindset will involve two or more generation of parents, teachers, grandparents and educators. A STEM education focused generation has to give way to the NEP.

The corporate world also will need to align this and change its recruitment and grooming policies. There will be several challenges in changing this mindset. However, it can be done with lot of soft power play by the government. Reimagining and adopting pedagogical changes Education must not only develop the cognitive skills in learners – both ‘foundational skills’ of literacy and numeracy and the ‘high-order’ cognitive skills like critical thinking – but also ‘social and emotional skills’ known as the soft skills like empathy, grit, perseverance, leadership and teamwork.

1. The NEP calls for such value-based learning along with significant curriculum and pedagogical changes.
2. These pedagogical changes are tough and need to be reimagined for successful implementation.
3. Re-thinking assessment The boards that conduct school leaving examinations will have to re-think their assessment parameters for students and also identify the appropriate learning content rubric.

School textbooks will have to be accordingly realigned. Formative assessment is virtually absent. How do we adapt and implement it seamlessly? As majority of K-12 learners in India are enrolled in schools with annual tuition fee below Rs 12,000; the proposed changes will have to be conveniently cascaded across different tiers of schools.

Training educators Implementing such bold objectives will require training teachers, educators and official staff appropriately along with preparing a pool of excellent, motivating guides. Learning has to be an enjoyable and engaging task rather than an arduous exercise which ultimately churns out unemployable youth.

The policy will have to design a learning ecosystem which takes into account the geographical and cultural diversity of our country as well as the varied learning pace of each student. Bottom-up approach As Indians, we are socially programmed to accept top-down approach in all areas of life.

1. This social and educational transformation is only possible with a bottom-up grass-root level intervention.
2. In the grand scheme of things, an important action would be to repair and revamp the system through a bottom-up approach and bring a definitive change in the mindset of the stakeholders, including the office staff and parents, right at the outset.

A transformation is needed from ‘what to think’ to ‘how to think’. Raising the bar for teachers We need to hire the very best and brightest to enter the teaching profession at all levels. Also, teachers need to be reinstated as the most respected and essential members of our society, as they are the ones who truly shape our next generation of citizens.

1. Work also needs to be done in removing personal and professional barriers of working in remote, inaccessible locations which is crucial for preparing this workforce and also for making the NEP successful.
2. Funding and scaling the new model Over 250 million students are expected to enrol in schools in India by 2030.

With a teacher-student ratio of 1:35, India needs an estimated 7 million plus teachers to address this huge student population. Those teachers need to have graduated in an esteemed B.Ed. programme for a 12th pass, graduates and post-graduates for one, two and four-year respectively.

• Teaching also happens to be one of the lowest-paid professions in India with an average teacher earning around Rs.200,000 per year.
• Due to these constraints, conceptual and experiential teaching will be tough as compared to the prevailing printed content-oriented teaching.
• More fund allocation is required from the government’s end to overcome this major shortcoming.

Also, the current pool of teachers has to be orientated towards the new-age teaching techniques. Impediments to implementation in higher education Learning or certificate/degree Though flexibility in the higher education model through the concept of multiple exits is an important step for reducing the number of dropouts, a question still arises on the value of such certifications and diplomas.

• The Indian psyche closely associates jobs with the degrees acquired.
• Hence, to implement the new system, we first have to dismantle the archaic thinking that only with a degree can one successfully secure a job.
• This is a dangerous paradigm which undermines and discourages other innate talents of an individual.

Orientation towards multi-disciplinary education The existing education regime excludes formal training and orientation towards pedagogy for college and university educators. This urgently calls for an overhaul of the curriculum design to make it flexible and organic for enabling foundational and higher-order thinking and skill inculcation at different levels of education.

• The policy seeks to establish multi-disciplinary institutions for higher education replacing the single-disciplinary ones.
• The road to attain this goal has been paved with good intentions.
• Funding It will be a feat to fully implement the proposals of NEP 2020 for higher education given the limited resources at hand.

It requires private institutions to offer more scholarships to make admissions possible for students from low-income strata as well, but NEP fails to discuss how this can be achieved. This indicates a need for greater public funding in higher education, which in reality does not sit well within the current scenario.

• The increase in education budget from 3 percent to 6 percent of GDP is simply not enough to meet the implementation needs.
• Digital connectivity We require internet penetration in remote areas because e-learning is the way forward, as witnessed during the pandemic.
• Digital infrastructure for this purpose will include digital classrooms, expertise-driven online teaching models, AR/VR technologies to overcome gaps in physical teaching and lab infrastructure, uniform assessment schemes across schools, career counselling sessions and teacher training to become adept at new-age technologies.

This will continue to be a major challenge in the next decade. Summing it up The drafting committee of NEP 2020 has made a comprehensive attempt to design a policy that considers diverse viewpoints, global best practices in education, field experiences and stakeholders’ feedback.
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What is new National Education Policy?

What Is New Education Policy? Here’s is a brief understanding The old education policy has recently been changed by the minister of human resource management. This change has been done under the chairmanship of ISRO Chief Doctor K Kasturirangan for better education.

The national education policy was approved on 29 July 2020 by the union cabinet of India. It replaced the existing educational policy of India which was made in 1986. This policy brings a big positive change in the education of India. It is a framework for elementary education till higher education which includes vocational training in both urban and rural areas.

The main aim of launching the National Education Policy 2022 is to remodel India’s education policy. Under this new national education policy, nobody is forced to take any particular language. Now the students can choose the language according to their interests.

1. The National Education Policy will universalize education from preschool to Secondary School.
2. Previously the pattern of 10 + 2 was followed which has now changed to 5 + 3 + 3 + 4.
3. New Education Policy is also going to take place by bringing changes in Higher Education across India.
4. Various discussions have been done for bringing some modifications to the Higher Education Sector.

Active participation of each relevant official is required for bringing change in the education sector. This change is going to take place after considering various revisions, comments and suggestions of the stakeholders. Inclusion Of NCC Course With the revamp and formulation of the New Education Policy, the Union Government or Central Government is going to include the NCC course as an optional subject in all relevant universities.

Major Outcomes of NEP · Mother tongue or regional language will be used as a medium of instruction for teaching the students.· Counseling will be given to the parents for the early childhood care.· Qualitative education will be provided to the students.· With the adoption of modern technology, education will reach to a higher one.· After studying analytical based subjects, students will be able to think critically and logically after participating in the discussion session organized by the school authorities.· Children with special needs will be given same facilities as the normal student’s access.· Promotion will be based on the merit-based test.· Qualitative opportunities in the field of higher education will be provided to the individuals.· After the set up of Digital Library, students will be able to access digital form of books online.

: What Is New Education Policy? Here’s is a brief understanding
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