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National Education Policy 2020 is India’s Third Education Policy after NEP 1968 and 1986.Ministry of Human Resource Development formed a committee in 2017 which was headedby Dr. K Kasturirangan for preparing the National Education Policy. The committee submitted itsreport on May 31, 2019. On July 29, 2020 Union cabinet approved it .Over 2 lakh suggestions were received in favour and against the policy.

School Education (Structure)

5+3+3+4 pattern will be followed as discussed:-The schools of school education and the educational structure will be Reorganized so that according to different systems of the development of students on different effects of 3-8 ,8-11 , 11-14 and 14 - 18 years of age, their interest and the needs of development can be given to the requirements of the course and the school will be represented in the school and the decline in the formation of the school and the framework of the 5+3+3+4 Design, under the Archive Foundation Stage in two parts (Pre-School Period (3 years) + Next 2 years, Class 1 st and 2),  Preparatory Stage Class 3 to 5 ,8 to 11 years of children including middle stage class 6 to 8 ,11 to 14 years of children and the secondary stage class of children from 8 to 11 years of children from 8 to 11 years of children And secondary stage class 9- 12 will be included in two phase, in the first phase 9 and 10 and in the second phase 11 and 12 ,14 to 18 years of children.

1. Foundational  Stage (5 years)

1. (A) Pre-School Period (3 years)
2. 3 Years of Pre-Schooling
3. Age group 4, 5 and 6 years.
4. To be enrolled in Play Way Schools or in Anganwadis or Balavatika
5.  No exam at this Stage
6. No uniform Code
7. (B) Next 2 years
8. Class 1^st and 2^nd
9. Age Group 7 and 8 Years
10. No exam at this stage
11. No uniform Code

2. Preparatory Stage (3 years)

1. Start of Exams

2. Age groups 9, 10 and 11 years

3. Class 3rd, 4th and 5th

4. Activity Based Teaching

5. Preferable Medium of Instruction (Mother Tongue/Regional Language/ National Language)

6. However Schools can teach in English Language as well

3. Middle Stage

1. Classes 6th, 7th and 8th

2. Age group 12, 13 and 14 Years

3. Computer Knowledge (Coding)

4. Vocational/Technical Education from Class 6th

5. One of the Indian Languages to be taught at this stage (Sanskrit, Mithali, Malayalam, Kananada) (OPTIONAL)

6. 10 days internship programmes in the curriculum.

4. Secondary Stage (4 Years)

1. Classes 9th, 10th, 11th and 12th

2. Age groups 15, 16, 17 and 18 Years

3. Semester System examinations

4. No stream

5. Multiple Subjects
6. Emphasis on critical thinking

Timeline for Implementation of ECE and new Assessment pattern

Early Childhood Education

India's knowledge will include the knowledge and its contribution of ancient India and the contribution of the modern India and its successes and challenges and the education health will include the clear sense of India's future aspirations in relation to the environment, these elements are in the entire school course where the company is encouraged and scratched in a accurately .Initiating implementation of 1 year of pre-primary school and 3 month preparatory module for Class-1 students (Phase-1)

Expansion of 1 year of pre-primary school through primary schools and

Anganwadis (Phase-2)

Holistic Progress Card . Under the National Education Policy, courses and teaching science learning is composite integrated entertainment and interest to be pricing.. India's knowledge will include the knowledge and its contribution of ancient India and the contribution of the modern India and its successes and challenges and the education health will include the clear sense of India's future aspirations in relation to the environment

States/UTs to redesign Progress Cards in Schools to make the holistic, 360 degree, multidimensional report	Progress in project-based and inquiry based learning quizzes, role plays, group work portfolios, etc, to be included in report cards.
Progress card will included self-assessment, peer assessment, and teacher assessment	The holistic progress card will actively involve parents in their children's education and development.
Cards to reflect the progress and uniqueness of learner in the cognitive, affective, socio emotional, and psychomotor domains	AI-based software to be developed to help track growth through school years and to help students make optimal career choices.

Public Examination

1. The secondary exams board exams and entrance exams are eating away valuable time for true learning with excessive exam-coaching and exam-preparation.
2. These exams also force students to learn a very narrow band of content/ material in a single stream.
3. Board exams be redesigned to encourage holistic development by way of discouraging coaching culture an exam preparation.
4. Students be given freedom to choose range of subjects in which they take Board exams, depending on their individualized interests.
5. Board exams be made 'easier' in the sense that they test primarily core capacities/competencies rather than content memorization.
6. All students be allowed to take Board exams on upto two occasions during any given school year, one main examination and one for improvement to eliminate the 'high stakes' aspect of Board exams.
7. To reduce pressure and coaching culture, boards will think to develop further viable models to board exams such as annual/semester/modular board exams or in certain subjects question paper may be redesigned to have two parts-one part of an objective type with MCQs and the other of a descriptive type.
8. The NCERT in consultation with SCERTs, BoAs, NCA/PARAKH etc. will prepare guidelines on NEP-2020 recommendations on assessment to align with the NEP-2020.
9. In order to align with the NEP-2020, transformation in the assessment system by 2022-23 academic session, guidelines for teacher education programmes shall also be developed.

Reforming Examinations From Grade 9 To 12 Including Board Examinations

1.  Board Examination will made easier as they will be testing primarily core capacities/competence
2.  Visible Model to be explored annual/semester/modular exams, two parts exam (objective and descriptive)
3.  Guidelines will be prepared by NCERT, in consultation with SCERTS, BoEs & PARAKH
4.  Teacher to be prepared for transformation in the assessment by 2022-23 academic session
5.  Each Board ensure equivalence of academic standards in learners attainment
6.  Standards, norms and guideline for School Board through PARAKH National Center

Examination from Grade 1 to 8

1. Key Stage Assessment:
2. Census Assessment at key Stage in Grade 3, 5 and 8 tow track achievement.
3. Achievement of Critical Learning Outcomes.
4. Testing to focus on achievement to essential learning outcomes.
5. Moving away from the rote learning
6. Assessment of core concepts and knowledge, higher order skills and its application in real life situations. Moving away from rote learning.
7. Result of School Examination
8. Be used only for developmental purposes and for continuous monitoring and improvement of the schooling system.

National Assessment Centre

1. Objectives
2. Setting Norms, Standards and guidelines for assessment and evaluation.
3. Guiding State Achievement Survey
4. Conducting National Achievement Survey (NAS)
5. Monitoring Learning Outcomes in the Country
6. Performance
7. Assessment
8. Review
9. Analysis Of
10. Knowledge
11. For Moulistic Development

PARAKH  Reducing the number of students under National Education Policy, ensuring the universal reach of education at all levels and to ask the assignment of the students.The basic theory which will guide the education system as well as the education system, as well as personality institutions, which is the number 1 to try to identify the acceptance of special abilities of every child and their belief number two basic literacy and the number of the knowledge to give the highest priority to the number 3 Flexibility Number 4 and the methods of curriculum between the articles and the science of the curriculum and the statistics Insured harmful and interactive distance and unbelievers with knowledge areas

1. A Standard Setting Body Under Ministry of Education

2. (MOE)

Transforming Curricular & Pedagogical Structure

1. Continuous Tracking of Learning Outcome of Each Child
2. Board Examinations to be made more flexible with assessment of essential skills
3. Assessment to focus on care concepts, higher order and fundamental skills
4. At based soft wares to help track progress of students to enable the to make optimal career choices
5. National Assessment Centre (PARAKH) was being greater synergy in board examination conduct
6. Self Assessment & Peer AssessmentNational Testing Agency (NTA) will cork to offer a common aptitude Test of high qualify to eliminate the need of coaching for these exams.

National Testing Agency

1. Will work to offer a high quality common aptitude Test as well as high quality common subject exams in science,  humanities, languages arts and vocational subjects, at least twice a year.
2. Serve as a premier, expert, autonomous testing organization to conduct entrance exams for undergraduate and graduate admission and fellowships in higher education
3. Universities to use these common entrance exams rather to have their own entrance exams, thereby drastically reducing burden on students, universities and colleges and the entire education system
4. Individual universities and colleges shall have the liberty to see value of using NTA assessments of their admission

Support for Gifted Students and Student with Special Talent:

1. Encourage Gifted/ Talented Students,Pursue realm beyond the general school curriculum
2. Efforts the intervention in retal areas 8 in
3. Project based clubs to be encouraged and supported at all levels of school
4. Extensive Use of Technology to encourage talented/ Gifted Children
5. Olympiads and Competition by various subjects to be conducted to the country
6. NCERT & NCTE will develop guidelines for education of gifted children
7. B.Ed Programme to allow,Specializations in Education of Gifted Children

IMPLEMENTATION  Reducing the number of dropouts children and ensuring universal access to education at all levels
Reducing the number of students under National Education Policy, ensuring the universal reach of education at all levels and to ask the assignment of the students
1. Preparation of new assessment patterns for all stages of school education.
2. Building a culture of formative and adaptive assessments in schools.
3. Capacity building of teachers to undertake assessment as learning and assessment for learning
4. Capacity building of paper setters and moderators for new assessment pattern
5. Preparation of Question banks for competency based items that test higher order skills
6. Development of assessment patterns and evaluation procedures for holding the state census exams in grades 3, 5 and 8
7. Redesigning of report card for school based assessment to communicate child's progress by schools to parents
8. Development of IT based tracking system by all states/UTs for tracking the progress of learners from grades 1-12
9. Development of a plan to reduce the burden of exams by examining all policy recommendations in consultation with Boards of Assessment
10. Renaming of compartment exams as 'Improvement exams' and strengthen these exams and make them low stakes by CBSE and other Boards of Assessment (oAs)
11. Review of subjects offered by CBSE and other BoAs at secondary and senior secondary level.
12. Preparation of common norms, standards and guidelines for assessment and evaluation of secondary education in alignment with the NCF-2020 for all Boards of Assessment (BoAs).

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