National Education Policy 2020

The National Education Policy 2020 is India’s framework for reforming education from early childhood through higher education. Guided by access, equity, quality, affordability and accountability, it seeks holistic learning, constitutional values, cultural rootedness and an equitable knowledge society. It gives targeted attention to socio-economically disadvantaged groups, or SEDGs, whose circumstances can restrict educational participation and achievement.

Universal access and quality learning

The policy links participation with learning: enrolment must be accompanied by equitable opportunities, suitable support and meaningful learning outcomes.

• It seeks universal quality early childhood care and education, adopts the 5+3+3+4 curricular structure and gives the highest priority to foundational literacy and numeracy.
• The home language or mother tongue is preferred as the medium of instruction, wherever possible, at least until Grade 5.
• It seeks universal access to school education and a higher education gross enrolment ratio of 50 per cent by 2035.
• Quality reforms remove rigid stream divisions and promote conceptual learning, competency-based assessment, teacher preparation, vocational exposure and appropriate technology.

Addressing educational exclusion

NEP identifies SEDGs through disadvantages associated with gender identities, socio-cultural and geographical conditions, disabilities and socio-economic conditions. It combines universal provision with targeted measures for access, participation and learning.

• Areas containing large populations from educationally disadvantaged SEDGs may be declared Special Education Zones, where schemes receive additional concerted efforts.
• A Gender Inclusion Fund is envisaged to support equitable quality education for girls and transgender students.
• Scholarships, conditional cash transfers, bicycles and other incentives may address financial and practical barriers faced by disadvantaged learners.
• Alternative education centres, multiple learning pathways and open schooling can assist dropouts, migrant children and learners unable to attend conventional schools.
• Children with disabilities are to receive barrier-free access, assistive devices, accessible materials and special-educator support, consistent with the Rights of Persons with Disabilities Act, 2016.
• Higher education institutions are expected to expand financial assistance and outreach, provide bridge courses, ensure accessible campuses and sensitise faculty and students.

Multidisciplinary undergraduate degree structure

Undergraduate education is envisaged as flexible, multidisciplinary and oriented towards holistic development rather than narrow specialisation. Students can combine disciplinary depth with learning across other academic, vocational and practical fields.

• An undergraduate degree may last three or four years, with the four-year multidisciplinary bachelor’s programme identified as the preferred option.
• The structure provides multiple entry and exit options: a certificate after one year, a diploma after two years and a bachelor’s degree after three years.
• The four-year programme offers fuller multidisciplinary education and allows students to pursue chosen majors and minors.
• A four-year programme may award a degree with Research when the student completes a rigorous research project in the chosen major.
• Flexible curricula permit creative combinations of disciplines, vocational courses and internships, while an Academic Bank of Credit facilitates credit accumulation and transfer.

Higher education ecosystem and governance

The policy envisages large multidisciplinary institutions with academic mobility, institutional autonomy, accountability and stronger research capacity.

• The proposed National Research Foundation is intended to strengthen research across disciplines.
• The policy seeks transparent regulation, independent accreditation and greater institutional autonomy with public accountability.
• The Centre and states are expected to work towards public investment in education reaching 6 per cent of GDP.