new education policy essay writing

Essay on New Education Policy 2020

500+ words essay on new education policy 2020.

Education is a fundamental need and right of everyone now. In order to achieve our goals and help develop a just society, we need education. Similarly, education plays a great role in the national development of a nation. As we are facing a major change in terms of knowledge globally, the Government of India approved the National Education Policy 2020. This essay on new education policy 2020 will help you learn how this new policy has replaced the National Education Policy 1986 that is 34 years old.

Aim of the New Education Policy 2020

This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling. The plan is to achieve it by 2030.

This essay on new education policy 2020 will highlight the changes brought in by this new policy. Firstly, the policy proposes to open Indian higher education in foreign universities.

It aims to introduce a four-year multidisciplinary undergraduate program with various exit options. Thus, this new policy will strive to make the country of India a global knowledge superpower.

Similarly, it also aims to make all universities and colleges multi-disciplinary by the year 2040. Finally, the policy aims to grow employment in India and also bring fundamental changes to the present educational system.

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Advantages and Disadvantages of New Education Policy 2020

The policy gives an advantage to students of classes 10 and 12 by making the board exams easier. In other words, it plans to test the core competencies instead of mere memorization of facts.

It will allow all the students to take the exam twice. Further, it proposes that an independent authority will be responsible for regulating both public and private schools . Similarly, the policy aims to diminish any severe separation between the educational streams and vocational streams in the schools.

There will also be no rigid division between extra-curriculum. Vocational education will begin at class sixth with an internship. Now, the essay on new education policy 2020 will tell you about the disadvantages of the policy.

Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

If we look at the present elementary education, we notice that there is a lack of skilled teachers. Thus, keeping this in mind, the National Education Policy 2020 can give rise to practical problems in implementing the system that is for elementary education.

Finally, there is also the drawback of the exodus of teachers. In other words, admission to foreign universities will ultimately result in our skilled teachers migrating to those universities.

To conclude the essay on New Education Policy 2020, we can say that this policy is an essential initiative to help in the all-around development of our society and country as a whole. However, the implementation of this policy will greatly determine its success. Nonetheless, with a youth dominant population, India can truly achieve a better state with the proper implementation of this education policy.

FAQ of Essay on New Education Policy 2020

Question 1: What does the New Education Policy 2020 aim to achieve by 2030?

Answer 1: This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in schooling. The plan is to achieve it by 2030.

Question 2: Give two challenges the New Education Policy 2020 may face?

Answer 2: Firstly, it can make the education system expensive. Meaning to say, admission to foreign universities will probably result in this. Further, it will create a lack of human resources.

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• Essay on New Education Policy (NEP)

Education helps us discover and accomplish our aims and make a fair contribution to the society. In a similar vein, education contributes significantly to a country's national growth. The National Education Policy 2020 was authorised by the Government of India since there is a significant change taking place in the world. Here are some sample essays on New Education Policy 2023.

100 Words Essay on New Education Policy

200 words essay on new education policy, 500 words essay on new education policy 2023.

The goal of the New Education Policy is to make education available to everyone from preschool through high school. With a 100% GRE (Gross Enrollment Ratio) in academics, it intends to achieve that. It is intended to be accomplished by 2030. A four-year, interdisciplinary undergraduate curriculum with a range of exit choices is what it intends to introduce. As a result, this new strategy aims to transform India into a superpower in the field of knowledge.

In similar terms, it seeks to make all colleges and universities multidisciplinary by the year 2040. The initiative also intends to fundamentally alter the current educational system while increasing the availability of jobs in India.

The New National Education Policy has had a really revolutionary impact on the Indian educational system. After 34 years of our education policy following the same standards without change, the Ministry of Education (formerly known as MHRD) made some significant changes to it on July 29, 2020. The Indian government just adopted this New National Education Policy for 2023.

How It Will Affect Learning Outcomes

It's no secret that the new education policy is going to affect students in a big way. But what exactly does that mean for them?

Well, for one, the new policy is going to impact learning outcomes. Students will no longer be able to coast through school by memorising facts and figures. Instead, they'll be required to apply what they learn in a hands-on way, in order to demonstrate their understanding of the material. This is a big change, and it'll take some time for students and educators to adjust. But in the long run, it's going to result in better-educated students who are prepared for the challenges of the real world.

The new education policy also includes a number of changes that will impact educators directly. For example, the policy stipulates that all educators must have a bachelor's degree in order to teach in public schools. Additionally, educators will be required to complete professional development courses on a regular basis.

When the new education policy is implemented, there will be some big changes for the teaching community.

Change for Teachers and Educators

First and foremost, the policy shifts the focus from teacher-centred instruction to student-centred instruction. This means that the teacher's role will change from delivering information to facilitating learning.

In order to facilitate learning, teachers will need to develop new skills. They will need to be able to create a safe and welcoming environment where all students feel comfortable participating, and they will need to be able to adapt their lessons to meet the needs of each individual student.

Benefits for Students Under New National Education Policy 2023

The new education policy is, in essence, a shift from memorization to learning. The main focus of the policy is to provide a holistic education that focuses on the development of the student's mind and body. Here are some of the ways this could benefit students:

More opportunity for students to pursue their interests outside of school - whether that be an extracurricular activity such as art or music, or receiving extra tutoring to help them excel in academics. A wider range of learning options that can provide students with tailored instruction and help them develop their individual skills.

More emphasis placed on experiential learning, where students are encouraged to apply what they've learned in school through projects and real-world activities. Increased access to technology including an increased use of digital classrooms and online resources such as eBooks, which can make studying more efficient and convenient.

These changes will make the education system more dynamic and create an environment where students can better prepare themselves for their future endeavours.

What Parents Need to Know About the New Education Policy

The new education policy is going to bring about a lot of change, and it's important for parents to be aware of how it will affect their children. First and foremost, the new policy puts more emphasis on technology and digital learning resources, so it's important for parents to ensure that their children have access to a reliable internet connection. Parents should also look into resources like online tutoring or additional support services that may be available to help their child stay on top of their studies.

It's also important for parents to be mindful of the potential stress and anxiety that students may experience while adjusting to the new system. Parents should make sure they provide emotional and moral support as needed, check in with their kids regularly, and encourage them to take breaks when needed

Finally, it's important for parents to educate themselves on the new policy so they can better understand what changes are taking place and how they can best support their children through the transition period. Changes in education policy can be difficult to navigate and often cause a lot of uncertainty. However, with the right preparation and support, you can make the most of the new policy and continue to achieve your academic goals.

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Radio Jockey

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A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story. 

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook. 

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion. 

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article. 

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or  MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.  

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications. 

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product. 

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans. 

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party. 

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems. 

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack 

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process. 

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Essay on New Education Policy in 500 Words

• Updated on  
• Dec 21, 2023

Essay on New Education Policy: Education policies are the rules and regulations implemented by the Central/ Federal and State Governments in their respective territories. The Ministry of Education implemented the New Education policy to make India a global hub of skilled manpower in the next 25 years; termed as ‘Amrit Kal.’ The Government aims to build a Developed India by 2047. The New Education Policy 2023 in India has replaced the three-decade-old policy and transformed the education system. The New Education Policy 2023 highlights the ‘Transformation is the Mantra’ for growth and prosperity.  The New Education Policy will modernize the education system and the related laws and rules that govern the operation of the academic realm.

Also Read: Essay on Education

Also Read: Essay on Women’s Education

What is the New Education Policy?

The New Education Policy focuses on transforming education in India through a ‘system rooted in Indian ethos that contributes directly to transforming Bharat into an equitable and vibrant knowledge society.’ This education policy will offer high-quality education to everyone, making India a global knowledge superpower. There are 5 guiding pillars of the New Education Policy, namely, Access, Equity, Quality, Affordability and Accountability. 

Pros and Cons of the New Education Policy

The New Education Policy will train the youth to meet the different national and international challenges. With the implementation of the New Education Policy, school education will develop cognitive, social, and emotional skills. Also known as soft skills, these skills allow the youth to come up with solutions to complex and new-emerging problems. This new policy will highlight the importance of cultural and traditional values, teamwork, perseverance and grit, leadership skills, etc.

However, this New Education Policy has given birth to some challenges, which must be addressed properly. The changes in the education policy have been implemented after three decades (30 years), which will be quite hard for educators and teachers to bring changes in their way of teaching. Moreover, students adapted to the previous education policy will have to struggle with all the changes in the system.

Also Read: Essay on Online Education

Also Read: Essay on Importance of Education

Benefits of the New Education Policy

The New Education Policy aims to universalize primary education and offer special emphasis to the attainment of foundational literacy in all primary and secondary schools by 2025.

• A Plethora of reforms will be recommended at the school level to deliver quality education to every child.
• It will transform the school curriculum into a 5+3+3+4 design, where students in the age group of 3 to 18 years will be offered education.
• It will transform our traditional ways of examination and assessment system.
• It will raise awareness among the masses to invest in education, increase the use of technology, and focus on vocational training and adult education.
• The curriculum load in each subject will be reduced to its core essential, which will make room for creative and analytical learning.
• The New Education Policy revises and revamps all sectors of the educational structure, from school regulation to education governance.
• A system aligned with the aspirational goals of the 21st century will be created to promote India’s cultural, traditional, and value systems.
• It aims to integrate education with technology through multiple initiatives, such as energized textbooks, quality e-content, online learning, etc.
• It will rule out the establishment of primary schools in every part of the country.

Also Read: Essay on Co-Education

Ans: Education policy refers to the rules and regulations set out by the government for the education system. Education policy can vary from school to college levels and areas or countries.

Ans: The Ministry of Education implemented the New Education policy to make India a global hub of skilled manpower in the next 25 years; termed as ‘Amrit Kal.’ The Government aims to build a Developed India by 2047. The New Education Policy 2023 in India has replaced the three-decade-old policy and transformed the education system. The New Education Policy 2023 highlights the ‘Transformation is the Mantra’ for growth and prosperity.  The New Education Policy will modernise the education system and the related laws and rules that govern the operation of the academic realm.

Ans: The New Education Policy aims to make India a Developed nation by 2047. It has replaced the three-decade-old education system. It transforms the school curriculum into a 5+3+3+4 design. It will make primary education compulsory for every student. Parents will be encouraged to invest in education. 

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Essay on New Education Policy 2020 in English (1000 Words)

Essay on New Education Policy 2020 in English is beneficial for Students. We provide complete information regarding the New Education Policy Essay such as the History of National Education Policy Advantages and Disadvantages of New Education Policy 2020, Aim and System of New National Education Policy 2020.

Today We Are Going To Discuss An Interesting Topic an Essay on the New Education Policy 2020 in English for School  Students and Competition Aspirants (SSC SCL CHSL MTS, and other Descriptive Exams.

After reading this article about Essay on New Education Policy 2020 in English, you will be able to answer all important questions related to it. CBSE Digital Education provides all information regarding the New Education Policy 2020 Essay in English.

• 1.1 History of New Education Policy
• 1.2 Introduction to NEP 2020
• 1.3 Aim of New Education Policy 2020
• 1.4 System of New Education Policy 2020
• 1.5 Advantages of New Education Policy 2020
• 1.6 Challenges of New Education Policy 2020
• 1.7 Teacher Education
• 1.8 Conclusion about NEP 2020

This long Essay on New Education Policy 2020 is beneficial For School Students, College Students, Competition aspirants, SSC CGL CHSL MTS, and UPSC Exam.

History of New Education Policy

New Education Policy 2020 Essay – The need for a new education policy has been felt in the country for a long time. Three National Education Policies have been introduced in India till now. These three Policies are National Education Policy 1968, National Education Policy1986, and National Education Policy 2020.

The National Education Policy 1986 was revised in the year 1992. The emphasis of previous policies on education was mainly on issues of access to education.

The New Education Policy has been brought in keeping with the shortcomings of the previous education policy and the current and future needs, which can lead to large-scale transformative reforms in both the school and higher education sectors.

In June 2017, a committee was formed under the chairmanship of former ISRO chief Dr. K. Kasturi Rangan to formulate a new education policy. The draft of the National Education Policy was presented by this committee in May 2019.

Introduction to NEP 2020

To achieve full human potential, education is a fundamental requirement for the development of a just and equitable society and to promote national development. The whole world is undergoing rapid changes in the knowledge landscape.

In this context, the National Education Policy, 2020 was approved by the Government of India on July 29, 2020, and the Ministry of Human Resource Development was also renamed as the Ministry of Education. This new education policy will replace the 34-year-old National Education Policy 1986.

Aim of New Education Policy 2020

The New National Education Policy 2020 aims at the universalization of education from preschool to secondary level with a 100% Gross Enrollment Ratio (GER) in schooling by 2030.

The New Education Policy 2020 proposes some changes, including the opening of Indian higher education in foreign universities, and the introduction of a four-year multidisciplinary undergraduate program with several exit options. The objective of the New Education Policy 2020 is to make India a global knowledge superpower.

The NEP 2020 policy also proposes that all universities and colleges aim to be multi-disciplinary by 2040. This policy will boost employment in the country and fundamentally change our educational system.

Also Read : Essay on Online Education in English for Students

System of New Education Policy 2020

This policy talks about reorganizing the existing 10 + 2 school system into a new system of 5 + 3 + 3 + 4, the basis of the curriculum and teaching of all children aged 3 to 18 years. At present, children between the ages of 3 to 6 are not included in the 10 + 2 structure, as 6-year-olds are admitted in class 1.

The current 10 + 2 system is to be replaced by a new 5 + 3 + 3 + 4 curriculum structure for the age of 3-8, 8-11, 11-14, and 14-18 years respectively.

• Foundation Stage 5

Foundation Stage 5 is divided into two parts. For the first three years, children will take pre-schooling education in Anganwadi. After this, children will be studying in a school in classes 1 and 2 for the next two years. A new curriculum will be designed for these 5 years of studies. It will include children from 3 to 8 years old.

• Initial stage 3

In the initial phase 3, children from classes 3 to 5 will be taught. During this time, children will be taught science, mathematics, art, etc. through experimentation. It will be taught to children between 8 and 11 years old.

• Middle school stage 3

In this phase, children from classes 6 to 8 will be educated. These classes will be taught subject-based courses. Vocational courses will also be started from class 6, in which children will be taught a variety of skills. The child will be taught coding from class 6 itself. In addition, project-based learning will also start in class 6. Children of 11 to 14 years will be included in this phase.

• Secondary stage 4

In this phase, students of classes 9 to 12 will study in two stages. In the first phase, there will be students of classes 9 and 10, and in the second phase, students of classes 11 and 12.

Students will also be given the freedom to choose the subject. There will be some subjects that will be general for all and there will be some optional subjects like art, music, vocational subjects , etc, out of which students will be able to choose the subject according to their interest. This phase will cover 14 to 18-year-olds.

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Advantages of New Education Policy 2020

To make the board exams of classes 10 and 12 easier, the core competencies have to be tested instead of memorized facts, all students are allowed to take the exam twice.

An independent authority to regulate both public and private schools. There is no rigid separation between educational streams, extra-curriculum, and vocational steam in schools. Vocational education starts in class 6 with an internship.

Challenges of New Education Policy 2020

Expensive Education : Under the New National Education Policy 2020, admission to foreign universities is expected to make the education system expensive.

Lack of human resources : There is a shortage of skilled teachers in current elementary education. In such a situation, practical problems are being seen in the implementation of the system made for elementary education under the National Education Policy, 2020.

The exodus of teachers: Admission to foreign universities will lead to the migration of skilled Indian teachers.

Teacher Education

A new and comprehensive National Curriculum Framework for Teacher Education (NCFTE) will be prepared by NCTE in consultation with NCERT.

By 2030, the minimum degree qualification for teaching is a 4-year integrated B.Ed. Degree.

Conclusion about NEP 2020

Education is an essential and indispensable element for the all-around development of any society and country and a comprehensive national education policy is formulated by a nation to fulfill this requirement. The New National Education Policy, 2020, approved by the Government of India, is an important initiative in this direction.

The success of this new education policy will depend on how it is implemented. Therefore, it can be said that India is the country with the youngest population and India’s future will depend on providing high-quality educational opportunities to these youth.

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6 thoughts on “Essay on New Education Policy 2020 in English (1000 Words)”

The national education policy 2020( NEP 2020) LAUNCH On july 29 2020.outline the vision 0f indias new education system NEP 2020 focuses on 5 pillars .1 AFFORDABILITY, 2.ACCESSSIBILITY 3.QUALITY. 4.EQUITY. 5.ACCONTABILITY.

I hereby ensure that NEP education policy have been followed in my school.

New education policy education policy which is the best for better future studentwhich allowed them to active their goals in life that also give their goal in life

NEP2020 is enhesive and supportive for the students which is very effective for competitive aspirant. Annual exam of class fifth should be conducted by the board.

Please send essay

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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.

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April 25, 2024

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Essay on New Education Policy

Our government has sanctioned a New Education Policy for the National Education System in July 2020, following a 34-year gap. Through the enhancement of students’ thinking and creative abilities, the New Education Policy aims to make the learning process more efficient.

This essay on the New Education Policy will help you understand the topic in detail. It contains several changes in the school level and higher education.

Table of Contents

New Education Policy 2020 Essay 150 Words

It is the aim of this new policy to have universal educational coverage from preschool to secondary school level in order to achieve the goal of a 100% GRE (Gross Enrollment Ratio) in schooling by the year 2030.

The purpose of this essay on the new education policy 2020 is to highlight the changes brought about by this new policy. First of all, the policy proposes to open Indian higher education at foreign universities.

In order to make India a global knowledge superpower, this government is introducing a four-year multidisciplinary undergraduate program with various exit opportunities. Therefore, this new policy will strive to make the country a global knowledge superpower in the near future.

In the same way, the policy also aims to ensure that all universities and colleges in India will be multi-disciplinary by the year 2020. Last but not least, the policy aims to enhance employment opportunities in the country and also reorganize the educational system in a fundamental manner.

New Education Policy 2020 Essay 250 words

Despite being announced in 2020, this educational policy was implemented in 2022. Because of this, it is called the NEW EDUCATION POLICY 2022 by most people. In 1986, the Indian government introduced an education policy that was 34 years old. This policy, NEP 2022, replaces it.

The education system used to rely heavily on subject-centered teaching before the new education policy was adopted. Many government institutions felt it necessary to change the education policy significantly.

Therefore, a committee was constituted to investigate the gaps and issues in the previous education policy. Government received the Committee’s recommendations report in 2019.

In this regard, the government decided to bring major changes to the education system. It is now designed to assist students in pursuing multidisciplinary career paths according to their abilities and interests.

What is the goal of the new education policy?

• A new education policy is aimed at imparting quality education and focusing on the all-round development of students.
• Higher education is also aiming to increase its Gross Enrollment Ratio.
• A greater portion of students will enroll in vocational courses to increase the overall Gross Enrollment Ratio.
• The education policy would also focus on universalizing education from pre-nursery to secondary school.

Principles of New Education Policy

New education policy consists of the following principles:

• The goal is to promote quality education.
• Children’s inner capabilities should be recognized and strengthened.
• Students’ overall development should be encouraged.
• The country’s literacy rate and enrollment rate are increasing.
• To give students the opportunity to select any subject or course they want.
• Language learning should be encouraged in students.
• Educate students in moral and ethical values.
• Autonomy and empowerment are essential for encouraging youth to think outside of the box.

Essay on New Education Policy 2020 in 500 Words

India’s government has formulated a new education policy that aims to achieve the policy initiatives by 2030. This is a complete overhaul of the current policy, which was implemented in 1986. Rather than rote learning procedures, it emphasizes the child’s self-capabilities and concept-based learning.

In the National Education Policy, the framework for teaching and learning is outlined

• National Education Policy 1986 has been replaced by the current policy.
• The New Education Policy was first discussed by the committee under TSR Subramanian’s leadership in January 2015. In 2017, the committee submitted a report on its findings.
• Using the 2017 report as a basis, the new team led by former ISRO chief Krishnaswamy Kasturirangan presented a draft of the National Education Policy in 2019.
• After consulting with stakeholders and the public, the Ministry of Human Resource Development announced its drafted New Education Policy.
• On 29 July 2020, a New Education Policy was implemented.

New Education Policy: Transformations in Structure

Education at school

The 10+2 module will be replaced by the 5+3+3+4 model. The execution will take place as follows:

• Foundational Stage – This includes three years of preschool.
• Stage Preparatory –  Classes 3-5, 8-11 years of age.
• Middle Stage –  The middle stage will comprise classes 6-8 with ages 11-14.
• Secondary Stage –  Class 9-12 will have ages 14-19. These four years will allow students to choose from a variety of disciplines. One discipline is not required.
• Examinations for grades 3, 5, and 8 are only required thrice.
• In order to assess students’ performance, “PARAKH” should be established as an assessment body.

Higher Education

• With a flexible exit policy, the bachelor’s programme will be four years long. A year course will provide a certificate, a two-year diploma, a three-year bachelor’s degree, and a four-year course will integrate research findings and research work related to the subject matter.
• This will replace AICTE and UGC with the Higher Education Grants Council (HEGC).
• Common entrance exams for universities and colleges, as well as NEET and JEE, are the responsibility of the national testing agency.
• Courses for Master of Philosophy to be discontinued, as they were intermediate courses between Masters and Doctoral programs.
• To foster innovation and research, the National Research Foundation (NRA) will be created.
• We encourage foreign universities to establish campuses here in our country as well as vice versa.

Teacher’s Education and Recruitment

• It was essential for teaching due to the 4-year integrated B.Ed program.
• Teachers should be trained on various teaching aids through workshops.
• Students are highly dependent on teachers, who play a centralized role in their development. Transparency in teacher recruitment processes is necessary.

Beneficial Impacts of the New Education Policy

• Children with inborn talents can develop their talents with this program, since it stresses their self-capability and cognitive skills.
• The students had the option of selecting only one subject earlier, but now they can choose from a variety of subjects, for instance – they can study mathematics alongside art and craft.
• The importance of treating all subjects equally.
• With the inculcation of innovative ideas, the main purpose is to develop the power of interaction, critical thinking, and reasoning ability in the students.
• Bachelor’s courses with multiple exits offer students the opportunity to gain experience and develop skills while working somewhere in the meantime and continuing their studies later.
• According to the new education policy, practicing a subject is considered a better way to understand it as it is considered a more effective way of learning it.
• By 2040, all institutions and higher education institutes will be multidisciplinary.

The essay on the New Education Policy concludes by stating that the policy is an essential initiative that will greatly contribute to the growth of our country and society as a whole.

Nevertheless, with a youth-dominated population, India is capable of truly achieving a better state with the proper implementation of this education policy. However, the implementation of this policy will greatly determine its success.

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National Education Policy (NEP 2020)

The Union Cabinet approved the National Education Policy (NEP) in July 2020. This policy will usher in sweeping changes to the education policy of the country, including a renaming of the Ministry of Human Resource Development as the Education Ministry.  This article on education in India is aligned with the UPSC Syllabus and is relevant for prelims and mains examination.

National Education Policy 2020 UPSC Notes Download PDF Here

Education and topics related to education in India are relevant for the IAS Exam and are often seen in the news and hence are important for the UPSC Mains. Aspirants can find notes for UPSC Mains General Studies topics from the links given at the end of the article.

Candidates must read about NIPUN Bharat Programme that has been launched as a part of New Education Policy 2020, in June 2021.

The Union Cabinet has approved the new National Education Policy 2020 with an aim to introduce several changes in the Indian education system – from the school to the college level.

• Its aims at making “India a global knowledge superpower”.
• The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the Ministry of Education.
• The New Education Policy cleared by the Cabinet is only the third major revamp of the framework of education in India since independence.
• The two earlier education policies were brought in 1968 and 1986.

Aspirants should read about New Education Policy along with other education-related topics to holistically cover this article. Such similar articles are linked below:

In this article, you will get the following facts about the new National Education Policy 2020 for the UPSC exam:

What is the new National Education Policy 2020?

National Education Policy of India – Background:

The Ministry of Human Resource Development formed a Committee chaired by Dr K. Kasturirangan for preparing the National Education Policy. The Committee was constituted in June 2017.  The Committee submitted its report on May 31, 2019.

The National  Policy on Education covers elementary and university education in urban as well as rural India. 

• The very first policy for education was promulgated in 1968 with the second one following in 1986. 
• The first NPE was based on the recommendations of the Education Commission (1964-66). This policy sought to have a ‘radical restructuring’ of India’s educational system and equalizing opportunities for education for all, to accomplish national integration and better economic and cultural development. 
• The NPE also called for realizing compulsory education for every child until the age of fourteen, as mentioned in the Indian Constitution. 
• It also aimed at providing enhanced training and improving teachers’ qualifications.

Compare NEP 2020 with NEP 1991 in the linked article.

Some relevant points from the official NEP 2020 PDF that can be useful for the UPSC Mains Exam:

• NEP 2020 is the 21st Century’s first education policy in India.
• The development of the creative potential of each student is emphasized in the National Education Policy 2020.
• The NEP 2020 mentioned the ancient scholars like Charaka and Susruta, Aryabhata, Bhaskaracharya, Chanakya, Madhava, Patanjali, Panini and Thiruvalluvar.
• Flexibility
• No hard separations between subjects, curricular and extra-curricular activities
• Multi-disciplinary education
• Conceptual understanding
• Critical thinking
• Ethical Values
• Teachers as the heart of the learning process
• The strong public education system

Also, read State of School Education in India . 

Features of National Education Policy 2020

The National Education Policy as submitted by the Kasturirangan Committee submitted an education policy that seeks to address the following challenges facing the existing education system:

• Affordability
• Accountability 
• The policy provides for reforms at all levels of education from school to higher education. 
• NEP aims to increase the focus on strengthening teacher training, reforming the existing exam system, early childhood care and restructuring the regulatory framework of education. 
• Increasing public investment in education,
• Setting up NEC (National Education Commission),
• Increasing focus on vocational and adult education,
• Strengthening the use of technology, etc.

Compare the features of the New Education Policy with National Agricultural Education Policy .

Key Recommendations of National Education Policy 2020

The National Education Policy 2020 has recommendations and reforms with respect to the following items:

You can read the complete set of recommendations of the NEP 2020 in CNA dated July 30, 2020 .

The above-mentioned recommendations are explained below.

Early Childhood Care and Education

The NEP recommended that early childhood care & education be developed in a two-part curriculum consisting of: 

• Guidelines for Parents & Teachers of students up to 3 years of age
• An educational framework for students between the ages of 3-8 years

The NEP talks about the implementation of these recommendations by expanding and improving the quality of the Anganwadi system and co-locating them with primary schools. 

Right to Education Act, 2009

The NEP recommended extending the range of the  Right to Education Act ,2009 to include the following education levels:

• Early Childhood &
• Secondary School

This will allow coverage of RTE to all children between the ages of 3-18 years. In addition, it suggested the elimination of detention of children until class eight. 

Curriculum Framework

Reforms in the framework of the current curriculum of school education are based on the development needs of the students. The NEP recommends the 5-3-3-4 pattern explained in the table below:

School Exam Reforms

Reforms in the school exam recommended by the NEP include tracking the progress of the students throughout their school experience. 

• It includes State Census Exams in class 3, 5 and 8. 
• Another important recommendation was the restructuring of the 10th board exam that would mainly focus and test only the skills, core concepts and higher-order thinking & capacities. 

Regulatory Structure and Accreditation of Higher Educational Institutions

In terms of Accreditation and Regulatory structure, the NEP recommended the following changes:

• Setting up NHERA (National Higher Education Regulatory Authority),
• Separating NAAC from UGC into an autonomous and independent body.

Read more on the UGC in the linked article.

National Research Foundation

In order to improve the quality of research in India, the NEP recommended:

• It would be an autonomous body that would administer the mentoring, funding and capacity building for quality research in India.

Education Governance

The NEP recommended establishing an apex body for education headed by the Prime Minister under the name Rashtriya Shiksha Aayog or National Education Commission .

• It also suggested changing the name of the Ministry of Human Resources & Development to the Ministry of Education.

Financing Education

Doubling the public investment for education was one of the important recommendations of the NEP 2020.

• NEP 2020 insisted on the expenditure of 6% of the GDP on education.
• Doubling the current 10% of total public expenditure to 20% in the next decade was recommended. 

National Mission on Education through Information and Communication Technology

The NEP suggested setting up an autonomous body that would facilitate decision making on the deployment, induction and use of technology. NEP said that this would be achieved by implementing the following measures:

• The recommended autonomous body would be administered under this mission. 
• It will also include virtual laboratories in various disciplines providing remote access. 

Vocational Courses 

Recommendations of NEP 2020 with respect to Vocational courses can be listed as follows:

• Students in classes 9 to 12 must receive vocational education on at least one vocation,
• Schools should build expert curriculum delivery methods that are aligned with National Skills Qualifications Framework (NSQF) competency levels,
• Higher Education Institutes must also provide vocational courses that are integrated into undergraduate education programmes.

Three Language Formula

The Policy recommended that the three-language formula be continued and flexibility in the implementation of the formula should be provided. The three-language formula states that state governments should adopt and implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi speaking states. 

National Education Policy 2020 Concerns

Some of the concerns expressed about the NEP 2020 are as follow:

• The report fails to address and incorporate ideas based on contemporary global thinking like the emphasis on creativity and critical thinking and the need for learning in a non-competitive and non-hierarchical ecosystem and discovering one’s true passion without any sense of fear.
• Delivering the changes proposed related to Anganwadis may be difficult despite the focus given to early childhood care and schooling.
• The propositions of volunteer teachers, peer tutoring, rationalisation of the system of schools and sharing of resources do not seem like long-term solutions.
• Lack of clarity in government strategies regarding the Public Sector like municipal schools, state-run institutions, Kendra Vidyalaya, etc. 
• The creation of a National Testing Agency (NTA) has generated scepticism. The NTA, though envisaged to serve as a premier, expert, autonomous testing organisation to conduct entrance examinations for admissions and fellowships in higher educational institutions may, in reality, lead to loss of autonomy among the universities and departments over admissions.

For a critical analysis of the National Education Policy 2020, check CNA dated July 31, 2020 editorials .

Merits of New Education Policy 2020

• Comprehensive : NEP seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training.
• Early Childhood Education : In adopting a 5+3+3+4 model for school education starting at age 3, the New education Policy recognizes the primacy of the formative years from ages 3 to 8 in shaping the child’s future
• Easy on Regulations:  NEP 2020 makes a bold prescription to free our schools, colleges and universities from periodic “inspections” and place them on the path of self-assessment and voluntary declaration
• Holistic : The policy, inter alia, aims to eliminate problems of pedagogy, structural inequities, access asymmetries and rampant commercialization.
• Promote Inclusion:  The Policy proposes the creation of ‘inclusion funds’ to help socially and educationally disadvantaged children pursue education

To complement the GS 1 preparation, candidates can check the following links:

UPSC Questions related to National Education Policy 2020

Who is the chairman of the national education policy 2020.

K. Kasturirangan is the chairman of the National Education Policy 2020.

When was the National Policy on Education formulated?

There were National Education Policies in 1968, 1986, 1992 and the latest in 2020. The gist of New Education Policy discussion on RSTV-Big Picture episode can be checked at the linked article.

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Home » Social Justice » Issues related to Education Sector » New Education Policy

New Education Policy

The Union Cabinet chaired by the Prime Minister recently approved the new National Education Policy 2020, making way for large scale, transformational reforms in both school and higher education sectors. This is the first education policy of the 21st century and replaces the 34-year-old National Policy on Education (NPE), 1986.

Built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability , this policy is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student .

Transforming School Education:

• NEP 2020 emphasizes on ensuring universal access to school education at all levels- pre-school to secondary.
• About 2 crores out of school children will be brought back into main stream under NEP 2020.
• With 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 school curriculum, which has been recognized globally as the crucial stage for development of mental faculties of a child.
• The new system will have 12 years of schooling with three years of Anganwadi/ pre schooling.
• Recognizing Foundational Literacy and Numeracy as an urgent and necessary prerequisite to learning, NEP 2020 calls for setting up of a National Mission on Foundational Literacy and Numeracy by MHRD.
• The school curricula and pedagogy will aim for holistic development of learners by equipping them with the key 21st century skills, reduction in curricular content to enhance essential learning and critical thinking and 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, between vocational and academic streams.
• Vocational education will start in schools from the 6th grade, and will include internships.
• 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 literatures of India also to be available as options.
• No language will be imposed on any student.
• 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 on Socially and Economically Disadvantaged Groups(SEDGs) which include gender, socio-cultural, and geographical identities and disabilities.
• 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 become educational administrators or teacher educators.
• A common National Professional Standards 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.
• Schools can be organized into complexes or clusters which will be the basic unit of governance and ensure availability of all resources including infrastructure, academic libraries and a strong professional teacher community.
• NEP 2020 envisages clear, separate systems for policy making, regulation, operations and academic matters.
• States/UTs will set up 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.

Transforming Higher Education:

• 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.
• The policy envisages broad based, multi-disciplinary, holistic Under Graduate education with flexible curricula, creative combinations of subjects, integration of vocational education and multiple entry 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, Certificate after 1 year, Advanced Diploma after 2 years, Bachelor’s Degree after 3 years and Bachelor’s with Research after 4 years.
• Higher Education Commission of India(HECI) will be set up as a single overarching umbrella body the for entire higher education, excluding medical and legal education.
• HECI to have four independent verticals – National Higher Education Regulatory Council (NHERC) for regulation, General Education Council (GEC) for standard setting, Higher Education Grants Council (HEGC) for funding, and National Accreditation Council (NAC) for accreditation.
• HECI will function through faceless intervention through technology, & will have powers to penalise 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.
• Higher education institutions will be transformed into large, well resourced, vibrant multidisciplinary institutions providing high quality teaching, research, and community engagement.
• The definition of university will allow a spectrum of institutions that range from Research-intensive Universities to Teaching-intensive Universities and Autonomous degree-granting Colleges.

Other Provisions for transformation of educational sector:

• NEP makes recommendations for motivating, energizing, and building capacity of faculty through clearly defined, independent, transparent recruitment, freedom to design curricula/pedagogy, incentivising excellence, movement into institutional leadership.
• Faculty not delivering on basic norms will be held accountable
• 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).
• 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.
• 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.
• 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.
• Policy aims to achieve 100% youth and adult literacy.
• The Centre and the States will work together to increase the public investment in Education sector to reach 6% of GDP at the earliest.
• 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 programmes.
• Recognising Importance of Formative years: In adopting a 5+3+3+4 model for school education starting at age 3, the policy recognises the primacy of the formative years from ages 3 to 8 in shaping the child’s future.
• Departure from Silos Mentality: Another key aspect of school education in the new policy is the breaking of the strict division of arts, commerce and science streams in high school. This can lay the foundation for a multi-disciplinary approach in high education.
• The Confluence of Education and Skills: Another laudable aspect of the scheme is the introduction of vocational courses with an internship. This may nudge the vulnerable sections of society to send their children to school. Also, it would help in realisation of the goal of Skill India Mission.
• Making Education More Inclusive: The NEP proposes the extension of the Right to Education (RTE) to all children up to the age of 18. Further, the policy seeks to leverage the huge potential of online pedagogy and learning methodologies for increasing gross enrolment in higher education.
• Light But Tight Oversight: According to the policy, in spite of periodic inspection, transparency, maintaining quality standards and a favourable public perception will become a 24X7 pursuit for the institutions, leading to all-round improvement in their standard. The policy also seeks to establish a super-regulator for education which will be responsible for standards-setting, funding, accreditation and regulation of higher education India.
• Allowing Foreign Universities: The document states universities from among the top 100 in the world will be able to set up campuses in India. This will lead to an infusion of international perspective and innovation, which will make the Indian education system more efficient and competitive.
• Ending Hindi vs. English Debate: Most crucially, NEP, once and for all, buries the strident Hindi versus English language debate; instead, it emphasises on making mother tongue, local language or the regional language the medium of instruction at least till Grade 5, which is considered the best medium of teaching.

The new policy has tried to please all, and the layers are clearly visible in the document. It says all the right things and tries to cover all bases, often slipping off keel.

• Lack of integration: In both the thinking, and in the document, there are lags, such as the integration of technology and pedagogy. There are big gaps such as lifelong learning, which should have been a key element of upgrading to emerging sciences.
• Language barrier: There is much in the document ripe for debate – such as language. The NEP seeks to enable home language learning up to class five, in order to improve learning outcomes. Sure, early comprehension of concepts is better in the home language and is critical for future progress. If the foundations are not sound, learning suffers, even with the best of teaching and infrastructure. But it is also true that a core goal of education is social and economic mobility, and the language of mobility in India is English.
• Multilingualism debate: Home language succeeds in places where the ecosystem extends all the way through higher education and into employment. Without such an ecosystem in place, this may not be good enough. The NEP speaks of multilingualism and that must be emphasised. Most classes in India are de facto bilingual. Some states are blissfully considering this policy as a futile attempt to impose Hindi.
• Lack of funds: According to Economic Survey 2019-2020, the public spending (by the Centre and the State) on education was 3.1% of the GDP. A shift in the cost structure of education is inevitable. While funding at 6% of GDP remains doubtful, it is possible that parts of the transformation are achievable at a lower cost for greater scale.
• A move in haste: The country is grappled with months of COVID-induced lockdowns. The policy had to have parliamentary discussions; it should have undergone a decent parliamentary debate and deliberations considering diverse opinions.
• Overambitious: All aforesaid policy moves require enormous resources. An ambitious target of public spending at 6% of GDP has been set. This is certainly a tall order, given the current tax-to-GDP ratio and competing claims on the national exchequer of healthcare, national security and other key sectors. The exchequer itself is choked meeting the current expenditure.
• Pedagogical limitations: The document talks about flexibility, choice, experimentation. In higher education, the document recognizes that there is a diversity of pedagogical needs. If it is a mandated option within single institutions, this will be a disaster, since structuring a curriculum for a classroom that has both one-year diploma students and four-year degree students’ takes away from the identity of the institution.
• Institutional limitations: A healthy education system will comprise of a diversity of institutions, not a forced multi-disciplinarily one. Students should have a choice for different kinds of institutions. The policy risks creating a new kind of institutional isomorphism mandated from the Centre.
• Issues with examinations: Exams are neurotic experiences because of competition; the consequences of a slight slip in performance are huge in terms of opportunities. So the answer to the exam conundrum lies in the structure of opportunity. India is far from that condition. This will require a less unequal society both in terms of access to quality institutions, and income differentials consequent upon access to those institutions.
• There is a persistent mismatch between the knowledge & skills imparted and the jobs available. This has been one of the main challenges that have affected the Indian education system since Independence.
• NEP 2020 failed to check this, as it is silent on education related to emerging technological fields like artificial intelligence, cyberspace, nanotech, etc.
• An ambitious target of public spending at 6% of GDP has been set. Mobilising financial resources will be a big challenge, given the low tax-to-GDP ratio and competing claims on the national exchequer of healthcare, national security and other key sectors.
• The policy has also been criticised due to the legal complexities surrounding the applicability of two operative policies namely The Right to Education Act, 2009 and the New Education Policy, 2020. Certain provisions such as the age of starting schooling will need to be deliberated upon, in order to resolve any conundrum between the statute and the recently introduced policy in the longer run.
• it is pertinent to note that past attempts at parliamentary legislations under the erstwhile regulatory set up have not been successful. The failure can be attributed to the role of regulators and the intended legislative changes being out of alignment, as in the case of Foreign Educational Institutions (Regulation of Entry and Operations) Bill, 2010, which lapsed; and the proposed Higher Education Commission of India (Repeal of University Grants Commission Act) Act, 2018 which remained did not reach the Parliament.
• While the Universities Grants Commission and the All India Council for Technical Education have played a major role, questions pertaining to the role of the UGC and AICTE remain unanswered under the new policy.
• Doubling the Gross Enrolment Ratio in higher education by 2035 which is one of the stated goals of the policy will mean that we must open one new university every week, for the next 15 years.
• In higher education, the National Education Policy 2020’s focus on inter-disciplinary learning is a very welcome step. Universities, especially in India, have for decades been very silo-ed and departmentalized.
• This ambitious policy has a cost to be paid and the rest of the things dwells on its implementation in letter and spirit.
• Public investment is considered extremely critical for achieving the high-quality and equitable public education system as envisaged by the policy, that is truly needed for India’s future economic, social, cultural, intellectual and technological progress and growth.
• Implementation of the spirit and intent of the Policy is the most critical matter.
• It is important to implement the policy initiatives in a phased manner, as each policy point has several steps, each of which requires the previous step to be implemented successfully.
• Prioritization will be important in ensuring optimal sequencing of policy points, and that the most critical and urgent actions are taken up first, thereby enabling a strong base.
• Next, comprehensiveness in implementation will be key; as this Policy is interconnected and holistic, only a full-fledged implementation, and not a piecemeal one, will ensure that the desired objectives are achieved.
• Since education is a concurrent subject, it will need careful planning, joint monitoring, and collaborative implementation between the Centre and States.
• Timely infusion of requisite resources – human, infrastructural, and financial – at the Central and State levels will be crucial for the satisfactory execution of the Policy.
• Finally, careful analysis and review of the linkages between multiple parallel implementation steps will be necessary in order to ensure effective dovetailing of all initiatives.
• Need for Cooperative Federalism : Since education is a concurrent subject (both the Centre and the state governments can make laws on it), the reforms proposed can only be implemented collaboratively by the Centre and the states. Thus, the Centre has the giant task of building a consensus on the many ambitious plans.
• Strive Towards Universalisation of Education:There is a need for the creation of ‘inclusion funds’ to help socially and educationally disadvantaged children pursue education. Also, there is a need to set up a regulatory process that can check profiteering from education in the form of unaccounted donations.
• Bridging Digital Divide: If technology is a force-multiplier, with unequal access it can also expand the gap between the haves and have-nots. Thus, the state needs to address the striking disparities in access to digital tools for universalization of education.
• Inter-ministerial Coordination:There is an emphasis on vocational training, but to make it effective, there has to be close coordination between the education, skills and labour ministry.
• The New Education Policy 2020 aims to facilitate an inclusive, participatory and holistic approach, which takes into consideration field experiences, empirical research, stakeholder feedback, as well as lessons learned from best practices.
• It is a progressive shift towards a more scientific approach to education.
• The prescribed structure will help to cater the ability of the child – stages of cognitive development as well as social and physical awareness.
• If implemented in its true vision, the new structure can bring India at par with the leading countries of the world.
• The education policy should maintain a symbiotic relationship between the different regions of the country through the study of different languages.
• The quality of education provided in the country shall be such that it not only delivers basic literacy and numeracy but also creates an analytical environment in the country.

The New Education Policy-2020 represents aspirations to become a knowledge powerhouse of the world inculcating the best of the global educational experiments. The global education development agenda reflected in the Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development, adopted by India in 2015 – seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. The Education policy is a step in the right direction given it is implemented throughout the long period it targets.

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Essay on New Education Policy

India’s New Education Policy (NEP) is a significant and transformative step towards improving the country’s education system. This comprehensive policy aims to bring about positive changes in the way children are educated and prepared for the future. In this essay, we will explore the key aspects of the NEP, its importance, and how it can benefit students and the nation as a whole.

A Need for Change

The NEP was introduced in 2020 to address the shortcomings of the previous education system. India’s education system faced challenges such as rote learning, a lack of practical skills, and limited access to quality education, especially in rural areas. The NEP recognizes these issues and seeks to provide a more holistic and inclusive approach to education.

A Holistic Approach

One of the fundamental principles of the NEP is to provide a holistic education that focuses on overall development. It emphasizes not only academic knowledge but also the development of life skills, critical thinking, creativity, and ethical values. This approach aims to produce well-rounded individuals who are better prepared to face the challenges of the modern world.

Flexible and Multidisciplinary Learning

The NEP promotes flexibility in education by allowing students to choose from a wide range of subjects and pursue their interests. It introduces a multidisciplinary approach, where students can study subjects from different fields, encouraging a broader understanding of knowledge. This flexibility empowers students to explore their passions and talents.

Early Childhood Education

The NEP recognizes the importance of early childhood education. It aims to provide quality early childhood care and education to children, focusing on their cognitive, emotional, and social development. This early foundation is crucial for a child’s future success in school and life.

Digital Learning and Technology

In today’s digital age, technology plays a significant role in education. The NEP acknowledges this and promotes the integration of technology in classrooms. It aims to provide digital resources and tools to enhance learning, making education more engaging and accessible, especially in remote areas.

Vocational Education and Skills

The NEP places a strong emphasis on vocational education and skill development. It aims to equip students with practical skills that are essential for employment and entrepreneurship. This focus on vocational education can reduce unemployment and empower students to become self-reliant.

Inclusivity and Equal Access

Inclusivity is a core principle of the NEP. It seeks to ensure that education is accessible to all, regardless of their background or location. Special provisions are made for children with disabilities to ensure they receive quality education. The NEP also addresses gender disparities in education, promoting equal opportunities for boys and girls.

Teacher Training and Professional Development

Quality education requires well-trained and motivated teachers. The NEP recognizes this and emphasizes the need for teacher training and professional development. It aims to enhance the skills and knowledge of teachers, enabling them to provide better guidance and support to students.

Conclusion of Essay on New Education Policy

In conclusion, India’s New Education Policy is a bold and forward-looking initiative that has the potential to transform the nation’s education system. It focuses on holistic development, flexibility, early childhood education, technology integration, vocational skills, inclusivity, and teacher training. By implementing these reforms, the NEP can pave the way for a brighter future for India, where every child has access to quality education and the opportunity to reach their full potential. As we move forward with the NEP, let us remember that investing in education is an investment in the future of our nation.

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THE NEW EDUCATION POLICY 2020 ADDRESSING THE CHALLENGES OF EDUCATION IN MODERN INDIA

2020, INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH

It has been known since times immemorial that social and economic development can be ushered in through education alone. As such, a futuristic education policy both at school and university levels is extremely essential. Nations around the world have been framing effective education policies juxtaposing traditional values and modern scientific culture and making necessary and timely adaptations to make these adaptable to the present-day needs. The Government of India had announced the new education policy based upon the recommendations of an expert committee headed by Dr. Krishnaswamy Kasturirangan, Former Chairman of ISRO. This policy tries to overrule its predecessor, which was announced nearly three decades earlier. Barring certain apprehensions, the new national education policy tries to bring in a unified system of education across the length and breadth of this vast and diverse country. In this paper, we have critically analyzed the policy and have recommended modifications to ensure a seamless continuum with its predecessor besides increasing its relevance.

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Essay On New Education Policy 2020 In English

Hello My Dear Friend, In this post “ Essay On New Education Policy 2020 “, We will be going to read about the New Education Policy as an Essay in detail. So…

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Essay On New Education Policy 2020

Introduction .

On July 29, 2020 (Wednesday) , the New Education Policy 2020 was launched.

The aim of this policy is to overhaul the education system of our country and it is approved by Union Cabinet .

The New Education Policy 2020 , was announced by Human Resource Development (HRD) Ramesh Pokhriyal and Union Ministers for Information and Broadcasting (I&B) Prakash Javedkar.

India’s First Education Policy came under the Indira Gandhi government in 1968 and India’s Second Education Policy came in 1986 under the Rajiv Gandhi government ,

Which was modified in 1992 during the time of the P.V. Narasimha Rao government a nd now after 34 years, India’s New Education Policy 2020 has come.

In 2014 , the New Education Policy was in BJP’s manifesto. In 2015 , a committee was formed, under the chairmanship of TSR Subramanian and this committee submitted its report on 7th May 2016 .

The main objective of this committee was to improve the quality of education , the credibility of education, and address the gaps in implementation the Ministry released this draft policy in 2016 , but it could not apply.

After this, another committee of 9 members was formed under the chairmanship of former ISRO Chief Dr. K Kasturirangan and this committee drafted the National Education Policy in 2019 which was finally passed as the New Education Policy 2020.

On 1st May 2020 , The New Education Policy 2020 was reviewed by Prime Minister Mr.Narendra Modi , for which a draft was prepared by a panel of experts led by former (ISRO) Chief K Kasturirangan .

By 2040 , the aim of this policy was to convert all higher education institutions (HEIs) is to become multidisciplinary institutions and the aim of each institution is to have 3000 or more students.

The F ocus of NEP 2020 is to increase the standards of education at an international level.

The implementation, it’s effectively our country to take J-Curve growth in all sectors. so, it is also known as the globalization of education .

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The New Education Policy 2020 focuses on the development of all factors with education, such as skill development, coding, music, and project, and involves everything which helps to grow the overall personality of students.

With the implementation of NEP 2020, affordable fees are also applicable in all schools and colleges. which helps lower-class families they also educate their children.

By 2030 , the aim of the New Education Policy is to establish at least one large multidisciplinary institution in or near every district.

A multidisciplinary institution means a university that offers graduate and undergraduate programs, with high-quality teaching, research, and community engagement. Arts and Humanities students aim to learn more about Science .

By implementing this feature dropouts can come back again and be able to continue their study. and its bad effect also can be seen as the lack of seriousness in students with respect to their college.

The New Education Policy 2020 increases the flexibility of education . according to this policy, students have the option to choose their subjects during their study.

Hence, the Multiple entries or exit model increases the flexibility of education but it also decreases the value of our college (because students have the option to join them again) . overall it’s better for our education .

Undergraduate degree course s will be of either 3 or 4-year duration, with multiple exiting options. A certificate course after completing one year in a discipline or field, including vocational and professional areas.

Or a diploma after 2 years of study, Or a bachelor’s degree after a 3 yrs program. After a 4-year multidisciplinary Bachelor’s Program . However, shall be the preferred option.

According to NEP 2020 , the digital credit system would be established.it is also known as the Academic Bank Of Credit (ABC) .

The aims of the New Education Policy 2020 are to make India a global study destination providing the best education at very low or affordable costs.

An international student’s office at each institution hosting foreign students will be set up.

Now HRD Ministry is known as Education Ministry . This means HRD Ministry is replaced by the Education Ministry.

Now our High performing Indian Universities are also able to set up campuses in other countries.

Selected Universities such as those from among the top 100 universities in the world will be facilitated to operate in India.

The National Committee for the Integration of Vocational Education (NCIVE) is established by the education ministry.

A National Research Foundation (NRF) will be established. The aim of NRF is to promote the culture of research through Universities . India has more than 45,000 affiliated colleges.

And it will be governed independently of the government, by the Board of Governors which includes the best researchers and innovators across fields.

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The set up of an Indian Institute of Translation and Interpretation (IITI) is the aim of NEP. while also laying significant and other languages.

Students can learn e-content in their regional languages with Hindi and English. E-courses in eight major languages, not just English and Hindi .

For the student who is above the age of 8 yrs, a National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) is developed by NCERT .

From class 6th students can learn coding in school, which is one of the required skills of the 21st century . 10+2 education system is also replaced by 5+3+3+4  models .

To decrease the value and stress of the board exam, it will conduct in two parts: Objective and Subjective .

The exam will be conducted twice a year. In Board Exam, practical knowledge should be promoted rather than rote learning.

Now, the student obtains a 360-degree holistic report card on the basis of their skills, obtained marks in the exam, and also includes all other points.

One special section was introduced in which students give marks to themselves and their friends also gives marks which are displayed on the report card properly.

The high-quality common aptitude test and specialized common subject exams in the sciences, humanities languages, arts, and the vocational subject are offered by National Testing Agency (NTA) , at least twice every year for university entrance exams.

Due to COVID-19 schools and colleges are closed across the world. so, for making balance distance learning, e-learning, online courses, and virtual learning is also encouraged.

Now technology-based options such as online courses/modules, dedicated apps, and TV channels are to be developed. Hence, Overall technology-based education is preferred.

Prior to the age of five, every child will move to a “ Preparatory Class” (that is, before class 1st), which has an EECE-qualified teacher.

The Ministry of Human Resources Development (MHRD) will create a National Mission on Fundamental Literacy and Numbering on Priority.

The nutrition and health (Including mental health) of children will be addressed, through healthy meals and regular health checkups, and Health cards are given to supervise the same.

The 2020 New Education Policy aims to make “India a global superpower of knowledge”.

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Understanding Educational Policies Essay

Human engagements have been characterized by rules and guidelines for a long period of time now. The processes involved in the setting out of these regulations take different forms and may vary from one country to another depending on how people are expected to interact and address the various challenges that may arise.

The guidelines are usually referred to as public policies since they are expected to provide general direction to the members of the public and to ensure social order (May, 2001). The process of formulating, formalization and implementation has proved to be a daunting task since each sector in the society has its own unique policies (Cockrel, 2004). Different stakeholders in the society that may be affected by the policies must be engaged in one way or another in the public policy formulation process.

The essay seeks to discuss and rate the influence of the legislative bodies, leadership, the justice system, as well as the bureaucracy on the formulation and implementation of educational policies. It will briefly discuss the general pattern in the public policy-making process. The influence of other entities, for instance interest groups, political parties, and the media will also be considered.

Public policy-making process is a product of interactions as well as dynamics among different actors, interest groups, public and private institutions and other technical processes preceding the enactment and interpretation of any public policy. Numerous definitions of policy and policy-making process have been used depending on the context.

For the purposes of this essay, a policy shall be defined as either an explicit or implicit decision or decisions made by a group that lays out the instructions for guiding the subsequent decisions, regulate actions, or monitoring prior decisions reached (Ben-Peretz, 2008). The process of making policies, therefore, varies in complexity as well as scope and the dynamics involved must be acknowledged. A number of models have been designed to provide a general format followed in the process of formulating a given public policy.

The stages involved are well sequenced from the primary level to the ultimate enactment, implementation and interpretation of the policies (Schmidt, Shelly & Crain, 2009). There are five major components in any of these models and they include; problem advocacy, the opponents, the concerned authorities, the implementation, and interpretation/evaluation of the given public policy (Cockrel, 2004).

The first step is the problem identification phase which involves the definition of the issue at hand that the policy will seek to address. This can be done by the concerned/line authorities, institutions, or activists. The advocates of a specified issue will raise people’s awareness and hence recruiting more of them into their course. The target number of people depends on the scope of the problem and the anticipated policy.

The next step involves the proposal of available alternatives for addressing the problems or conditions at hand. These proposals will provide a frame of action in alleviating the identified crisis. The third phase is the identification of appropriate authorities that will engineer the process of policy formulation. The concerned authorities will appoint/design a committee to investigate the problem and establish the magnitude.

It will also be expected to offer a refined list of recommendations for addressing the crisis. The authorities play a central role in determining the progress of the process because they can choose to take the proposals or decline to act. In order to keep the process moving, the advocates continue with the popularization process to gain a wider support from the members of the public. The public mood has been found to be a great determinant of the success in any major public reforms (Denhardt, 2008).

The process of advocacy usually encounters opposition of almost equal magnitude and hence defining another force. The model acknowledges the role of opposition since it plays a significant role in the entire process of policy formation and implementation (Cockrel, 2004). The opposition camp may emerge at any particular stage and the sequence parallels that of the policy advocates.

In most cases, the stages are similar since the opponents may emerge right at the first phase of problem identification, then proposals to counter those of the advocates are made and served to the appropriate authorities. After submitting their alternatives, the opponents will seek to expand their support base to rally against the advocates for policy formation.

The fifth phase is composed of three sections; decision by the authority, implementation, and evaluation. The concerned government authority and the policy makers engage in extensive deliberations with an aim of weighing the situation at hand (Cockrel, 2004). It is at this sub-stage that conflicts/oppositions and dilemmas emerge resulting in shifts in balance between major stakeholders like powerful people and activist groups in the society.

According to Ben-Peretz, these encounters may lead to either the implementation or decline of the proposed policy (2008). With successful negotiations and compromise among the concerned parties, the line authority issues a final decision on the policy. It is important to note that the sequences listed above provide just a general trend but it does not outline a strict step by step format to be followed (Denhardt, 2008).

Once the new policy is enacted it becomes publicly binding and the next stage is its implementation. It will be the responsibility of the authorities to monitor the implementation of the policy. There are two methods through which the policy can be implemented. The first is the revolutionary method where there is immediate transformation of an organization or institution following a top-down format (Ben-Peretz, 2008).

This approach is common in cases where the problem is identified by the authorities themselves. The other method is the evolutionary mode which normally results in a slow bottom-up transformation of the institution’s working pattern. The effectiveness of any policy is in its interpretations. Since all policies are developed to address specific problems, they ought to be evaluated for efficiency and relevance. This is done in the last stage of evaluating the implemented policy.

The evaluation process is usually done by the stakeholders; the advocates, opponents, or other interest groups. Formal methods of evaluation which include the collection of data and their analysis are usually employed. Alternatively, informal approaches like the subjective evaluation of citizens’ opinions about the new policy may be used (Schmidt et al., 2009). The findings from the evaluation stage will be used in gauging the general performance of the policy and the necessary changes effected accordingly.

As evidenced by the preceding discussion, the process of formulating and implementing any public policy involves several parties who may either be in agreement or holding different opinions about a given policy. In the formulation and implementation of an educational policy, a number of parties are usually at the center of the deliberations (Ben-Peretz, 2008).

Some of the stakeholders may include; the legislative bodies, the leadership, the justice system, and the bureaucracy (Dye, 2002). Other influential parties are the interest/activist groups, political parties, and the media.

It is clear that education takes many different forms for varying intentions and in many institutions. There is the early childhood education, first to twelfth grade studies, between two to four year college or university education, postgraduate and professional studies, pedagogical education as well as training for a specific job. This implies that education policies affect people across all ages and sectors related to education (Cockrel, 2004).

In the process of formulating educational policies for schools, issues such as the size of the school, student-teacher ratio, school control-either private or public, teacher training and certification, teaching approaches, nature of curricular and the content, qualifications for graduation, investment in infrastructural development, and the ethical values that schools are expected to observe(Dye, 2002).

The different parties have quite a significant difference when it comes to influencing the policy formulation and implementation process. The power of the legislative bodies like the members of government such as presidents or the Ministers of Education really play a central role in determining the fate of proposed educational policies (Ben-Peretz, 2008).

They are expected to ensure the formulation and enactment of good policies that will ensure both economic and social progress among the people. The legislature may be regarded as one of the most influential in the formulation of educational policies as well as their implementation and evaluation (Silver, 1990).

The legislative bodies are responsible for the enactment of rules and regulations that monitor educational practices at virtually all levels of government authorities. The legislature provides educational guidelines that are implemented in a top-down sequence since the policies are formulated by highly trained and skilled people. Normally, the legislative branches include the city councils, state legislature, or the Congress. In some situations, the legislative may be an executive agency or a court.

Understanding how the legislative bodies work in the formulation and implementation of educational policies is very important. The members are responsible for the identification of a given problem or condition that need to be addressed. A committee of experts is constituted and charged with the responsibility of investigating the problem and to make appropriate recommendations (Denhardt, 2008). The investigators collect different people’s opinions and analyze them before arriving at the recommendations.

Within a specified period of time, the committee avails its findings to the legislative bodies for consideration. It is at this stage that the legislature may opt to adopt the recommendations or decline to act on them. The final decision is then declared to the public for implementation. The new policies have clear steps for their implementation. The process of effecting the changes may be either long term (evolutionary mode) or within a short period of time which is also referred to as the revolutionary mode of implementation (Ben-Peretz, 2008).

In most cases, policies released to the public as legislative decrees or by executive orders are normally expected to be implemented with minimal resistance. Another influence of the legislature is in the fact that they are also the ones who receive the proposals from the advocates for change in the educational sector. However, given the numerous number of stakeholders in the education sector, some educational policies may be rejected and hence hampering with the implementation stage.

Moreover, legislative bodies are in direct control of government’s educational resources and may influence their distribution. Availing the resources may hasten the policy implementation process (Wilson, 2008). The legislative bodies at different levels of the society exert proportionate power on the formulation and implementation of educational policies.

The role of state legislature, for instance, is to review the policies in educational institutions and agencies and may issue orders for policy improvement. Any issues and problems arising from the educational sector are part of the agenda for the legislative bodies (Ben-Peretz, 2008). It is also evident that the legislatures respond to natural disasters, research findings, and other crises in education and trigger the formulation of appropriate policies.

The other source of influence of the legislative bodies is the fact that they are acknowledged as public decision-making organs (Wilson, 2008). They are therefore responsible for making the final decisions or policy choice with reference to the alternatives proposed by other stakeholders in the educational sector. They have to harmonize the often competing interests and opinions from the different actors in education.

Once they have formulated a given educational policy, the legislative bodies forward the new policy to the executive agencies which will facilitate their implementation (Wilson, 2008). When the legislators are forced to determine policies by voting, they would always be guided by the wishes of their constituents. The legislature holds a central role since they can assign duties, even to the executive by legislation.

Although the legislative bodies have been demonstrated to wield a lot of power in the policy formulation process, they do not have direct influence when it comes to the implementation of the new policies/laws (Schmidt et al., 2009). Other government agencies will be monitoring the implementation of the prescribed educational policies. The legislative bodies are therefore very effective in influencing educational policy formation, particularly during the formulation stage.

The second party that has influence on educational policy formulation and implementation process is the society’s leadership. The work of a leader is to have a vision of the future together with its associated challenges and to define and lead the way towards a brighter course.

In this respect, leaders of organizations, educational institutions, and political parties, among others must be in a position to identify issues and problems in the societal sectors (Wilson, 2008). They also propose alternative ways of addressing the problems and forwarding them to the legislative bodies for consideration.

The president as the leader of the states or a country has inherent discretionary powers to influence the policy formulation and implementation process. Most national leaders in the world have been known to influence the policies affecting education, and mostly through executive orders. They champion the legislation of appropriate policies that will bring meaningful transformation to the education sector (Silver, 1990).

Furthermore, governors, city managers, and mayors in most states and cities have overwhelming discretionary policy-making power. These leadership positions are elective and hence carry with it some public good will necessary to identify issues and problems as well as recommend solutions on their behalf (Wilson, 2008). This implies that the leaders will strive to ensure the enactment of universal access to basic education policy, subsidized higher education, guidelines for proper teacher training, as well as policies for adult education.

Leaders seeking elective positions usually have well written manifestos of how they will address societal problems, educational challenges included (Silver, 1990). Once they are elected, they are faced with the challenge of fulfilling the promises and hence they formulate policies for legislation purposes.

During the advocacy for a given transformation in the education sector, there is usually a leader who motivates people to agitate for the formation and implementation of policies. In order to give the necessary support to express the seriousness of their call, the leader recruits more people from the society so as to overcome any opposition forces that may emerge (Ben-Peretz, 2008).

Moreover, the leaders are usually in charge of committees and other decision-making groups and they will determine the general course of action in the policy formulation and implementation process. Depending on the nature of the new educational policy, leadership greatly influences the implementation process since they command respect from the people (Dye, 2002). In situations where unpopular policies are enacted, the same leaders will curtail the implementation process.

Hence leadership plays a central role when it comes to the general process of educational policy formation and implementation (Cockrel, 2004). It is therefore apparent to note that leadership has such a significant degree of influence on the process of formulating and implementing educational policies.

Further analysis of the forces that shape and influence the formulation and implementation of educational policies reveals that the justice system has great impact on the process. The role of the courts is usually to solve conflicts that may arise among different members of the society.

It is not easy to acknowledge the contribution of the courts towards policy formulation and implementation in most sectors (Dye, 2002). During the initial phase of advocacy, opposition may emerge and depending on the extent of impact of the anticipated policy, those opposed may opt to move to court to halt the advocacy.

With the judge as the decision-maker, he or she may give new directions that would shape the course of the agitation process hence contributing indirectly to the policy formulation process. This is reinforced by the fact that there will always be competing formulations of policies forcing the participants to want to seek the intervention of the courts (Wilson, 2008). The decisions made by the judiciary have been found to have far reaching consequences on the educational policy formulation and implementation.

The most significant influences of the courts are mainly felt when it comes to the implementation of a given educational policy. This is because there are more conflicts at the implementation phase compared to the formulation stage (Denhardt, 2008).

Some of the well-known examples include the civil rights cases which are sponsored by the court, particular in cases related to racial discrimination and abuse of labor force. In such a situation, the accused and the complainant act as the participants in the policy formulation and implementation while the judge is the final decision-maker (Wilson, 2008).

In most instances, the court may rule against one proposal and approve a new set of policies hence participating in the implementation process. The courts have the authority to analyze any educational policy that has any unconstitutional clauses. They can also promulgate new sets of policies with adherence to the principles outlined in the constitution. This demonstrates the influence of the judicial system in the formulation of public policies, particularly educational policies.

Instances that lead people to the court include conflicts involving two institutions, individuals against organizations, individuals against associations/groups, and among individuals. The complainant will be seeking assistance from the court on the proper interpretation of the educational policy at hand (May, 2001). This implies that the role of the courts in the formulation and implementation process cannot be ignored.

The fourth significant influential party in the formulation and implementation of educational policies is the governmental bureaucracies. They comprise of the civil/government employees who work in the different levels of the society and help in the formulation and implementation of government policies (Silver, 1990). Most of them occupy leadership positions and are able to influence the process of policy development.

Since they handle issues that may arise from the educational sector, they can easily identify problems in education that need to be addressed by the development of a policy (Dye, 2002). They are also well placed to receive backing from the people because they are recognized as part of the authority.

The bureaucracies are such a strong force in policy formulation and implementation because they consist of experts. They assist the government in making informed policies by designing appropriate policy proposals (Wilson, 2008). The formulation phase, therefore, will be quite easier since it may take a bottom-up trend and hence increasing the chances of a strong support and subsequent implementation of the policy.

In some states, the senior most government workers can issue orders that take the form of policies and ensure that they are observed. The state/federal government may also take recommendations from the members of the bureaucracy and use them to create new education policies (Wilson, 2008). Some transformations in the education sector like the need to review the system requires the advice of experts who can evaluate the significance of the policies before they are implemented.

The most significant role of the bureaucracies comes in handy when it comes to the implementation phase of the educational policy. When top government authorities pass new policies, they expect that they will be effectively implemented by their subordinates (Ben-Peretz, 2008). The task of implementation, however, may prove to be really challenging especially when it extends down to the lowest level of the society. Since most policies are developed by top government officials, they become easier to implement since they are usually passed on in a top-down approach.

The bureaucracies facilitate representation of the government at all levels of the society. They monitor the enforcement of the new policies depending on the preferred mode of implementation. Within the educational sector, the implementation of policies is greatly influenced by other agencies in the society apart from the main implementing agency (Ben-Peretz, 2008). The bureaucracy therefore will have to coordinate this sensitive stage. In most cases, they do not force the people to obey the policies, instead, they put into consideration personal concerns, difficulties, the members of the society, as well as other interests (Denhardt, 2008).

Most government bureaucracies, therefore, hold crucial information in the formulation and implementation of educational policies. The authority bestowed upon them helps in overcoming the influence of political forces especially those who may object the new policies (Wilson, 2008). In some states, most of the government agents are elected giving them an upper hand over the implementation of new government policies on education.

The bureaucracies control and regulate other policy makers in their territories like members of school boards as well as of city councils and local governments (Silver, 1990). They are responsible for the analysis of problems, formulation of policies, and monitoring their implementation and evaluation. These depict the degree of influence that the bureaucracies have over the formulation and implementation of educational policies.

The above four major parties at the center of the formulation and implementation of educational policies seem to wield uniquely significant influence on the process. Since each of them have the discretion to agree with the others or to hold differing opinions, there is need to always reach a consensus when it comes to issues affecting a wider section of the society (Dye, 2002). Most of the actors may remain adamant when it comes to sticking to their perspectives but the process of formulating policies will exhibit success especially when the policy provides for new ways of improving the education sector.

Challenges of implementation may however be difficult to avoid but the opposition may also end up improving the quality of the policy through reviews (Cockrel, 2004). In this context, therefore, it is not easy to rate chronologically the influence of the different entities on the formulation and implementation of the various educational policies. Their varying degrees of influence are situational and may compliment each other in ensuring the successful formulation and implementation of policies.

There are a number of other significant stakeholders in the education sector who play important roles in determining the success of the educational policies. Interest groups such as teachers unions and parents’ associations may be complimentary when it comes to both the formulation and implementation of a given education policy (Schmidt et al., 2009).

These groups may greatly help the primary implementing agency in achieving its goals as well as the objectives of the policy. Some of the nongovernmental agencies may be affected by the new policies. Their conventional ways of operations may need to be changed as a result of the new policies. With these requirements, the interest groups may support the implementation or totally resist the policies especially if their opinions were not sought during the policy formulation stage.

Moreover, the government provisions affecting such a sensitive field in the society as the school system will always receive extensive scrutiny from the members of the public. Any failure to take this consideration may result in difficulty when it comes to the implementation process.

Significant resistance from these quarters will force the review of the policies before they are eventually re-implemented. This implies that organized groups of people can exert pressure on the implementing agency to make the necessary alterations to the policies (May, 2001).

The other important actors in the formulation and implementation of public policies are the political parties. Political parties are always at cross-roads when it comes to advocacy for the different policies. As they seek election into government, different parties present their manifesto/agenda for the people. They accomplish this task by highlighting all the reforms that they intend to bring in the various sectors of the society (Schmidt et al., 2009).

They may also resort to criticizing the existing educational policies. The number of registered political parties is usually large. For instance, two major ones (Republican and Democratic) in the US normally exchange the national leadership roles. This periodic alternation of leadership has influenced the formulation and implementation of educational policies in most states.

The public media also plays a central role in the formulation and implementation of most public policies. The media can help in popularizing a given policy among the members of the society and hence gaining the approval necessary for its implementation (Ben-Peretz, 2008). In some cases, the proposed educational policy may be perceived to have far reaching negative impacts if implemented.

The media will therefore influence people’s opinions of the same resulting in implementation difficulty. Given the non-interactive nature of the media, people may easily end up developing negative attitudes towards a given policy on education. Therefore, the media just like the other stakeholders can have such a significant influence on the entire process of formulating and implementing the educational policies (May, 2001).

The essay has focused on the complex concept of parties involved in the formulation and implementation of educational policies and how each influences the process. The four major actors identified are; the legislative bodies, the leadership, the judiciary, and the government bureaucracy.

Other stakeholders discussed include the media, political parties, and the various interest groups. The essay has also highlighted a general model that can be used to illustrate stages through which public policy formation may take. However, the format is not fixed or meant to be followed in a step by step manner. Instead, it captures the basic processes involved and may take any order.

For instance, formation may come after the evaluation of a given policy for purposes of improving the provisions of the policy. It can be concluded that the various parties and actors in the formulation and implementation of educational policy can influence the process in their own special way. However, it may not be easy to categorize all of them in the order of degree of influence, particularly the first four parties.

Ben-Peretz, M. (2008). Policy-making in education: a holistic approach in response to global changes. Rowman & Littlefield Plc.

Cockrel, J. (2004). Public Policy-making in America . University of Kentucky Press

Denhardt, R. B. (2008). Theories of public organization (5 th ed.). Thomson Wadsworth

Dye, T. R. (2002). Understanding public policy . Upper Saddle River, Prentice Hall

May, P. (2001). “Reconsidering Policy Design: The Policies and Publics.” Journal of Public Policy Process , 4 (2), 186-209

Schmidt, S. W., Shelly, M. C. & Crain, E. (2009). American Government and Politics: a focus on public policy formation. Cengage Learning

Silver, H. (1990). Education, change, and the policy process. Taylor & Francis

Wilson, R. H. (2008). Public policy and community: activism and governance. University of Texas Press

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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

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Essay on New Education Policy

A New Education Policy has been sanctioned by our government in July 2020; after a gap of 34 years, for bringing the changes in the National Education System. The New Education Policy has its objective of making the learning process more efficient by enhancing students thinking and creative ability. The New Education Policy includes several changes in the school level as well as higher education. These essays on the New Education Policy will help you to understand in detail about this subject.

Short and Long Essay on New Education Policy in English

Essay on New Education Policy for students of class 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and class 12 in English in 100, 150, 200, 250, 300, 500 words. Also find short New Education Policy essay 10 lines.

New Education Policy Essay 10 Lines (100 – 150 Words)

1) On 29 July 2020, the new education policy came into existence.

2) The Union Cabinet of India is responsible for approving the Education Policy.

3) The National Education Policy (NEP 2020) describes India’s vision for a new education system.

4) This new policy is the replacement of the previous Education Policy of 1986.

5) By 2040, India’s education system is expected to be transformed under this policy.

6) Under this policy, the state expenditure on education will be hiked from 3% to 6%.

7) It enforces the use of local language for instructing students up to class 5.

8) The new model 5+3+3+4 is introduced stating 3 years of preschool and 12 years of schooling.

9) Exams will be held only in classes 2, 5, and 8 instead of every academic year.

10) The main aim is to reduce classroom load from students and make them more interdisciplinary and multi-lingual.

Essay 1 (250 Words) – New Education Policy: Necessity and Objective

Introduction

The new National Education Policy came into existence on 29 July 2020, after replacing the existing National Education Policy. The change in education policy is made after a gap of a total of 34 years. But the change was necessary and the need for the time should have been made earlier.

The Necessity of New Education Policy 2020

The earlier system of education was basically focused on learning and giving results. The students were judged by the marks attained. This was a unidirectional approach to development. But the new education policy focuses on the relevance of a multi-disciplinary approach. It aims at all-round development of the student.

New education policy visualizes the formation of a new curriculum and structure of education which will help the students at their different stages of learning. The change has to be done in the existing education system in order to make education reach up to all, ranging from urban to rural areas. It will be towards meeting sustainability by fulfilling Goal 4- Quality Education.

The main motive is making a child learn along with becoming a skilled one, in whatever field they are interested. In this way, the learners are able to figure out their aim, and their capabilities. The learners are to be provided with integrated learning i.e. having the knowledge of every discipline. The same is applicable in higher education too. The new education policy also lays emphasis on the reformation of teacher’s education and training processes.

The present education system is the result of changes made in the existing education policy of 1986. It has been implemented to foster the learner and the nation’s development. The new education policy focuses on the child’s overall development. The policy is destined to achieve its objective by 2030.

Essay 2 (400 Words) – New Education Policy: Vision and Advantages/Disadvantages

Getting proper basic education is the birthright of each and every individual as per the Indian Constitution. Education is the key element in the development of a child for getting ready to lead a happy life. The change in the National education policy, after 1986 in the 21st century took place in July 2020 and emerges out to be the new education policy 2020.

The Vision of the New Education Policy

The new education policy is the reworking of the earlier national education policy. It is the change of the entire system of education by new structural outlines.

The vision laid in the New Education Policy is turning the system into a high-spirited and energetic one. There must be an effort in making the learner responsive and skilled.

Advantages and Disadvantages of the New Education Policy 2020

Advantages:

• The new education policy focuses on the integrated development of the learners.
• It replaces the 10+2 system with 5+3+3+4 structure, which states 12 years of schooling and 3 years of pre-schooling, thus kids with the experience of schooling at an earlier stage.
• The examinations will be conducted in 3, 5, and 8th grades only, others will go for the regular assessments. Board exams will also be made easier and, and held twice in a year so that each child gets two attempts.
• The policy envisages a multi-disciplinary and integrated approach to the under-graduate programmes with greater flexibility of exit from the course.
• The state and central government both will work together towards greater public investments by the public for education will give rise to GDP by 6%, at its earliest.
• The new education policy focuses on enhancing practical education instead of laying stress on books for learning.
• NEP allows for the development and learning of children by general interaction, group discussions, and reasoning.
• The NTA will conduct a common entrance exam for universities at a national level.
• The students will have the freedom to select the course they desire to learn along with the course subjects, thus promoting skill development.
• The government will be setting up new ways of research and innovations at the university and college level by setting NRF (National Research Foundation).

Disadvantages:

• The implementation of the language i.e. the teaching up to 5 th grade to be continued in the regional languages is the utmost problem. The child will be taught in regional language and therefore will have less approach towards the English language, which is required after completing 5th grade.
• Kids have been subject to structural learning, which might increase the burden on their small minds.

There was a need for change to the existing education policy which was earlier implemented in 1986. The resulting change is the approval of the New Education policy. The policy has many positive features but the same can only be achieved by strictly making it happen. Mere consideration for the layout will not work efficiently instead of actions.

Essay 3 (500 – 600 Words) – Structural Transformations in New Education Policy

New education policy is formulated by the government of India aiming towards achieving the policy initiatives by 2030. It is a complete change in the existing education policy which was last implemented in 1986. It is focusing on the self-capabilities of child and concept-based learning, instead of rote learning procedures.

The framework of the National Education Policy

• The current policy replaces the National Education Policy 1986.
• The discussion regarding the New Education Policy was started in January 2015 by the committee under the leadership of cabinet secretary TSR Subramanian and a report was submitted by the committee in 2017.
• A Draft of National Education Policy, made on the basis of the report of 2017, was submitted by the new team led by former ISRO (Indian Space Research Organization) chief Krishnaswamy Kasturirangan in 2019.
• The drafted New Education Policy was announced, by the Ministry of Human Resource Development, after consulting with the public and stakeholders.
• The New Education Policy then came into existence on 29 July 2020.

Structural Transformations in New Education Policy

School Education

The 10+2 module is replaced by 5+3+3+4 model. The execution will be carried out as:

• Foundational Stage – It will include three years of pre-schooling period.
• Preparatory Stage – It constitutes of classes 3-5, with ages 8-11 years.
• Middle Stage – It will constitute of class 6-8, with age 11-14 years.
• Secondary Stage – It will constitute class 9-12, with ages 14- 19 years. These four years will be linked with choice for multi-disciplinary study. It will not be necessary to study in only one discipline.
• The students have to give exams only thrice i.e. in 3, 5, and 8 th class.
• “PARAKH”, an assessment body has to be established for assessing student’s performance.

Higher Education

• The bachelor’s programme would be a 4-year programme with a flexible exit. Obtaining a year course will provide with certification, 2-year with a diploma degree, 3-year with a bachelor’s degree, and 4-year will be integrated with the research work and finding related to the subject studied.
• Higher Education Grants Council (HEGC) for providing funds and finances to universities and colleges. This will replace AICTE and UGC.
• The responsibility of the national testing agency to hold common entrance for universities and colleges along with conducting NEET and JEE.
• Master of Philosophy courses to discontinue, as it was an intermediate course between Masters and Ph.D.
• National Research Foundation (NRA) to be developed to foster research and innovations.
• The foreign universities to set their campuses in our country and vice versa.

Teacher’s Education and Recruitment

• The 4-year integrated B.Ed programme made it essential for teaching.
• There must be workshops organized for the training of the teachers regarding various teaching aids.
• Transparency in recruiting processes of teachers as teachers are at a centralized role for the development of students.

Beneficial Impacts of the New Education Policy

• It lays stress on the self-capability, cognitive skills of the learner. It will help a child to develop their talents if they are having inborn talents.
• Earlier the students had the option of opting for only one discipline for studying but now different subjects can opt, for example – one can opt for art and craft along with mathematics.
• Emphasis on every subject to be treated equally.
• The main motive is to develop the power of interaction, critical thinking, and the ability to reasoning with the inculcation of innovative ideas among the students.
• The multiple exit option in bachelor’s courses will provide an opportunity for the students to benefit from the experience and attain skills by working somewhere in meantime and then continue later.
• The new education policy focuses on the practical aspect of learning any subject, as it is considered a better way of understanding the concept.
• All the institutions and higher education institutes to become multidisciplinary by 2040.

The new education policy is laid down with several initiatives that are really the need of the present scenario. The policy is concerned with attention on skill development along with the study curriculum. Merely dreaming of anything will not make it work, as proper planning and working according to that will only help in fulfilling the objective. No sooner the objectives of NEP are achieved, will propel our nation towards progress.

FAQs: Frequently Asked Questions

Ans. The National Education Policy was formed in 1986.

Ans . Dr. K. Kasturirangan is appointed as the chairman of New Education Policy 2020.

Ans . The new pattern of 10+2 in the New Education Policy 2020 is 5+3+3+4.

Ans . The Government has decided to spend 6% of GDP on education according to the New Education Policy 2020.

Ans . The Human Resource and Development ministry has been given the name of Education ministry in New Education Policy 2020.

Ans . The skill development course will start from class 6th for students in New Education Policy 2020.

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New Education Policy Essay

After a gap of 34 years to bring about a change in the national education system; A new education policy was approved by our central government in July 2020. The aim of the new education policy is to make the learning process more efficient by enhancing the thinking and creative potential of the students. The new education policy includes many changes at the school level as well as in higher education. Here on the new education policy, I have provided some essays for you in different word limits, which will help you to understand this topic in detail.

Short and Long Essays on New Education Policy in English

Essay 1 (250 words) – new education policy: need and objectives.

introduction

The new National Education Policy came into force on July 29, 2020, replacing the existing National Education Policy. This change in education policy has been done after a gap of 34 years. But change was necessary and it should have happened earlier as per the need of the hour.

need of new education policy 2020

The earlier education system was basically focused on learning and delivering results. Students were assessed on the basis of marks obtained. It was a one sided approach to development. But the new education policy focuses on the relevance of a multidisciplinary approach. It aims at all round development of the student.

The new education policy envisages the formation of a new curriculum and structure of education that will help students at different stages of learning. Changes should be made in the existing education system to make education accessible to everyone from urban to rural areas. This goal will be towards achieving sustainability by accomplishing 4-quality education.

The main objective of the new education policy is to make a child skilled as well as train them in whatever field they are interested in. In this way, learners are able to discover their purpose, and their abilities. Integrated learning is to be provided to the learners i.e. they should have knowledge of each discipline. The same thing applies in higher education. The new education policy also lays emphasis on reform of teacher education and training processes.

The present education system is the result of the changes made in the existing education policy of the year 1986. It has been implemented to promote the development of the learner and the country. The new education policy focuses on the holistic development of the children. Under this policy the target is to achieve its objective by the year 2030.

Essay 2 (400 words) – New Education Policy: Approach and Advantages/Disadvantages

Getting proper basic education is the birthright of every person according to the Indian Constitution. Education is an extremely important element in the development of a child to be ready to lead a happy life. In the 21st century, after 1986, the change in the National Education Policy took place in July 2020 and it came out as New Education Policy 2020.

New Education Policy Approach

The New Education Policy is a re-evaluation of the earlier National Education Policy. It is the transformation of the entire system of education through a new structural framework.

The vision laid down in the New Education Policy is transforming the system into a high spirited and energetic policy. Efforts should be made to make the learner responsible and efficient.

Advantages and disadvantages of new education policy 2020

• The new education policy focuses on the integrated development of the learners.
• It replaces the 10+2 system with a 5+3+3+4 structure, with 12 years of schooling and 3 years of pre-schooling, thus giving children an earlier stage of schooling experience.
• The examinations will be conducted only in 3rd, 5th and 8th class, the results of other classes will be taken as regular evaluation. Board exams will also be simplified and will be conducted twice in a year so that every child gets two chances.
• The policy envisages a multi-disciplinary and integrated approach to graduate programs with greater flexibility in opting out of the curriculum.
• Both the state and central government will work together towards greater public investment by the public for education, and increase GDP to 6% at the earliest.
• The new education policy is more focused on promoting practical education rather than increasing the consumption of books for learning.
• NEP i.e. New Education Policy allows for the development and learning of children through simple conversation, group discussion and reasoning.
• NTA will conduct a common entrance test for universities at the national level.
• Students will also have the freedom to choose the course subjects as well as the course they wish to learn, thus promoting skill development.
• The government will establish new avenues of research and innovation at the university and college level by setting up NRF (National Research Foundation).
• Implementation of language i.e. teaching till 5th standard to continue in regional languages ​​can be a big problem. The child will be taught in the regional language and hence will have less attitude towards the English language, which is essential after completing 5th standard.
• Children have been subjected to learning in a structural way, which can increase the burden on their small brains.

There was a need for a change in the existing education policy which was implemented in 1986. The resulting change is the result of the new education policy itself. The policy has many positive features, but it can be achieved only through strictness. For layout only views will not work but tasks have to be done efficiently.

Essay 3 (600 Words) – Structural Changes in the New Education Policy

The new education policy has been formulated by the Government of India with an aim to achieve the policy aspects by 2030. This is a complete change in the existing education policy which was last implemented in 1986. It is a learning process based on the student’s self-capabilities and concepts and not a rote learning process.

National Education Policy Framework

• The present policy has replaced the National Policy on Education 1986.
• The discussion regarding the new education policy was initiated by the committee headed by Cabinet Secretary TSR Subramanian in January 2015 and a report was submitted by the committee in 2017.
• A draft of the National Education Policy, created based on the 2017 report, was presented in 2019 by the new team led by former ISRO (Indian Space Research Organisation) chief Krishnaswamy Kasturirangan.
• The draft new education policy was announced by the Ministry of Human Resource Development after consultation with the public and stakeholders.
• The new education policy came into force on July 29, 2020.

Structural Changes in the New Education Policy

school education

The 10+2 modulus has been replaced by the 5+3+3+4 model. This execution would be done something like this:

• Foundational Stage – This will include a pre-schooling period of three years.
• Early Stage – This constitutes Classes 3-5, with an age of 8-11 years.
• Middle Stage – This will constitute class 6-8, with an age of 11-14 years.
• Secondary Stage – This will constitute Classes 9-12, with an age of 14-19 years. These four years will be combined with the option for multidisciplinary studies. It will no longer be necessary to study in only one discipline.
• Students will have to take the exams only thrice, i.e. class 3, class 5, class 8.
• “Parakh”, a body will be set up which will assess the performance of the students.

Higher education

• The undergraduate program will be a 4-year program with a flexible exit. In which the student will be awarded a certificate after completing the one-year course, in addition to the diploma degree after completing 2 years, the bachelor’s degree after 3-years and the research work and study after completing 4-years. Will be integrated with the search done related to the topic.
• There will be a Higher Education Grants Council to provide funds and finance to universities and colleges. It will replace AICTE and UGC.
• It will be the responsibility of the National Testing Agency to conduct NEET and JEE as well as the common entrance test for universities and colleges.
• The Master of Philosophy course will be discontinued, as it was an intermediate course between Masters and Ph.D.
• A National Research Foundation (NRA) is to be developed to promote research and innovations.
• Foreign university campuses will establish our campuses in our country and in their country.

Teacher education and recruitment

• Made the 4-year integrated B.Ed program compulsory for teachers.
• Workshops should be organized for the training of teachers regarding various teaching aids.
• There should be transparency in the recruitment process of teachers as only one teacher is in the centralized role for the development of the students.

Beneficial Effects of New Education Policy

• It emphasizes on the self-potential, cognitive skills of the learner. It will help a child to develop their talent if they are born gifted.
• Earlier students had the option to choose only one subject to study, but now can choose different subjects, for example – maths as well as arts and crafts.
• Emphasis on treating every subject equally.
• The main objective of this policy is to develop the ability of participatory, critical thinking and reasoning among the students with the incorporation of innovative ideas.
• The multiple exit options in undergraduate courses will provide the opportunity for students to benefit from experience and gain skills from working somewhere in the meantime and then continue on later.
• The new education policy focuses on the practical aspect of learning any subject, as it is considered to be a better way of understanding the concept.
• All institutions and higher educational institutions will become multidisciplinary by 2040.

The new education policy has been put in place with many initiatives which is exactly the need of the present scenario. The policy is concerned with the curriculum of study with a focus on skill development. Dreaming of anything will not work, as proper planning and working according to it will only help in fulfilling the purpose. The sooner the objectives of NEP are achieved, the sooner our nation will move towards progress.

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Biden Administration Releases Revised Title IX Rules

The new regulations extended legal protections to L.G.B.T.Q. students and rolled back several policies set under the Trump administration.

By Zach Montague and Erica L. Green

Reporting from Washington

The Biden administration issued new rules on Friday cementing protections for L.G.B.T.Q. students under federal law and reversing a number of Trump-era policies that dictated how schools should respond to cases of alleged sexual misconduct in K-12 schools and college campuses.

The new rules, which take effect on Aug. 1, effectively broadened the scope of Title IX, the 1972 law prohibiting sex discrimination in educational programs that receive federal funding. They extend the law’s reach to prohibit discrimination and harassment based on sexual orientation and gender identity, and widen the range of sexual harassment complaints that schools will be responsible for investigating.

“These regulations make it crystal clear that everyone can access schools that are safe, welcoming and that respect their rights,” Miguel A. Cardona, the education secretary, said in a call with reporters.

The rules deliver on a key campaign promise for Mr. Biden, who declared he would put a “quick end” to the Trump-era Title IX rules and faced mounting pressure from Democrats and civil rights leaders to do so.

The release of the updated rules, after two delays, came as Mr. Biden is in the thick of his re-election bid and is trying to galvanize key electoral constituencies.

Through the new regulations, the administration moved to include students in its interpretation of Bostock v. Clayton County, the landmark 2020 Supreme Court case in which the court ruled that the Civil Rights Act of 1964 protects gay and transgender workers from workplace discrimination. The Trump administration held that transgender students were not protected under federal laws, including after the Bostock ruling .

In a statement, Betsy DeVos, who served as Mr. Trump’s education secretary, criticized what she called a “radical rewrite” of the law, asserting that it was an “endeavor born entirely of progressive politics, not sound policy.”

Ms. DeVos said the inclusion of transgender students in the law gutted decades of protections and opportunities for women. She added that the Biden administration also “seeks to U-turn to the bad old days where sexual misconduct was sent to campus kangaroo courts, not resolved in a way that actually sought justice.”

While the regulations released on Friday contained considerably stronger protections for L.G.B.T.Q. students, the administration steered clear of the lightning-rod issue of whether transgender students should be able to play on school sports teams corresponding to their gender identity.

The administration stressed that while, writ large, exclusion based on gender identity violated Title IX, the new regulations did not extend to single-sex living facilities or sports teams. The Education Department is pursuing a second rule dealing with sex-related eligibility for male and female sports teams. The rule-making process has drawn more than 150,000 comments.

Under the revisions announced on Friday, instances where transgender students are subjected to a “hostile environment” through bullying or harassment, or face unequal treatment and exclusion in programs or facilities based on their gender identity, could trigger an investigation by the department’s Office for Civil Rights.

Instances where students are repeatedly referred to by a name or pronoun other than one they have chosen could also be considered harassment on a case-by-case basis.

“This is a bold and important statement that transgender and nonbinary students belong, in their schools and in their communities,” said Olivia Hunt, the policy director for the National Center for Transgender Equality.

The regulations appeared certain to draw to legal challenges from conservative groups.

May Mailman, the director of the Independent Women’s Law Center, said in a statement that the group planned to sue the administration. She said it was clear that the statute barring discrimination on the basis of “sex” means “binary and biological.”

“The unlawful omnibus regulation reimagines Title IX to permit the invasion of women’s spaces and the reduction of women’s rights in the name of elevating protections for ‘gender identity,’ which is contrary to the text and purpose of Title IX,” she said.

The existing rules, which took effect under Mr. Trump in 2020, were the first time that sexual assault provisions were codified under Title IX. They bolstered due process rights of accused students, relieved schools of some legal liabilities and laid out rigid parameters for how schools should conduct impartial investigations.

They were a sharp departure from the Obama administration’s interpretation of the law, which came in the form of unenforceable guidance documents directing schools to ramp up investigations into sexual assault complaints under the threat of losing federal funding. Scores of students who had been accused of sexual assault went on to win court cases against their colleges for violating their due process rights under the guidelines.

The Biden administration’s rules struck a balance between the Obama and Trump administration’s goals. Taken together, the regulation largely provides more flexibility for how schools conduct investigations, which advocates and schools have long lobbied for.

Catherine E. Lhamon, the head of the department’s Office for Civil Rights who also held the job under President Barack Obama, called the new rules the “most comprehensive coverage under Title IX since the regulations were first promulgated in 1975.”

They replaced a narrower definition of sex-based harassment adopted under the Trump administration with one that would include a wider range of conduct. And they reversed a requirement that schools investigate only incidents alleged to have occurred on their campuses or in their programs.

Still, some key provisions in the Trump-era rules were preserved, including one allowing informal resolutions and another prohibiting penalties against students until after an investigation.

Among the most anticipated changes was the undoing of a provision that required in-person, or so-called live hearings, in which students accused of sexual misconduct, or their lawyers, could confront and question accusers in a courtroom-like setting.

The new rules allow in-person hearings, but do not mandate them. They also require a process through which a decision maker could assess a party or witness’s credibility, including posing questions from the opposing party.

“The new regulations put an end to unfair and traumatic grievance procedures that favor harassers,” Kel O’Hara, a senior attorney at Equal Rights Advocates. “No longer will student survivors be subjected to processes that prioritize the interests of their perpetrators over their own well being and safety.”

The new rules also allow room for schools to use a “preponderance of evidence” standard, a lower burden of proof than the DeVos-era rules encouraged, through which administrators need only to determine whether it was more likely than not that sexual misconduct had occurred.

The renewed push for that standard drew criticism from legal groups who said the rule stripped away hard-won protections against flawed findings.

“When you are dealing with accusations of really one of the most heinous crimes that a person can commit — sexual assault — it’s not enough to say, ‘50 percent and a feather,’ before you brand someone guilty of this repulsive crime,” said Will Creeley, the legal director of the Foundation for Individual Rights and Expression.

The changes concluded a three-year process in which the department received 240,000 public comments. The rules also strengthen protections for pregnant students, requiring accommodations such as a bigger desk or ensuring access to elevators and prohibiting exclusion from activities based on additional needs.

Title IX was designed to end discrimination based on sex in educational programs or activities at all institutions receiving federal financial assistance, beginning with sports programs and other spaces previously dominated by male students.

The effects of the original law have been pronounced. Far beyond the impact on school programs like sports teams, many educators credit Title IX with setting the stage for academic parity today. Female college students routinely outnumber male students on campus and have become more likely than men of the same age to graduate with a four-year degree.

But since its inception, Title IX has also become a powerful vehicle through which past administrations have sought to steer schools to respond to the dynamic and diverse nature of schools and universities.

While civil rights groups were disappointed that some ambiguity remains for the L.G.B.T.Q. students and their families, the new rules were widely praised for taking a stand at a time when education debates are reminiscent to the backlash after the Supreme Court ordered schools to integrate.

More than 20 states have passed laws that broadly prohibit anyone assigned male at birth from playing on girls’ and women’s sports teams or participating in scholastic athletic programs, while 10 states have laws barring transgender people from using bathrooms based on their gender identity.

“Some adults are showing up and saying, ‘I’m going to make school harder for children,” said Liz King, senior program director of the education equity program at the Leadership Conference on Civil and Human Rights. “It’s an incredibly important rule, at an incredibly important moment.”

Schools will have to cram over the summer to implement the rules, which will require a retraining staff and overhauling procedures they implemented only four years ago.

Ted Mitchell, the president of the American Council on Education, which represents more than 1,700 colleges and universities, said in a statement that while the group welcomed the changes in the new rule, the timeline “disregards the difficulties inherent in making these changes on our nation’s campuses in such a short period of time.”

“After years of constant churn in Title IX guidance and regulations,” Mr. Mitchell said, “we hope for the sake of students and institutions that there will be more stability and consistency in the requirements going forward.”

Zach Montague is based in Washington. He covers breaking news and developments around the district. More about Zach Montague

Erica L. Green is a White House correspondent, covering President Biden and his administration. More about Erica L. Green

Friday essay: Project 2025, the policy substance behind Trump’s showmanship, reveals a radical plan to reshape the world

Adjunct Senior Fellow, School of Global, Urban and Social Studies, RMIT University

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Emma Shortis is Senior Researcher in International and Security Affairs at The Australia Institute, an independent think tank.

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In April 2022, conservative American think tank the Heritage Foundation, working with a broad coalition of 50 conservative organisations, launched Project 2025 : a plan for the next conservative president of the United States.

The Project’s flagship publication, Mandate for Leadership: The Conservative Promise , outlines in plain language and in granular detail, over 900-plus pages, what a second Trump administration (if it occurs) might look like. I’ve read it all, so you don’t have to.

The Mandate’s veneer of exhausting technocratic detail, focused mostly on the federal bureaucracy, sits easily alongside a Trumpian project of revenge and retribution . It is the substance behind the showmanship of the Trump rallies.

Developing transition plans for a presidential candidate is normal practice in the US. What is not normal about Project 2025, with its intertwined domestic and international agenda, are the plans themselves. Those for climate and the global environment, defence and security, the global economic system and the institutions of American democracy more broadly aim for nothing less than the total dismantling and restructure of both American life and the world as we know it.

The unapologetic agenda, according to Heritage Foundation president Kevin D. Roberts, is to “defeat the anti-American left – at home and abroad.”

Recommendations include completely abolishing the US Federal Reserve in favour of a system of “free banking”, the total reversal of all the Biden administration’s climate policies, a dramatic increase in fossil fuel extraction and use, ending economic engagement with China, expanding the nuclear arsenal and a “comprehensive cost-benefit analysis of U.S. participation in all international organizations” including the UN and its agencies. And that’s not all.

Australia itself is mentioned just seven times in the substantive text, with vague recommendations that a future administration support “greater spending and collaboration” with regional partners in defence and send a political appointee here as ambassador. But even if only partially implemented, the document’s overarching recommendations would have significant implications for Australia and our region.

Project 2025 is modelled on what the Foundation sees as its greatest historical triumph. The launch of the first Mandate for Leadership coincided with Ronald Reagan’s inauguration in January 1981. By the following year, according to the Foundation, “more than 60 percent of its recommendations had become policy”.

Four decades later, Project 2025 is trying to repeat history.

The Project is not directly aligned with the Trump campaign: it has in fact attracted some ire from the campaign for presuming too much. Trump is under no obligation to adopt any of its plans should he return to the White House. But the sheer number of former Trump officials and loyalists involved in the Project, and its particular commitment to supporting a Trump return, suggest we should take its plans very seriously.

Much of what is happening now in the US is unprecedented. Trump, the presumptive Republican nominee, is currently locked in a Manhattan courtroom defending himself from criminal charges . Despite this unedifying spectacle, current polling separates Biden and Trump by a gap of just 2% , according to the latest poll. This year will be an existential test for American democracy.

Read more: Is America enduring a 'slow civil war'? Jeff Sharlet visits Trump rallies, a celebrity megachurch and the manosphere to find out

The four pillars

Project 2025’s chosen method for engineering its radical reshaping of that democracy takes a startlingly familiar bureaucratic approach. It aims to create a system where any potential chaos is contained by an administration and bureaucracy united by the same conservative vision. The vision rests on four “pillars”.

Pillar one is the 920-page Mandate – the manifesto for the next conservative president (and the major focus of this analysis).

Pillar two is the foundation’s recruitment program: a kind of conservative LinkedIn that aims to build a database of vetted, loyal conservatives ready to serve in the next administration.

The program is specifically designed to “deconstruct the Administrative State”: code for using Schedule F , a Trump-era executive order (since overturned), that would allow an administration to unilaterally re-categorise, fire and replace tens of thousands of independent federal employees with political loyalists.

Pillar three, the “Presidential Administration Academy”, will train those new recruits and existing amenable officials in the nature and use of power within the American political system, so they can effectively and efficiently implement the president’s agenda.

Pillar four consists of a secret “ Playbook ” – a resources bank of things like draft executive orders and specific transition plans ready for the first 180 days of a new administration.

The four pillars inform each other. The Mandate, for example, doubles as a recruitment tool that educates aspiring officials in the complex structures of the US federal government.

A response to Trump’s failures

The Mandate doesn’t specify who the next conservative president might be, but it is clearly written with Trump in mind. As it outlines, “one set of eyes reading these passages will be those of the 47th President of the United States”. What the Mandate can’t acknowledge is that the man aiming to be the 47th president was notorious for not reading his briefs when he occupied the Oval Office.

An unspoken aim of Project 2025 is to inject some ideological coherence into Trumpism. It aims to focus if not the leader, then the movement behind him – something that did not happen in the four years between January 2017 and January 2021. The entire project is a response to the perceived failures and weaknesses of the Trump administration.

Project 2025’s vision rests on almost completely gutting and replacing the bureaucracy that (in the view of its authors) thwarted and undermined the Trump presidency. It aims to remodel and reorganise the “ blob ” of powerful people who cycle through the landscape of American power between think tanks, government and higher education institutions.

It explicitly welcomes conservatives to this “mission” of assembling “an army of aligned, vetted, trained, and prepared conservatives to go to work on Day One to deconstruct the Administrative State”. “Conservatives”, in this framing, are not those who would defend and protect the institutions and traditions of the state, but rather right-wing radicals who would fundamentally change them.

The choice of language – “mission”, “army” – is also deliberate. The Mandate repeatedly distinguished between “ real people ” and what it sees as existential enemies. “America is now divided,” it argues, “between two opposing forces”. Those forces are irreconcilable, and because that fight extends abroad, “there is no margin for error”.

This framing of an America and a world engaged in an existential battle is underpinned by granular, bureaucratic detail – right down to recommendations for low-level appointments, budget allocations and regulatory reform. Effective understanding – and use of – the machinery of American power is, the Heritage Foundation believes, essential to victory.

That is why the Mandate is 920 pages from cover to cover, why it has 30 chapters written by “hundreds of contributors” with input from “more than 400 scholars and policy experts” and why it can now claim the support of 100 organisations .

What follows is a broad analysis of the implications of Project 2025 for the world outside the United States.

Drill baby, drill: climate and the environment

In late 2023, Donald Trump was asked by Fox News anchor Sean Hannity if he would be a “dictator”. Trump responded he would not, “ except on day one ”. In the flurry of coverage that followed, rightly condemning and outlining Trump’s repeated threats to American democracy , the aspiring president’s stated reasons for a day of dictatorship were overshadowed.

But Trump was explicit: “We’re closing the border and we’re drilling, drilling, drilling.” While Trump himself may not be across or even aligned with the specific detail of much of Project 2025’s aims, on “drilling, drilling, drilling,” they are very much in sync.

The Mandate condemns what it describes as a “radical climate agenda” and “Biden’s war on fossil fuels”, recommending an immediate rollback of all Biden administration programs and reinstatement of Trump-era policies.

One of Biden’s signature legislative achievements, the Inflation Reduction Act , attracts a great deal of attention. Unsurprisingly, the broad recommendation is that the Act be repealed in its entirety. But the recommendations are also specific: repeal “credits and tax breaks for green energy companies”, stop “programs providing grants for environmental science activities” and ensure “the rescinding of all funds not already spent by these programs”. This would include removing “federal mandates and subsidies of electric vehicles”.

There is, in all, a great deal to “eliminate” – a word that appears in the Mandate over 250 times. In environmental policy, programs on the elimination list include the Clean Energy Corps , energy efficiency standards for appliances , the Office of Energy Efficiency and Renewable Energy and the Office of Clean Energy Demonstrations in the Department of Energy, and the entire National Oceanic and Atmospheric Administration .

But this is not all. The elimination of climate-focused programs, legislation, offices and policies would be accompanied by a dramatic increase in fossil fuel extraction and use – a reversal of Biden’s “war”.

The chapter on the Department of the Interior, which manages federal lands and natural resources, recommends it “conduct offshore oil and natural gas lease sales to the maximum extent permitted” and restart the coal-leasing program.

This should include returning to the first Trump administration’s plans to further open the Arctic National Wildlife Refuge to oil fields development. The Federal Energy Regulatory Commission should, likewise, “not use environmental issues like climate change as a reason to stop LNG projects”.

Given the size and influence of the US economy, these policies would inevitably have global implications. This is not lost on the Mandate’s authors: the fight against the “radical climate agenda” is both local and global.

The chapter on Treasury, for example, recommends that a conservative administration “withdraw from climate change agreements that are inimical to the prosperity of the United States”. This includes, specifically, the UN Framework Convention on Climate Change and the Paris Agreement (which Trump withdrew the United States from in 2020, and Biden rejoined in 2021).

Analysis by the Guardian argues that taken together, these plans for rewinding climate action and accelerating fossil fuel extraction and use would be “even more extreme for the environment” than those of the first Trump administration.

This would not be a straightforward case of the US reverting from being a “good” actor on climate to a “bad” one. While the Biden administration has presided over some of the most significant climate legislation and actions in US history, domestic oil production has also hit a record high under Biden’s leadership . The US is already the second highest emitter of greenhouse gases in the world.

Several nations, including Australia, might find it convenient to hide behind the much more explicitly destructive policies of a future conservative US administration.

According to modelling by UK-based Carbon Brief , which does not include the increases in fossil fuel extraction and use outlined by the Mandate, a second Trump administration could result in an increase in emissions “equivalent to the combined annual emissions of the EU and Japan, or the combined annual total of the world’s 140 lowest-emitting countries”.

That would mean, even without accounting for the opening of new oil reserves in places like Alaska, “a second Trump term […] would likely end any global hopes of keeping global warming below 1.5C”.

Project 2025’s authors are, of course, unapologetic. The Mandate demands that the next conservative administration “go on offense” and assert “America’s energy interests […] around the world” – to the point of establishing “full-spectrum strategic energy dominance”, in order to restore the nation’s global primacy.

A world on fire: security and defence

Restoring that global primacy is the focus of Section 2 of the Mandate. This section argues the Departments of Defense and State are “first among equals” with the executive branch, suggesting international relations should be a major focus for the next conservative presidency. It argues the success of such an administration “will be determined in part by whether [Defence and State] can be significantly improved in short order”.

Why is that improvement so important? Because, according to the Mandate, the US is engaged in an existential battle with its enemies, in “a world on fire”. China is, unsurprisingly, the main game: “America’s most dangerous international enemy”.

The Mandate’s overwhelming focus on China and its assessment that the world is in an era of “great power competition” is not radically different from the position of the current administration – nor the rest of the Western world. But the Mandate’s suggested response is different.

“The next conservative President,” the Mandate claims, “has the opportunity to restructure the making and execution of U.S. defense and foreign policy and reset the nation’s role in the world.”

For Defense, this reset means restoring “ warfighting as its sole mission” and making its highest priority “defeating the threat of the Chinese Communist Party”. It means dismantling the Department of Homeland Security and bringing its remit under Defense. It then recommends the department help with “aggressively building the border wall system on America’s southern border” and deploy “military personnel and hardware to prevent illegal crossings”.

Along with this expanded, more aggressive role for the Pentagon, the Mandate advocates for a dramatic expansion in defence personnel. A reduced force in Europe would be combined with an increase in “the Army force structure by 50,000 to handle two major regional contingencies simultaneously”.

It’s not quite clear how recruitment would be boosted so quickly. But at one point, the Mandate recommends requiring completion of the military entrance examination “by all students in schools that receive federal funding”. This is one of many lines that hints at a radical reshaping of American life.

The “two major contingencies” the department must prepare for appear to be “threats” from both China and Russia. As the long fight over US funding for Ukraine has demonstrated, however, many Trump-aligned conservatives have an ideological affinity with Putin’s Russia. This radical turnaround in the recent history of US–Russia relations marks a clear tension in conservative politics.

The Mandate acknowledges Russia now “starkly divides conservatives”. But it offers no real resolution, suggesting this would be left up to the president. Inevitable contradictions like this run throughout.

Even on China – one of very few issues that unites conservatives and liberals – the Mandate can contradict itself. One chapter, for example, worries about China blocking market access for the United States. Another advocates complete market decoupling.

Modernise, adapt, expand: on the nuclear arsenal

Trump has repeatedly toyed with the possibility of using nuclear weapons. In 2016, the then-candidate was pressed on why he wouldn’t rule out using them. He responded with his own question: “Then why are we making them? Why do we make them?”

As president, Trump repeatedly bragged about the US nuclear arsenal and weapons development, and allegedly illegally removed classified documents concerning nuclear capabilities from the White House. During his presidency, the US also dropped the biggest non-nuclear bomb, nicknamed with characteristic misogyny the “ mother of all bombs ”, on Afghanistan.

The Mandate encourages more weapons development. It argues the Department of Energy should refocus on “developing new nuclear weapons and naval nuclear reactors”. Its recommendation that the United States “expand” its nuclear arsenal in order to “deter Russia and China simultaneously” will especially concern advocates of non-proliferation .

The Mandate also recommends the next administration “end ineffective and counterproductive nonproliferation activities like those involving Iran and the United Nations”.

“Friends and adversaries” abroad

This ramping up of American militarism should be accompanied, according to the Mandate, by a radical shakeup of American diplomacy. The next administration should

significantly reorient the U.S. government’s posture toward friends and adversaries alike – which will include much more honest assessments about who are friends and who are not. This reorientation could represent the most significant shift in core foreign policy principles and corresponding action since the end of the Cold War.

In a line that inevitably provokes thoughts of regime change , the Mandate suggests “the time may be right to press harder on the Iranian theocracy […] and take other steps to draw Iran into the community of free and modern nations”. It is, of course, silent on how disastrous regime change has proved to be in the conduct of US foreign policy over the past half century.

The Mandate also suggests a return to the Trump administration’s “tough love” approach to US participation in international organisations, ensuring no foreign aid supports reproductive rights or care, and that USAID , the nation’s major aid agency, “rescind all climate policies”.

All of this would mean installing “political ambassadors with strong personal relationships with the President”, especially in “key strategic posts such as Australia, Japan, the United Kingdom, the United Nations, and the North Atlantic Treaty Organization (NATO)”. In the State Department specifically, “No one in a leadership position on the morning of January 20 should hold that position at the end of the day.”

Perhaps most significantly, Roberts argues in the Mandate’s foreword that “Economic engagement with China should be ended, not rethought.” The chapter on the Department of Commerce similarly argues for “strategic decoupling from China”.

Given the size and scope of the American and Chinese economies, and smaller nations like Australia’s reliance on stable economic relations with both, such a “decoupling” from China, alongside a ramping up of militarism, would have significant, wide-ranging consequences.

Another recommendation is that the United States “withdraw” from both the World Bank and the International Monetary Fund (IMF) and “terminate its financial contribution to both institutions”. The global consequences of even more radical suggestions like a return to the gold standard, or even “abolishing the federal role in money altogether” in favour of a system of “free banking”, are genuinely mind-boggling.

A new, frightening world in the making?

Project 2025 opens a window onto the modern American conservative movement, documenting in minute detail just how much it has reoriented itself around Trump and the ideological incoherence of Trumpism more broadly. The success, or not, of this effort to unify the movement will also have international implications, as those same organisations and individuals cultivate their connections with the far-right globally.

While Trump, as always, is difficult to predict, there are long and deep links between his campaign and supporters and the Project’s supporters and contributors. Nothing is inevitable, but should Trump return to the White House, it is highly likely at least some of Project 2025’s recommendations, policies, authors, and aspiring officials will join him there. These include people like Peter Navarro, a former Trump official, loyalist and Mandate author, who is currently serving a four-month prison sentence for contempt of Congress because he refused to comply with a congressional subpoena during the January 6 investigation.

Project 2025’s Mandate is iconoclastic and dystopian, offering a dark vision of a highly militaristic and unapologetically aggressive America ascendant in “a world on fire”. Those who wish to understand Trump and the movement behind him, and the active threat they pose to American democracy, are obliged to take it seriously.

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Biden’s new Title IX rules protect LGBTQ+ students, but avoid addressing transgender athletes

FILE - Demonstrators advocating for transgender rights and healthcare stand outside of the Ohio Statehouse on Jan. 24, 2024, in Columbus, Ohio. The rights of LGBTQ+ students will be protected by federal law and victims of campus sexual assault will gain new safeguards under rules finalized Friday, April19, 2024, by the Biden administration. Notably absent from Biden’s policy, however, is any mention of transgender athletes. (AP Photo/Patrick Orsagos, File)

FILE - House Education and the Workforce Committee Chair Rep. Virginia Foxx R-N.C., speaks on Capitol Hill in Washington, April 17, 2024. The rights of LGBTQ+ students will be protected by federal law and victims of campus sexual assault will gain new safeguards under rules finalized Friday, April19, 2024, by the Biden administration. Foxx said the new regulation threatens decades of advancement for women and girls. (AP Photo/Jose Luis Magana, File)

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The rights of LGBTQ+ students will be protected by federal law and victims of campus sexual assault will gain new safeguards under rules finalized Friday by the Biden administration.

The new provisions are part of a revised Title IX regulation issued by the Education Department, fulfilling a campaign pledge by President Joe Biden. He had promised to dismantle rules created by former Education Secretary Betsy DeVos , who added new protections for students accused of sexual misconduct.

Notably absent from Biden’s policy, however, is any mention of transgender athletes.

The administration originally planned to include a new policy forbidding schools from enacting outright bans on transgender athletes, but that provision was put on hold. The delay is widely seen as a political maneuver during an election year in which Republicans have rallied around bans on transgender athletes in girls’ sports.

Instead, Biden is officially undoing sexual assault rules put in place by his predecessor and current election-year opponent, former President Donald Trump. The final policy drew praise from victims’ advocates, while Republicans said it erodes the rights of accused students.

The new rule makes “crystal clear that everyone can access schools that are safe, welcoming and that respect their rights,” Education Secretary Miguel Cardona said.

“No one should face bullying or discrimination just because of who they are, who they love,” Cardona told reporters. “Sadly, this happens all too often.”

Biden’s regulation is meant to clarify schools’ obligations under Title IX , the 1972 sex discrimination law originally passed to address women’s rights. It applies to colleges and elementary and high schools that receive federal money. The update is to take effect in August.

Among the biggest changes is new recognition that Title IX protects LGBTQ+ students — a source of deep conflict with Republicans.

The 1972 law doesn’t directly address the issue, but the new rules clarify that Title IX also forbids discrimination based on sexual orientation or gender identity. LGBTQ+ students who face discrimination will be entitled to a response from their school under Title IX, and those failed by their schools can seek recourse from the federal government.

Many Republicans say Congress never intended such protections under Title IX. A federal judge previously blocked Biden administration guidance to the same effect after 20 Republican-led states challenged the policy .

Rep. Virginia Foxx, a Republican from North Carolina and chair of the House Education and the Workforce Committee, said the new regulation threatens decades of advancement for women and girls.

“This final rule dumps kerosene on the already raging fire that is Democrats’ contemptuous culture war that aims to radically redefine sex and gender,” Foxx said in a statement.

In the last few years, many Republican-controlled states have adopted laws restricting the rights of transgender children , including banning gender-affirming medical care for minors. And at least 11 states restrict which bathrooms and locker rooms transgender students can use, banning them from using facilities that align with their gender identity.

But the rule makes clear that treating transgender students differently from their classmates is discrimination, putting the state bathroom restrictions in jeopardy, said Francicso M. Negron Jr., an attorney who specializes in education law.

The revision was proposed nearly two years ago but has been slowed by a comment period that drew 240,000 responses, a record for the Education Department.

Many of the changes are meant to ensure that schools and colleges respond to complaints of sexual misconduct. In general, the rules widen the type of misconduct that institutions are required to address, and it grants more protections to students who bring accusations.

Chief among the changes is a wider definition of sexual harassment. Schools now must address any unwelcome sex-based conduct that is so “severe or pervasive” that it limits a student’s equal access to an education.

Under the DeVos rules, conduct had to be “severe, pervasive and objectively offensive,” a higher bar that pushed some types of misconduct outside the purview of Title IX.

Colleges will no longer be required to hold live hearings to allow students to cross-examine one another through representatives — a signature provision from the DeVos rules.

Live hearings are allowed under the Biden rules, but they’re optional and carry new limits. Students must be able to participate from hearings remotely, for example, and schools must bar questions that are “unclear or harassing.”

As an alternative to live hearings, college officials can interview students separately, allowing each student to suggest questions and get a recording of the responses.

Those hearings were a major point of contention with victims’ advocates, who said it forced sexual assault survivors to face their attackers and discouraged people from reporting assaults. Supporters said it gave accused students a fair process to question their accusers, arguing that universities had become too quick to rule against accused students.

Victims’ advocates applauded the changes and urged colleges to implement them quickly.

“After years of pressure from students and survivors of sexual violence, the Biden Administration’s Title IX update will make schools safer and more accessible for young people, many of whom experienced irreparable harm while they fought for protection and support,” said Emma Grasso Levine, a senior manager at the group Know Your IX.

Despite the focus on safeguards for victims, the new rules preserve certain protections for accused students.

All students must have equal access to present evidence and witnesses under the new policy, and all students must have equal access to evidence. All students will be allowed to bring an advisor to campus hearings, and colleges must have an appeals process.

In general, accused students won’t be able to be disciplined until after they’re found responsible for misconduct, although the regulation allows for “emergency” removals if it’s deemed a matter of campus safety.

The American Council on Education, which represents higher education institutions, praised the new guidelines. But the group criticized the Aug. 1 compliance deadline. The timeline “disregards the difficulties inherent in making these changes on our nation’s campuses in such a short period of time,” ACE said in a statement.

The latest overhaul continues a back-and-forth political battle as presidential administrations repeatedly rewrite the rules around campus sexual misconduct.

DeVos criticized the new rule, writing on social media site X that it amounts to “ an assault on women and girls .” She said the new procedures for handling sexual assault accusations mark a return to “days where sexual misconduct was sent to campus kangaroo courts, not resolved in a way that actually sought justice,” she wrote.

The DeVos rules were themselves an overhaul of an Obama-era policy that was intended to force colleges to take accusations of campus sexual assault more seriously. Now, after years of nearly constant changes, some colleges have been pushing for a political middle ground to end the whiplash. ___

Associated Press writers Geoff Mulvihill, Annie Ma and Moriah Balingit contributed to this report.

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

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NPR suspends veteran editor as it grapples with his public criticism

David Folkenflik

NPR suspended senior editor Uri Berliner for five days without pay after he wrote an essay accusing the network of losing the public's trust and appeared on a podcast to explain his argument. Uri Berliner hide caption

NPR suspended senior editor Uri Berliner for five days without pay after he wrote an essay accusing the network of losing the public's trust and appeared on a podcast to explain his argument.

NPR has formally punished Uri Berliner, the senior editor who publicly argued a week ago that the network had "lost America's trust" by approaching news stories with a rigidly progressive mindset.

Berliner's five-day suspension without pay, which began last Friday, has not been previously reported.

Yet the public radio network is grappling in other ways with the fallout from Berliner's essay for the online news site The Free Press . It angered many of his colleagues, led NPR leaders to announce monthly internal reviews of the network's coverage, and gave fresh ammunition to conservative and partisan Republican critics of NPR, including former President Donald Trump.

Conservative activist Christopher Rufo is among those now targeting NPR's new chief executive, Katherine Maher, for messages she posted to social media years before joining the network. Among others, those posts include a 2020 tweet that called Trump racist and another that appeared to minimize rioting during social justice protests that year. Maher took the job at NPR last month — her first at a news organization .

In a statement Monday about the messages she had posted, Maher praised the integrity of NPR's journalists and underscored the independence of their reporting.

"In America everyone is entitled to free speech as a private citizen," she said. "What matters is NPR's work and my commitment as its CEO: public service, editorial independence, and the mission to serve all of the American public. NPR is independent, beholden to no party, and without commercial interests."

The network noted that "the CEO is not involved in editorial decisions."

In an interview with me later on Monday, Berliner said the social media posts demonstrated Maher was all but incapable of being the person best poised to direct the organization.

"We're looking for a leader right now who's going to be unifying and bring more people into the tent and have a broader perspective on, sort of, what America is all about," Berliner said. "And this seems to be the opposite of that."

Conservative critics of NPR are now targeting its new chief executive, Katherine Maher, for messages she posted to social media years before joining the public radio network last month. Stephen Voss/Stephen Voss hide caption

Conservative critics of NPR are now targeting its new chief executive, Katherine Maher, for messages she posted to social media years before joining the public radio network last month.

He said that he tried repeatedly to make his concerns over NPR's coverage known to news leaders and to Maher's predecessor as chief executive before publishing his essay.

Berliner has singled out coverage of several issues dominating the 2020s for criticism, including trans rights, the Israel-Hamas war and COVID. Berliner says he sees the same problems at other news organizations, but argues NPR, as a mission-driven institution, has a greater obligation to fairness.

"I love NPR and feel it's a national trust," Berliner says. "We have great journalists here. If they shed their opinions and did the great journalism they're capable of, this would be a much more interesting and fulfilling organization for our listeners."

A "final warning"

The circumstances surrounding the interview were singular.

Berliner provided me with a copy of the formal rebuke to review. NPR did not confirm or comment upon his suspension for this article.

In presenting Berliner's suspension Thursday afternoon, the organization told the editor he had failed to secure its approval for outside work for other news outlets, as is required of NPR journalists. It called the letter a "final warning," saying Berliner would be fired if he violated NPR's policy again. Berliner is a dues-paying member of NPR's newsroom union but says he is not appealing the punishment.

The Free Press is a site that has become a haven for journalists who believe that mainstream media outlets have become too liberal. In addition to his essay, Berliner appeared in an episode of its podcast Honestly with Bari Weiss.

A few hours after the essay appeared online, NPR chief business editor Pallavi Gogoi reminded Berliner of the requirement that he secure approval before appearing in outside press, according to a copy of the note provided by Berliner.

In its formal rebuke, NPR did not cite Berliner's appearance on Chris Cuomo's NewsNation program last Tuesday night, for which NPR gave him the green light. (NPR's chief communications officer told Berliner to focus on his own experience and not share proprietary information.) The NPR letter also did not cite his remarks to The New York Times , which ran its article mid-afternoon Thursday, shortly before the reprimand was sent. Berliner says he did not seek approval before talking with the Times .

NPR defends its journalism after senior editor says it has lost the public's trust

Berliner says he did not get permission from NPR to speak with me for this story but that he was not worried about the consequences: "Talking to an NPR journalist and being fired for that would be extraordinary, I think."

Berliner is a member of NPR's business desk, as am I, and he has helped to edit many of my stories. He had no involvement in the preparation of this article and did not see it before it was posted publicly.

In rebuking Berliner, NPR said he had also publicly released proprietary information about audience demographics, which it considers confidential. He said those figures "were essentially marketing material. If they had been really good, they probably would have distributed them and sent them out to the world."

Feelings of anger and betrayal inside the newsroom

His essay and subsequent public remarks stirred deep anger and dismay within NPR. Colleagues contend Berliner cherry-picked examples to fit his arguments and challenge the accuracy of his accounts. They also note he did not seek comment from the journalists involved in the work he cited.

Morning Edition host Michel Martin told me some colleagues at the network share Berliner's concerns that coverage is frequently presented through an ideological or idealistic prism that can alienate listeners.

"The way to address that is through training and mentorship," says Martin, herself a veteran of nearly two decades at the network who has also reported for The Wall Street Journal and ABC News. "It's not by blowing the place up, by trashing your colleagues, in full view of people who don't really care about it anyway."

Several NPR journalists told me they are no longer willing to work with Berliner as they no longer have confidence that he will keep private their internal musings about stories as they work through coverage.

"Newsrooms run on trust," NPR political correspondent Danielle Kurtzleben tweeted last week, without mentioning Berliner by name. "If you violate everyone's trust by going to another outlet and sh--ing on your colleagues (while doing a bad job journalistically, for that matter), I don't know how you do your job now."

Berliner rejected that critique, saying nothing in his essay or subsequent remarks betrayed private observations or arguments about coverage.

Other newsrooms are also grappling with questions over news judgment and confidentiality. On Monday, New York Times Executive Editor Joseph Kahn announced to his staff that the newspaper's inquiry into who leaked internal dissent over a planned episode of its podcast The Daily to another news outlet proved inconclusive. The episode was to focus on a December report on the use of sexual assault as part of the Hamas attack on Israel in October. Audio staffers aired doubts over how well the reporting stood up to scrutiny.

"We work together with trust and collegiality everyday on everything we produce, and I have every expectation that this incident will prove to be a singular exception to an important rule," Kahn wrote to Times staffers.

At NPR, some of Berliner's colleagues have weighed in online against his claim that the network has focused on diversifying its workforce without a concomitant commitment to diversity of viewpoint. Recently retired Chief Executive John Lansing has referred to this pursuit of diversity within NPR's workforce as its " North Star ," a moral imperative and chief business strategy.

In his essay, Berliner tagged the strategy as a failure, citing the drop in NPR's broadcast audiences and its struggle to attract more Black and Latino listeners in particular.

"During most of my tenure here, an open-minded, curious culture prevailed. We were nerdy, but not knee-jerk, activist, or scolding," Berliner writes. "In recent years, however, that has changed."

Berliner writes, "For NPR, which purports to consider all things, it's devastating both for its journalism and its business model."

NPR investigative reporter Chiara Eisner wrote in a comment for this story: "Minorities do not all think the same and do not report the same. Good reporters and editors should know that by now. It's embarrassing to me as a reporter at NPR that a senior editor here missed that point in 2024."

Some colleagues drafted a letter to Maher and NPR's chief news executive, Edith Chapin, seeking greater clarity on NPR's standards for its coverage and the behavior of its journalists — clearly pointed at Berliner.

A plan for "healthy discussion"

On Friday, CEO Maher stood up for the network's mission and the journalism, taking issue with Berliner's critique, though never mentioning him by name. Among her chief issues, she said Berliner's essay offered "a criticism of our people on the basis of who we are."

Berliner took great exception to that, saying she had denigrated him. He said that he supported diversifying NPR's workforce to look more like the U.S. population at large. She did not address that in a subsequent private exchange he shared with me for this story. (An NPR spokesperson declined further comment.)

Late Monday afternoon, Chapin announced to the newsroom that Executive Editor Eva Rodriguez would lead monthly meetings to review coverage.

"Among the questions we'll ask of ourselves each month: Did we capture the diversity of this country — racial, ethnic, religious, economic, political geographic, etc — in all of its complexity and in a way that helped listeners and readers recognize themselves and their communities?" Chapin wrote in the memo. "Did we offer coverage that helped them understand — even if just a bit better — those neighbors with whom they share little in common?"

Berliner said he welcomed the announcement but would withhold judgment until those meetings played out.

In a text for this story, Chapin said such sessions had been discussed since Lansing unified the news and programming divisions under her acting leadership last year.

"Now seemed [the] time to deliver if we were going to do it," Chapin said. "Healthy discussion is something we need more of."

Disclosure: This story was reported and written by NPR Media Correspondent David Folkenflik and edited by Deputy Business Editor Emily Kopp and Managing Editor Gerry Holmes. Under NPR's protocol for reporting on itself, no NPR corporate official or news executive reviewed this story before it was posted publicly.

• Katherine Maher
• uri berliner