NEP 2020 Actionable Points

NEP 2020 Introduction-nep-2020-p-3-nep

1. The aim must be for India to have an education system by 2040 that is second to none

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2. With equitable access to the highest-quality education for all learners regardless of social or economic background

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3. For the purpose of developing holistic individuals, it is essential that an identified set of skills and values will be incorporated at each stage of learning, from pre-school to higher education

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4. To end the fragmentation of higher education system by transforming HEIs into multidisciplinary universities.

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5. A stage wise mechanism for granting graded autonomy to colleges through a transparent system of graded accreditation

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6. Establishing/transforming at least one HEI into large multidisciplinary H E I in or near every district

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7. Capacity Creation

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8. Medium of instruction in local/Indian languages/bilingually

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9. A fair & transparent system of determining increased funding support for public HEIs

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10. Institutions accredited for ODL will be encouraged to develop high quality online courses

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11. Single stream HEIs will be phased out, and all will move towards becoming vibrant multidisciplinary institutions or parts of vibrant multidisciplinary HEI clusters

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12. A concerted national effort including suitable mentoring and governmental support

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13. The overall higher education sector will aim to be an integrated higher education system, including professional and vocational education

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14. Complex nomenclature of HEIs shall be simply replaced by ‘university’ on fulfilling the criteria as per norms

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15. Imaginative and flexible curricular structures will enable creative combinations of disciplines for study and would offer multiple entry and exit points

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16. Departments in Languages, Literature, Music, Philosophy, Indology, Art, Dance,
Theatre, Education, Mathematics, Statistics, Pure and Applied Sciences, Sociology, Economics, Sports, Translation and Interpretation, etc. will be established and strengthened at all HEIs.

NEP 2020 Chapter-11-towards-a-more-holistic-and-multidisciplinary-education-para-11-8

17. Innovative curricula of all HEIs shall include credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based education

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18. Students at all HEIs will be provided with opportunities for internship with local industry, business, artists, crafts persons, etc. as well as research internships with faculty and researchers.

NEP 2020 Chapter-11-towards-a-more-holistic-and-multidisciplinary-education-para-11-9

19. An Academic Bank of Credit (ABC) shall be established which would digitally store
the academic credits earned from various recognized HEIs so that the degrees from an HEI can be awarded taking into account credits earned.

NEP 2020 Chapter-11-towards-a-more-holistic-and-multidisciplinary-education-para-11-11

20. Model public universities for holistic and multidisciplinary education, at par with IITs,
IIMs, etc., called MERUs (Multidisciplinary Education and Research Universities) will be set up and will aim to attain the highest global standards in quality education.

NEP 2020 Chapter-11-towards-a-more-holistic-and-multidisciplinary-education-para-11-12

21. HEIs will focus on research and innovation by setting up start-up incubation centres,
technology development centres, centres in frontier areas of research, greater industry-academic linkages, and interdisciplinary research including humanities and social sciences research

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22. Institutions and faculty will have the autonomy to innovate on matters of curriculum, pedagogy, and assessment within a broad framework of higher education qualifications.

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23. All programmes, courses, curricula, and pedagogy across subjects, including those in-class, online, and in ODL modes as well as student support will aim to achieve global standards of quality.

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24. India will be promoted as a global study destination providing premium education at affordable costs

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25. Vibrant campus life is essential for high quality teaching learning process.

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26. Financial assistance to students shall be made available through various measures.

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27. Initiatives to achieve the best, motivated, and capable faculty in HEIs.

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28. Teaching duties also will not be excessive, and student- teacher ratios not too high.

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29. Empowering the faculty to conduct innovative teaching, research, and service

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30. Incentivizing the excellence of faculty

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31. A clearly defined, independent, and transparent processes and criteria for faulty recruitment

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32.There shall be a fast-track promotion system for recognizing high impact research and contribution

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33. Excellent faculty with high academic and service credentials as well as demonstrated leadership and management skills will be identified early and trained through a ladder of leadership positions.

NEP 2020 Chapter-14-equity-and-inclusion-in-higher-education-para-14-4

34. Ensuring equitable access to quality education to all students, with a special emphasis on SEDGs.

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35. All multidisciplinary universities and colleges - will aim to establish, education Departments, will also run B.Ed. programmes, in collaboration with other departments.

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36. The 4-year integrated B.Ed. offered by such multidisciplinary HEIs will, by 2030, become the minimal degree qualification for school teachers

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37. Uniform standards for teacher education

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38. Scholarships for meritorious students will be established for the purpose of attracting outstanding candidates to the 4- year, 2-year, and 1- year B.Ed. programmes

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39. Departments of Education will necessarily aim to be diverse and but teaching/field/research experience will be highly valued

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40. In-service continuous professional development for college and university teachers will be strengthened

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41. All fresh Ph.D. entrants, irrespective of discipline, will be required to take
credit- based courses in teaching/education/ pedagogy/writing related to their chosen Ph.D subject during their doctoral training period.

NEP 2020 Chapter-16-re-imagining-vocational-education-para-16-4

42. This policy aims to overcome the social status hierarchy associated with vocational education

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43. MHRD will constitute a National Committee for the Integration of Vocational
Education (NCIVE), consisting of experts in vocational education and representatives from across Ministries, in collaboration with industry, to oversee this effort.

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44. The National Skills Qualifications Framework will be detailed further

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45. Policy envisions a comprehensive approach to transforming the quality and quantity of research in India

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46. Establishing National Research Foundation (NRF)

NEP 2020 Chapter-18-transforming-the-regulatory-system-of-higher-education-para-18-1

47. Transforming the Regulatory System of Higher Education

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48. Extensive use of technology in regulation

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49. Setting up new quality HEIs will also be made far easier by the regulatory regime

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50. Curbing Commercialization of Education

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51. All HEIs - public and private - shall be treated on par within this regulatory regime

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52. Through a suitable system of graded accreditation and graded autonomy, and
in a phased manner over a period of 15 years, all HEIs in India will aim to become independent self- governing institutions pursuing innovation and excellence.

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53. Each institution will make a strategic Institutional Development Plan on the basis
of which institutions will develop initiatives, assess their own progress, and reach the goals set therein, which could then become the basis for further public funding.

NEP 2020 Chapter-20-professional-education-para-20-3

54. Agricultural education with allied disciplines will be revived

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55. Professional education should not take place in the isolation of one's specialty

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56. To set up Agricultural Technology Parks to promote technology incubation and dissemination and promote sustainable methodologies

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57. Legal education needs to be competitive globally, adopting best practices and embracing new technologies for wider access to and timely delivery of justice.

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58. Healthcare education needs to be re-envisioned so that the duration, structure, and design of the educational programmes need to match the role requirements that graduates will play.

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59. Strong and innovative government initiatives for adult education

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60. Adult education curriculum framework will be developed by a new and well- supported constituent body of the NCERT that is dedicated to adult education

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61. Suitable infrastructure will be ensured so that all interested adults will have access to adult education and lifelong learning.

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62. Training of instructors/educators of adult education

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63.Opportunities for adult education will be widely publicized

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64.improvingthe availability and accessibility of books

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65.Languages of India to remain relevant and vibrant

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66.Skilled language teachers in India

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67.Language-teaching to be improved

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68.Hiring of outstanding local artists, writers, craftsperson and other experts as master instructors in various subjects of local expertise

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69.Quality research in the field of Indian language. Art and culture

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70.High-quality programmes and degrees in Translation and Interpretation

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71.The knowledge of the rich diversity of India should be imbibed first hand by learners

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72.Sanskrit will be mainstreamed.

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73.Institutes of Classical languages

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74. Academies for languages mentioned in the Eighth Schedule of the Constitution of India

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75. Scholarships and incentives to study Indian Languages, Arts, and Culture

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76. Use and integration of technology to improve multiple aspects of education

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77. Suitable equipment will be made available to teachers at schools so that teachers can suitably integrate e- contents into teaching- learning practices

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78. Better integration of Technology-based education platforms, such as DIKSHA/SWAYAM, across school and higher education

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79. Particular attention will need to be paid to emerging disruptive technologies that will necessarily transform the education system

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80. Initiating and expanding research efforts in new disruptive technology

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81. Universities will aim to offer Ph.D. and Masters programmes in core areas

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82. Awareness on disruptive technologies

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83. Ensuring the use of technology for online and digital education by adequately addressing the concerns of equity.

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84. Creating a Dedicated Unit for Building of World Class, Digital Infrastructure, Educational Digital Content and Capacity

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85. Strengthening and empowering CABE with much greater mandate.

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86. Centre and the States will work together to increase the public investment in Education sector to reach 6% of GDP at the earliest

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87. Subject-wise implementation Committee of experts in cooperation and consultation with other ministries at the Center and State levels.

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