Learning Recovery Below Pre-Covid Levels

National Education Policy (NEP) 2020

1. The National Education Policy (NEP) 2020 is a comprehensive policy document approved by the Government of India in July 2020
2. It replaced the earlier National Policy on Education, 1986.
3. It aims to transform India's education system to meet the needs of the 21st century by making it more holistic, flexible, multidisciplinary, and skill-oriented.

Key Features of NEP 2020

1. New School Structure: 5+3+3+4
   1. Replaces the 10+2 structure with:
      1. 5 years: Foundational Stage (ages 3–8; including pre-school)
      2. 3 years: Preparatory Stage (ages 8–11)
      3. 3 years: Middle Stage (ages 11–14)
      4. 4 years: Secondary Stage (ages 14–18)
   2. Focus: Early childhood care and education (ECCE) and conceptual understanding.
2. Foundational Literacy and Numeracy (FLN)
   1. Recognizes basic reading and numeracy as urgent national priorities.
   2. Mission NIPUN Bharat launched to ensure FLN for all children by Grade 3.
3. Medium of Instruction
   1. Mother tongue/regional language preferred as the medium of instruction till Grade 5, and possibly till Grade 8.
   2. Promotes multilingualism and includes Sanskrit and foreign languages.
4. Curriculum and Pedagogy Reform
   1. Reduction in syllabus content to promote critical thinking, creativity, and experiential learning.
   2. Integration of vocational education from Grade 6 onwards (with internships).
   3. Encourages coding, life skills, and environmental education.
5. Assessment Reforms
   1. Shift from rote-based exams to competency-based assessments.
   2. Introduction of PARAKH – National assessment centre to set standards.
   3. Board exams to become more flexible, with options for modular exams.
6. Higher Education Reforms
   1. Multiple Entry and Exit options with an Academic Bank of Credits.
   2. Undergraduate programs: 3 or 4 years with multiple exit options.
   3. Aim to increase Gross Enrollment Ratio (GER) to 50% by 2035.
   4. Establishment of Multidisciplinary Education and Research Universities (MERUs).
   5. HECI (Higher Education Commission of India) to replace UGC, AICTE, and NCTE.
7. Teacher Education & Recruitment
   1. Minimum degree for teaching to be a 4-year integrated B.Ed. by 2030.
   2. Continuous professional development and performance review for teachers.
8. Equity and Inclusion
   1. Special focus on marginalized groups, girls, and children with disabilities.
   2. Promotion of gender inclusion funds, and inclusive schools.
9. Technology in Education
   1. Integration of digital learning and use of AI, e-content, and virtual labs.
   2. Creation of National Educational Technology Forum (NETF).

Challenges

Way Forward

Learning losses due to prolonged school closures during Covid-19

Targeted remedial learning programmes in foundational stages

Drop in foundational literacy and numeracy

Strengthen teacher training and curriculum alignment with NEP 2020

Gender disparities in performance

Promote gender-inclusive teaching practices

Poor performance in Maths and Science in higher classes

Introduce activity-based and conceptual learning at early stages

Lack of critical thinking and application skills

Emphasize competency-based assessments and experiential learning

Ensure IAS Mains Question

Q. Despite policy reforms like the National Education Policy (2020), recent assessments such as the PARAKH survey reveal that foundational learning levels in India have not recovered to pre-Covid standards. Critically examine the reasons behind this learning gap and suggest targeted interventions to address it. (250 Words)

Ensure IAS Prelims Question

Q. According to the 2024 PARAKH survey, which of the following was identified as the weakest area in Class 3 students' mathematics performance?

1. Identifying patterns, shapes, and numbers
2. Simple money transactions
3. Understanding geometric shapes

Select the correct answer from the options below:

1. 1 and 2
2. 2 and 3
3. 1 and 3
4. 1, 2 and 3

Answer: b

Explanation

Statement 1 is incorrect: "Identifying patterns, shapes, and numbers" was one of the stronger areas in mathematics for Class 3 students, with a proficiency of 69%, so this is not the weakest area.

Statement 2 is correct: "Simple money transactions" was one of the weakest areas in mathematics, with a proficiency of only 50%.

Statement 3 is correct: "Understanding geometric shapes" was also a weak area, with 50% proficiency, similar to the performance in money transactions.