CHANGES IN THE EDUCATION SYSTEM KEEPING IN MIND NATIONAL EDUCATION POLICY-2020
Providing universal access to quality education is the key to India’s continued ascent, and leadership
on the global stage in terms of economic growth, social justice and equality, scientific advancement,
national integration, and cultural preservation. 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. With the quickly changing employment landscape and global
ecosystem, it is becoming increasingly critical that children not only learn, but more importantly
learn how to learn. Education thus, must move towards less content, and more towards learning
about how to think critically and solve problems, how to be creative and multidisciplinary, and how
to innovate, adapt, and absorb new material in novel and changing fields. Pedagogy must evolve to
make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-
centred and discussion-based. The curriculum must therefore include basic arts, crafts, humanities,
games, sports and fitness, languages, literature, culture, and values, in addition to science and
mathematics, to develop all aspects and capabilities of learners. keeping in mind all these
requirements of the global modern world, The aim must be for India to have an education system by
2040 that is second to none, with equitable access to the highest-quality education for all learners
regardless of social or economic background. The National Education Policy 2020 is the first
education policy of the 21st century and aims to address the many growing developmental
imperatives of our country. The national education policy aims to achieve the above targets
1. recognizing, identifying, and fostering the unique capabilities of each student, by sensitizing
teachers as well as parents to promote each student’s holistic development in both academic and
non-academic spheres;
2.Foundational Literacy and Numeracy by all students by Grade 3 is achieved by teaching vedic
maths, speed maths , maths is taught as a story so that the students get first hand experience of
maths being connected real life.Mathematics concepts are not isolated and the student knows the
purpose and application of maths in real life. Where literacy is concerned, comprehension and
making questions is encouraged.
3. Flexibility is very important in the NEP at our school students of class 9 can choose between 4
different skill subjects.
4. multidisciplinarity and a holistic education across the sciences, social sciences, arts, humanities,
and sports for a multidisciplinary world in order to ensure the unity and integrity of all knowledge is
done by subject integration and Art integration
5.Extensive use of technology in teaching and learning, removing language barriers, increasing access
for Divyang students is practised , smart boards for ---- classes ,fully equipped primary , middle
school and high school labs boast of --------- computers. A special CWSN wing with special educators
and a elaboarate sensory park of CWSN is An added feather in the cap.
6.teachers and faculty as the heart of the learning process – their recruitment, continuous
professional development,
At CRPF Public School we aim to promote and foster the child’s unique abilities by teaching through
experiential learning, ingraining concepts , where competency based learning is practiced .bagless
days , Co-curricular activities,in school and out of school competitions are a regular feature, More
over , Experential learning has taken centre stage. Priority to achieve
2Foundational Literacy and Numeracy by all students by Grade 3; vedic maths, speed maths , maths
lesson taught as a story so that connected to the real life its not isolated.and knows purpose and
application in real life.
