Implementation of NEP 2020 – Expectations from the Teachers

✍ Laxmana Rao Ayachithula

After independence of India, a few National Education Policies came up and to some extent the recommendations were implemented. Dr. D. S. Kothari recommended many aspects to strengthen the education system in India but they were implemented partially. The policy came out in 1968 was of Kothari’s and after that a New Education Policy was released in 1986 focusing on Technology support in this field and it was a little modified in 1992. Since then, there was no Policy for Educational Reforms. During the period of 34 years there were many changes across the globe especially the learning levels and needs have been changed rapidly. By considering these, Dr Kasthuri Rangan Committee worked out meticulously, systematically and brought the National Education Policy in 2020 with number of recommendations.

The aim of education in ancient India was not to just the acquisition of knowledge but for complete realization and liberation of the self. It is ‘Sa Vidya Ya Vimuktaye’. According to Swami Vivekananda, Education is not the amount of information. We must have life building, man making, character making assimilation of ideas.

NCF for School Education

As per the National Curriculum Framework for School Education, it is essential for the teachers to understand the Aims and Curricular Goals of School Education related to their Curricular Areas i.e., their subjects. These Aims are to be fulfilled by developing appropriate Knowledge, Capacities and Values and Dispositions. They should have thorough understanding about the subject they teach, its pedagogical practices, related text books and other reference materials, assessment processes, school culture and school processes and many more.

The teachers are suggested to go through the following capacities and skills which need to be paid adequate attention along with other critical goals.

Developing scientific temper among the students so as to encourage evidence-based thinking throughout the curriculum.
Developing creativity and innovation by integrating Art Education and even music, theatre, drama, painting, drawing and focus on Vocational Education such as carpentry, embroidery, sewing and clothes-making. It is to create interest and introduce during middle level and develop accordingly in secondary level.
Developing excellent verbal and written communication capacities among the students. The basic skills of language viz., listening, speaking, reading and writing are essentially focused so as to make them confident.
Developing effective problem solving and logical reasoning capacities. Word puzzles and recreational mathematics are the best way to excite children. The teachers plan in advance to develop these among them related to the content given in the textbooks concerned.
Developing digital literacy and computational thinking by proper utilization of work sheets and hands on assessments using digital infrastructure.
Developing ethics among the students from early years of schooling.
Developing in depth understanding of Indian Knowledge Systems. National pride and self-esteem are inculcated by classroom process.
Developing cognitive and motor skills are the fundamental teaching goals in lower levels.

For better implementation, teachers are suggested to get perfection with regard to the Panchakosha Vikas or the Five Sheath development. Development of physical, life energy, emotional or mental, intellectual and spiritual makes a child a complete man.

All the teachers have been following the Herbert’s teaching steps. Now the Policy says that the teachers are suggested to follow the Panchapadi system of teaching which includes Adhiti, Bodh, Abhyas, Prayog and Prasar. Prasar includes Self Study and expansion of acquired knowledge to others.

Teachers have to bring some modifications in their transaction of duty. They are especially preparation related, presentation related and assessment related modifications.

Preparation Related Modifications

After reading the chapter from the textbook thoroughly, the teachers have to make a list of Learning Outcomes and divide them in to major and minor Learning Outcomes.
Then they look for some additional materials to link to the core concept given in the textbook.

Based on the Outcomes listed out, they have to create some Student Enrichment Activities to make the class joyful, engaged and experiential. The policy recommends child centric and Learning Oriented rather than teacher centric or teaching oriented.

The activities should target the Learning Outcomes as they adopt Learning Outcome Based Teaching-Learning Process.
They are suggested to prepare some Learning Materials like Charts, Models, Cards and so on based on the Learning Outcomes to make the students understand the concept in an easy manner. Sometimes they need toys to be used in the classroom process. Development of sensory organs is better than more usage of Learning Materials.
The significant and crucial role of the teachers to make Bharat Centric Education, they need to corelate and integrate the Bharat Centric Concepts with the textual matter. For that they need to search for such materials and meticulously plan in what way they are to be integrated.

Some suitable strategies or techniques are to be planned well in advance so as to work out in the classroom process.
They prepare a few questions which help the students to work in groups to find the answer by discussing or searching.

Prepare some inputs for collaborative learning and peer learning.
All these are divided according to the periods require to complete the chapter or lesson.
For art integration, relevant drawings, posters, painting tasks are to be designed in advance.

Modifications in the Classroom Process

Generally, in the Classroom Process, teachers explain more in detail and the syllabus is completed. Very few teachers ask a few questions to estimate their understanding. Some teachers adopt lecture method and complete the task of teaching. Some teaching learning materials are also used in the process of teaching.
Now the teachers have to use the Panchapadi system. Activity oriented, learner centric, value based and sometimes digitally equipped classroom process is to be adopted.
This process includes group work and presentations. Collaborative learning, peer learning, drawing, colouring, painting, dramatization are a part of learning. Dramatization and Role Play make the students learn in a joyful manner.
Teachers should pose some reasoning questions, some discovery-oriented questions and innovative pedagogy is given priority in the classroom process.
Whenever the students are engaged in collaborative learning, the teachers should be participating in each group for a while and guiding them.
Plan and implement the four different types of tasks viz., I do, we do, you do and you only do.
Learning strategies which are planned to be implemented, should fit to the class and content.
Creativity, Critical Thinking, Communication of one’s ideas with fellow friends are also a part of the classroom process.
Learning materials can be used in groups or in whole class based on the content and seating arrangement in the classroom.
If possible, to some extent digital class is essential with ppt or video or any images.
Better give opportunity to the students to use technology in the classroom.

Post Class Modifications

After the classroom process teachers give home assignment. It is mostly to write something.
Home assignment should be collecting information, newspaper articles, data, verbal usage in daily life, understanding society, mending social behavior, experiencing poverty condition etc. for making them feel the society in connection to the content given in the textbook.
Exposure related and Exploration related tasks are to be designed.
Linking to daily life is essential as it is mentioned in Panchapadi – Prayog
Self-study and explaining to others are also the last part of Panchapadi.
21^st Century Skills are meticulously planned and implemented.
Not to focus on the matter they present but focus on how they involve in the process of collecting information.

Many more are there for teachers to implement the National Education Policy 2020. Commitment, Conviction, Dedication and Devotion to the Duty are the pillars for the teachers to make the nation great. Thus, the teachers are called Nation Builders. Let’s make it true.

(Author is social worker, text book writer and secretary of Vidya Bharati Dakshin Madhya Kshetra.)

Implementation of NEP 2020 – Expectations from the Teachers

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