essay of education policy

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.

Get the huge list of more than 500 Essay Topics and Ideas

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.

Customize your course in 30 seconds

Which class are you in.

Travelling Essay
Picnic Essay
Our Country Essay
My Parents Essay
Essay on Favourite Personality
Essay on Memorable Day of My Life
Essay on Knowledge is Power
Essay on Gurpurab
Essay on My Favourite Season
Essay on Types of Sports

Download the App

Education policies and strategies

Education is a complex system with many interconnected subsystems and stakeholders. Any decision taken on one component at one level of education brings change to other components and subsystems. This interconnectedness requires policy and decision-makers to ensure that coherent and consistent education policy and strategic frameworks are in place from a sector and system perspective. Emerging challenges such as rapid digitalization, increasing inequality and disruptions caused by climate change, pandemics and conflicts, demand that countries develop resilient and sustainable policies and strategies on which to build efficient, relevant and transformative education systems.

What you need to know about education policies and strategies

Education is one of the largest public sectors often taking up 15-20% of a government's total budget and employing many teachers as civil servants. All education sub-sectors (from early childhood to higher education and beyond) as well as different elements of education (e.g. teachers, curriculum, pedagogy, and assessment) must work in sync to support a learner’s lifelong and life-wide learning, as well as their successful social and economic integration. Therefore, education ministries need to define coherently and systemically what the system should achieve, the policy priorities and strategies to deploy to implement that vision and development options and actions that are executable, measurable and accountable. In countries with several ministries in charge of the education and training sector, developing sector-wide education policies and programmes can help overcome incoherence and the development of different plans in isolation that can often contradict one another.

Supporting countries to build and improve their education systems to meet the needs of a changing world is at the core of UNESCO’s work. At the global level, UNESCO develops and advocates for public goods to enable strategic policy-making. These include SimuED, an education sector simulation model that can help countries to develop forward-looking yet feasible education policies and strategies.

UNESCO helps governments to strengthen legal and policy frameworks in relation to education systems as well as improving management efficiency and accountability, financing, data collection and analysis and learning assessment, all with the targets of the 2030 Agenda in view. This is part of UNESCO's rights-based approach to education with States having the main responsibility to respect, protect and fulfil the right to quality education for all throughout life and is carried out through education policy reviews and other technical and capacity development support.

UNESCO also emphasizes the importance of happiness in education as the foundation for better learning. Its Happy Schools Project aims to improve learning experiences by focusing on well-being, engagement, a sense of belonging at school, and helps foster a lifelong love of learning. The project targets the happiness of the school rather than individual students because schools are sites of holistic, sustainable community development that include teachers, parents, staff and school leaders. Faced with many crises and challenges, schools around the world are struggling to determine how to support teachers, learners, and communities while also prioritizing supplemental learning. The project emphasizes that schools can be powerful places to combat the negativity that stunts learning, both cognitive and non-cognitive.

Upon request from countries, UNESCO undertakes activities according to the country’s needs which may start with an education policy review or supporting the development of education sector policies and plans. It also promotes policy dialogue and debate based on evidence and insights drawn from analytical work and research. Working mainly through its institutes such as its International Institute for Educational Planning (IIEP) , UNESCO helps to build national capacities on developing and implementing education policies to realize the country’s education and national development visions.

Strengthening the resilience, quality and equity of education systems

A framework to support governments to position school happiness as a key target

through UNESCO International Institute for Educational Planning

was allocated to education and training during the pandemic

spend below international benchmarks for public education spending

achieved international target of allocating 0.7% of GNI to official development assistance

highlighted the need to support psycho-social and mental well-being of students and teachers

Education policy working papers

This series documents experiences of countries in the area of education policy development and system strengthening.

Planipolis, by UNESCO International Institute for Educational Planning

Planipolis is a portal of national education plans and policies, key education frameworks and monitoring report. It provides a single entry to official education resources for national policy makers, donors and partners.

Have you met Malia? She explains why educational planning is the backbone of stronger, more resilient, and quality-focused education systems. Educational planning is also a key to her attaining all of her dreams and aspirations.

Publications

G7: UNESCO welcomes declaration of education ministers in Trieste

Monitoring SDG 4: education finance

Resources from UNESCO’s Global Education Monitoring Report.

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.

Also Check: Simple Guide on How To Write An Essay

Enacting deep change in education

Subscribe to the center for universal education bulletin, scaling and systems transformation are engaged—should they marry, brad olsen , brad olsen senior fellow - global economy and development , center for universal education molly curtiss wyss , and molly curtiss wyss senior project manager and senior research analyst - global economy and development , center for universal education maya elliott maya elliott project manager and research analyst - global economy and development , center for universal education.

September 16, 2024

20 min read

As education continues to debate a myriad of issues, from student wellbeing to foundational learning outcomes to teacher recruitment, it’s worth taking a step back and reflecting on how deep change happens. That’s a big topic, we know.

Over the decades, there have been various broad theories of change put forward that are meant to inform how large numbers of personnel, money, time, and effort should be marshalled to improve education. Do education systems evolve naturally—and should that process simply be helped along? Is change brought about by introducing new technologies or practices into an education system? Or is change best effected by ambitiously restructuring the whole of education simultaneously? Should we be disrupting existing education systems, deconstructing them, strengthening them, or adjusting them?

This essay considers two currently favored approaches toward education change and asks if they might perform better if they joined up.

Scaling for impact is an approach focused on introducing a new innovation, initiative, or idea and expanding and deepening its effects on people and institutions. Systems transformation is an approach focused on understanding the whole ecosystem (see figure 2 later in this essay) and changing key parts of the system to alter the interactions across the whole ecosystem, thereby transforming how it works.

As two approaches to sustainable education improvement, scaling impact and systems transformation have both been around for a few generations now; they’re old enough to make their own decisions in life. And both are currently popular: the king and queen of the dance, to build the metaphor.

We in the Millions Learning team at the Center for Universal Education at the Brookings Institution suspect their popularity is, in part, because both acknowledge how difficult it is to effect real education change in a location. Both understand that it requires pulling on the most promising aspects of large numbers of people, polices, and places to create conditions for lasting change. Both approaches are improvements over prior generations of narrowly defined single-point or project-minded reform views in education. And so, increasingly, there’s talk of whether—and, if so, how—the two paradigms might fit together.

This essay explores such a union: first we propose the idea, then we put forward four principles for integrating the two approaches, and finally we articulate six ingredients necessary for the union to succeed.

What is scaling impact?

Spreading a promising innovation, policy, or practice in order for it to become the new normal in a location.
Scaling encompasses a range of approaches—from deliberate replication to organic diffusion to integration within national systems—meant to expand and deepen impact leading to lasting improvements in people’s lives.
Our definition prioritizes scaling impact (a focus on scaling the effects of the innovation, not simply growing or replicating the innovation itself).

What is systems transformation?

Restructuring education in a location so it operates differently and better.
Systems transformation abides by the facts that: (1) education is an ecosystem of many parts (including both ‘soft’ systems and ‘hard’ systems) interacting with each other in interdependent, organic ways. And (2) a system’s energy is located in the inter-relationships among parts (not in the parts themselves). Therefore, (3) improving the system requires differently aligning, structuring, attaching, or otherwise engaging how the parts operate with each other.

Part 1— Is it time for scaling and systems change to marry?

Would integrating the two be a match made in heaven or a marriage of convenience? Are they in the just-friends stage, meeting up but not ready for a life together? Are they better off on their own?

In 2022, Richard Kohl offered four ways to integrate the paradigms of scaling and systems change. He put forth a kind of continuum from loose association (be mindful of systems while scaling) all the way to defining scaling as engaging multiple parts of the system for synergy. In favor of scaling matching up with systems change, he suggested that not doing so limits scaling success and that integrating the two can harness the best of each side. As for concerns, though, Kohl wrote that systems transformation might be good in theory but hard to manage on the ground and, furthermore, the time and effort required to analyze and transform complex systems can be a tough sell in resource-constrained contexts.

Based on our reflections on the state of the field and the last four years of our work in the Real-time Scaling Labs (RTSLs) and Research on Scaling the Impact of Innovations in Education (ROSIE), we believe that integrating scaling impact with systems transformation offers the best approach for improving education in many locations.

We propose this marriage for four reasons:

Although the term is fast becoming ubiquitous in the education sector, systems transformation can seem amorphous and overwhelming. Systems are large and multidimensional: what does it actually mean to leverage lasting change without having to address everything all at once? Pursuing systems transformation (even just getting our minds around the idea) needs something tangible around which to wrap its work—something concrete that attaches to one or more system levers to realign, create space for, or otherwise restructure how key parts operate. Scaling a specific innovation, program, idea, or policy provides that catalyst. A recent scaling project between Université d’État d’Haïti, Wilfrid Laurier University and Raise Your Voice Saint Lucia Inc. for example, has been supporting teachers to identify innovations in their own classroom practices and scale them within (and potentially beyond) their schools. However, their broader goal is a system change: to foster a culture of innovation in teaching and schools by enhancing the capacity of teachers and education administrators to continuously test out, refine, and share their own innovations that address classroom challenges.
Scaling impact requires some degree of systems change for the impact to be sustained. Our particular understanding of scaling, by definition, requires deepening and maintaining equitable impact. It’s not enough just to expand something new into a location. Impact requires that lives are improved by the innovation (especially for people from historically marginalized groups or in high-risk locations). And sustaining the change often demands some form of systems transformation so the system produces the more favorable outcomes again and again. Therefore, scaling sustainable impact needs a system change. In Jordan , social enterprise INJAZ worked alongside the Ministry of Education and Central Bank of Jordan to scale a financial education program to secondary schools throughout the country. This included designing and implementing a new curriculum and training and supporting teachers to implement it. But it was soon revealed that attention to broader issues in the system was needed: large class sizes, staffing procedures that disrupted continuity in classrooms, instructional norms discouraging student-centered learning, and a high-stakes school exit exam that didn’t include financial education topics all inhibited the innovation’s success. To address these challenges the partners tested several solutions, including digitizing materials, adding teacher-learning circles, and bringing in subject-area experts for trainings. These additions, particularly the teacher circles, not only supported the new Financial Education Program but also produced positive spillover effects across the wider system.
Meaningful, lasting impact is not only created by momentous changes. Though small or incremental changes (which can be the stuff of scaling) are sometimes critiqued for being too restrictive or slight in the face of current needs, the right incremental change pressed into the right system levers can initiate new movement among system parts and spark momentum that leads to exponential growth or transformational change. Systems thinking promotes a holistic view of how change occurs. As a case in point: in his 1993 book, Larry Cuban argued that perhaps the most profound change to classroom instruction in the 20 th century was the decision to unbolt student desks from classroom floors.
The idea of changing the whole by changing the parts (or changing the system by changing its elements) has a long and noble history. It seems to us that systems change requires equal focus on (1) identifying and scaling tangible reforms that will press system levers for change (the parts) and (2) ensuring that the resulting momentum reinforces a new way of the parts operating for an overall better status quo (the whole). Systems thinkers know that the parts and the whole reinforce each other; scaling benefits from that perspective. In Botswana, for example, local NGO Youth Impact is working with the Ministry of Education and Skills Development to scale the Teaching at the Right Level methodology (TaRL) to primary schools across the country. While the interim scaling goal is to deliver TaRL to all students in grades 3-5 (the parts), the ultimate goal is to infuse the TaRL approach into everyday teaching practice in primary schools. This broader goal is about initiating and supporting a new teaching and learning culture in schools (the whole).

Simply put, we think scaling and systems change have a better chance as a couple than as separate individuals—each activating the best in the other and filling in each other’s gaps.

Part 2— Four principles that bind scaling and systems change together

This joining of the two education change paradigms, however, must be conducted well. The marriage must fit. When operationalizing systems transformation, there’s significant potential for error. As the field has seen time and again, if poorly executed, even the best reform approaches not only fail but additionally create the perception that it’s the reform—not its execution—that’s to blame. The more complex the approach, the higher the potential for error. And both scaling and systems transformation are highly complex endeavors.

Reflecting on our ROSIE and RTSL work , we identified the following four principles for integrating scaling and systems transformation. If joining the two approaches is to become a successful union, the following are four vows each side can make to ensure the marriage lives up to its promise.

Vow to understand the context and view it as an ecosystem

Scaling enthusiasts know that the history of education reform is littered with well-meaning but failed attempts to make lasting change . In some cases, this is due to a scaling team misjudging the context within which the reform was meant to take hold—for example, they may not fully understand the teaching workforce or mid-level governance norms in the environment or how a change in seasons affects the labor force. In other cases, it’s because of misalignment between the scaling strategy and community norms like rewarding volunteers, working with government, or engaging local leaders around an unfamiliar education practice. Given the current popularity of transferring promising innovations from country to country, it’s more perilous than ever to skip that important, ongoing (and hopefully humbling) step of learning the context and deeply understanding the problem the innovation’s meant to solve. As Dylan Wiliam wrote, “Everything works somewhere; nothing works everywhere.”

Scaling implementers will point out that adjusting the innovation to fit the system is often a prerequisite for a location embracing the innovation. Conversely, systems transformation experts emphasize that the context must be ready to accept the new program. For them, yes, the change must enter into the system but it must also find a way to restructure some of the key parts so that the system transforms as a result. Change, add, or remove a key system lever or two, and the existing system parts will operate differently. We see value in acknowledging that both can be true, and believe that a clear view of the innovation’s purpose, the system contours, and transformation goals will dictate the extent to which the innovation should fit the system and/or whether the innovation is meant to disrupt the system.

Furthermore, what we might call the stuff of how systems work—the “power” that creates either stasis or change in a system—is not located in the system parts themselves but in the movement of system parts as they inter-relate with each other. By placing its focus on how parts interact with—and affect—other parts, an ecosystemic view supports holistic reform approaches. As displayed in figure 1, the gears of each part will always engage with and move other parts: they do not move independently.

Figure 1. System change as dynamic and adaptive

Treating the context as an active part of the change process can also nicely lead to a privileging of local knowledge (including indigenous voices and historically marginalized groups), looking first for homegrown solutions, and pursuing participatory research. Such an approach rewards reform teams who engage community members, educators, and governance officials as authentic partners (not just passive beneficiaries) from the beginning and throughout the whole change process.

Vow to break free from restrictive data and research methods

Because integrating scaling and systems transformation is about introducing a change or program into an existing system to alter how the system operates, there’s a paramount need to “see into” the system—to view how the levers and parts work differently to produce new outcomes. As a new way of proceeding that leverages the interdependency of parts, systems transformation therefore requires a new approach to research and data use. Many past and current research paradigms separate out the parts of a system for isolated study or rely on mechanistic or simplistic views of how humans and structures interrelate. What’s needed instead are flexible, sensitive data approaches (including rapid cycles of learning and iteration) that foreground holism, the almost organic nature of system parts inter-relating, and the collaborative (sometimes messy) nature of people working together.

This fortuitously coincides with current calls for community-minded participatory research , innovative qualitative and mixed-methods approaches, ethnographic work, and a renewed critique of over-relying on randomized controlled trials. Moreover, when scaling and systems change pool their efforts like we’re proposing, data practices will need to focus on both the small-bore changes and inside-system effects that are produced by the scaling effort and the bigger, whole-system outputs that will need to be captured and tracked.

We’ll need a new generation of ecologically minded data and research systems (and researchers) able to collect, combine, and study different data types from multiple system levels simultaneously—from situated student and teacher interactions in classrooms, through institution-wide and surrounding structures and processes, all the way up to national and global education policy contours and pressures. Figure 2 represents this multi-level ecosystem.

Figure 2. Education as a nested ecosystem

Vow to engage myriad stakeholders and partners.

Both scaling impact and systems transformation require collective effort. Multi-stakeholder coalitions not only deepen and broaden support for the new changes (“tie-in equals buy in”) and offer the benefit of multiple perspectives on any reform effort (“more eyes equal better vision”), but also support equity considerations—a most important contemporary goal—that are well-served by participatory decision-making. As Ross Hall suggests, the quality of a learning ecosystem is defined by the quality of its human relationships.

Insiders can offer local knowledge and access to system parts and personnel, but their familiarity with the location produces blind spots. Outsiders offer knowledge of other systems and contexts and can see a location with fresh eyes, but they bring externally formed agendas and biases. In truth, a diversity of members from both groups is needed, and the ability to share power and strike the right balance is essential. This stance also nicely resolves a current debate between localization and global expertise. We see the two sides not as a pendulum that has recently swung from global influence toward localization but as two pieces of Velcro: each side currently needs the other for the whole to function.

Accepting this principle supports co-creation, inclusive and coordinated approaches to both implementation and monitoring, and distributed leadership throughout system levels. It also orients education teams to engage local participants as authentic partners in the work: students, families, teachers, and middle-level government officials—just to name a few. And it reminds us that ‘kitchen-sink’ approaches to engaging champions (wide but shallow efforts to bring pretty much everyone on board) are less effective than careful, strategically developed efforts . Different stakeholders and champions can play different roles not only in implementation but also during the initial development of the scaling strategy. Understanding the different types of champions , what they can offer, and how best to engage them is a hallmark of effective collaboration.

Yes, this can be tricky to manage and requires time and resources, but such a stance moves education toward a desirable situation in which locals, government policymakers, and external reformers learn to work together.

Vow to prioritize innovation, curiosity, and learning

A final principle integrating both paradigms is to accept that innovation— bringing new practices, ideas, or solutions to a location—is the key that unlocks systems and institutions for productive change . For systems to change, however, innovation must be actively promoted, celebrated, and sustained at all levels; it cannot be reserved only for the initiative that is being scaled.

Government decisionmakers willing to take educated risks, bureaucracies experimenting with different procedures and flattened hierarchies, local educators using the new program or practice to learn and create their own innovative practices, and researchers developing new study designs that capture the complexity of holistic change. This is the learning by doing—and doing by learning—we hear about. Becoming obsessed with the goal and intended outcomes but remaining flexible about how to arrive there is the stuff of meaningful change.

Innovation is the result of curiosity. And so, asking questions such as “Why have we been doing it this way?” “Could this work differently?” or “What if…?” must be encouraged. When locations privilege curiosity at all levels, the result is a widespread spirit of learning. And when this spirit finds its way into education systems, it can spark a critical mass of creativity and experimentation that produces the culture of inquiry so desperately needed to transform locations. We mustn’t fear change but rather seek it out, because there is no growth without it.

Part 3— Six ingredients for their lasting success

Producing a conceptual framework for how to improve education is one thing but actually conducting the work is infinitely harder. We know that. For this integration of scaling with systems change—this marriage made in heaven—to be pulled off, we believe that six elements must be present:

1. A system ready for deep change.

In other words, a country or sub-country location that has the necessary will, system configuration, and characteristics that make it favorable for accepting fundamental change . Not all locations are ready for transformation. Before the work of transformation can begin, the location must willing to adopt change; there must be the kind of system in which changing a few (or more) system levers will yield a better way of interacting that’s also sustainable; and there must be sufficient consensus in the location around what the purposes of education are and why the status quo isn’t delivering them. This does not mean that bigger is better. It may be that the optimal size for a system change is subnational, and that initial coalition-building could begin at local or middle-levels of a location and over time push upward.

2. An accessible, compelling vision and the right leadership

A clear (and clearly articulated) roadmap for what the goal is, how to go about it, and how progress will be measured (for example, see our Scaling Strategy Worksheet ). Also needed is a person, or ideally a whole team, who understands what will be required, who is up to the work, and who will commit to seeing it through . Systems are not inherently inclined to change; in fact, they typically resist change. Transforming them requires courageous leaders willing to shake up their institutions and build out from that shake-up. Additionally, coordinated and shared leadership at all levels in the system will need to exist so that everyone together can learn, teach, take some risks, use data, build coalitions, and inspire others to succeed throughout.

3. A lasting commitment

Funders, in-country governing bodies, communities, national assessment and data system professionals, and global organizations will have to be willing to re-structure and properly align their own procedures, requirements, and incentive systems for this new kind of work—and honor these changes (like in the case of Finland ). Monitoring and accountability systems will need to become somewhat flexible (at least at first), as well as amenable to new research and evaluation frameworks. And there will need to be a capacity for some risk-taking. But if not now, then when will transformative change be pursued?

4. Flexible but careful ways of collecting and using data to make visible the process of systems change, to measure results, and to share what’s learned along the way

New empirical methods will be needed to capture holistic change and measure progress in any location. To do that, reform teams will have to figure out what data points and indicators to collect, how to pursue the right kinds of data analysis, and how to dispassionately use what’s learned along the way both to adapt the work and candidly share the journey with others. This requires artful research support and equitable partnerships in which local researchers and external teams learn to work together.

5. Hard work

Like so many relationships, even with the best of intentions and most promising approaches, the union will require considerable effort. Living up to the commitment won’t be easy. Systems change requires time and financial resources (for example, in the case of Kenya ). But with the current state of education—and increasingly clear links between education and pressing issues like climate, poverty, migration, and national debts—we cannot afford to turn away from the difficulty now. Participants at all system levels must be ready to put forth their best effort.

6. Some luck

Even the best developed plans and most promising efforts can sometimes be thwarted by misfortune, collapse, or unpredictability. Just as any solid marriage needs a few lucky breaks from time to time, we know that integrating these two complex but complementary education paradigms will need good fortune. Scalers and systems change experts cannot control everything, so perhaps creating the conditions to initiate positive change and then being attentive and agile enough to respond to and adjust the change process along the way are what will best optimize circumstances for transformational education improvement. (For example, see the case of Ireland )

None of this is easy and we know that any step in one direction engenders tradeoffs and opportunity costs relative to the other directions one might take. But we’ve seen partial glimpses and full successes when these principles from both approaches are put into practice together, so we know it’s possible. For almost ten years, our Millions Learning team has developed insights on connecting scaling impact with systems change in education. These insights come, for example, from our work with the Real-Time Scaling Labs ( RTSL cross-case report ) and the Research on the Impact of Innovations in Education (ROSIE) project ( ROSIE 2022 scaling report ), and they align with related work, such as Amanda Datnow et al.’s report on transforming education for holistic student development.

Furthermore, we’re certain that status-quo attempts to enact change will continue to produce status-quo results. Education systems will continue to produce inequitable, insufficient outcomes until they’re fundamentally transformed. To paraphrase Michael Fullan : it’s as simple and as complex as that.

Please join in as we at Millions Learning continue to study , support , and share what can happen when the right coalitions pursue promising approaches toward sustainable, equitable impact in education by integrating scaling impact with system transformation. Maybe, just maybe… with clear understandings, the right vows, and the necessary ingredients in place, the two paradigms will make it as a couple. Maybe this is how we make a lasting change in education.

We thank Bruce Fuller, Ross Hall, Richard Kohl, Tony McAleavy, and Rebecca Winthrop for their comments on earlier versions of this essay.

Essay On New Education Policy

Table of Contents

Short Essay On New Education Policy

The New Education Policy (NEP) 2020 is a comprehensive policy framework for the Indian education sector that aims to transform the country’s education system and make it more inclusive, equitable, and accessible. This policy was approved by the Indian government in July 2020 and replaces the 34-year-old National Policy on Education of 1986.

The NEP 2020 focuses on a number of key areas, including access to education, quality of education, teacher training and development, and the integration of technology in the education sector. The policy aims to increase the Gross Enrollment Ratio in higher education to 50% and provide universal access to school education.

One of the key features of the NEP 2020 is the integration of vocational education and training into the school curriculum, aimed at preparing students for the changing demands of the job market. The policy also emphasizes the importance of mother-tongue education and promotes multilingualism, with the aim of creating a more inclusive and diverse education system.

The NEP 2020 also aims to improve the quality of teacher education and training, with a focus on developing their skills and competencies in areas such as technology integration and pedagogy. Additionally, the policy promotes research and innovation in the education sector, and encourages greater collaboration between universities, colleges, and industry.

Another important aspect of the NEP 2020 is the emphasis on student-centric, holistic, and flexible education. The policy encourages the development of a more diverse range of learning experiences, such as online and experiential learning, to meet the needs of different learners.

In conclusion, the New Education Policy (NEP) 2020 is a transformative policy framework that aims to modernize and improve the Indian education system. With a focus on access, quality, teacher training, and technology integration, the NEP 2020 seeks to create a more inclusive, equitable, and accessible education system for all.

Long Essay On New Education Policy

As the world changes, so must our education system. With the implementation of a new education policy, it is important to understand its implications and how it will affect students in their educational journey. In this essay, we will be exploring the policy and its impact on students, teachers, and society as a whole.

Introduction to New Education Policy

Since the early 1990s, India has been following a New Education Policy (NEP) which aims to universalize elementary education, improve adult literacy, and promote vocational and technical training. The NEP 2020 is the third version of this policy and was released by the Ministry of Human Resource Development on 29th July 2020. It replaces the previous NEP which was formulated in 1986.

The new education policy focuses on providing quality education to all children in the age group of 3-18 years. It also aims at making India a global knowledge superpower by imparting skill-based education and training to our youth. The NEP 2020 envisions an education system that is holistic, flexible, multidisciplinary, and caters to the diverse needs of all learners.

Some of the key highlights of the new education policy are:

– Early childhood care and education will be made available for all children below the age of 6 years. – Elementary education will be made compulsory for all children in the age group of 6-14 years. – Secondary education will be broadened to include students up to the age of 18 years. – Vocational and technical education will be made available at all levels of schooling. – Higher education will be made more inclusive, accessible, and job-oriented. – Teacher training will be given more importance under the new policy.

Benefits of the New Education Policy

The new education policy is a much-needed reform of the education system in India. It aims to make quality education accessible to all, regardless of their socio-economic background. The policy also emphasizes on vocational and skill-based training, so that students are better prepared for the workforce. Here are some of the key benefits of the new education policy:

1. Improved access to quality education: One of the main goals of the new education policy is to ensure that every child has access to quality education. This will be achieved through measures such as setting up more schools in rural and underserved areas, and providing financial assistance to families from disadvantaged backgrounds.

2. Emphasis on skills development: The new education policy gives greater emphasis on vocational and skill-based training. This will help students to be better prepared for jobs in the ever-changing workforce.

3. Greater focus on research: The new policy puts a greater emphasis on research and innovation. This will help India become a world leader in cutting-edge technologies and industries.

4. Improved teacher training: The new policy includes several measures to improve teacher training, so that they are better equipped to handle the needs of 21st century students.

5. Enhanced educational infrastructure: A major focus of the new education policy is on improving educational infrastructure across the country. This includes setting up more schools and colleges, as well as investing in state-of-the-art technology and facilities .

Overall, the new education policy is a much-needed reform of the education system in India. It will help to make quality education accessible to all, and provide students with the skills they need to succeed in the 21st century workforce.

Challenges Faced in Implementing the New Education Policy

The new education policy is a welcome change in the Indian educational landscape. However, its successful implementation will pose several challenges.

Firstly, the policy seeks to increase the Gross Enrolment Ratio (GER) to 30% by 2030. This is a huge jump from the current GER of about 24%. To achieve this, a massive expansion of infrastructure and human resources will be required. Given the current economic climate, it is unclear where the necessary funding will come from.

Secondly, the policy aims to make higher education accessible to all sections of society. This is a laudable goal but one that will be difficult to achieve in practice. There are vast socio-economic disparities across India and many regions remain backward and neglected. The policy will need to address these issues head-on if it is to be successful.

Thirdly, the policy requires a complete overhaul of the existing curriculum and pedagogy. This will be a Herculean task given the sheer size and diversity of the Indian education system. It will also require buy-in from all stakeholders – teachers, students, parents, administrators etc. – which may prove difficult to obtain.

Fourthly, effective implementation of the new education policy will require close coordination between Central and State governments. Unfortunately, there has been little evidence of such cooperation in recent years and it remains to be seen if this can be overcome.

All these challenges must be addressed if the new education policy is to succeed. Its implementation will require strong political will, effective coordination and adequate resources. Only then can the policy bring about a true transformation in India’s educational landscape.

Impact of New Education Policy on Students and Parents

The new education policy will have a profound impact on students and parents. It is important to understand the implications of the policy before it is implemented. The policy could potentially increase the cost of education, reduce the quality of education, and create a two-tiered system where some students have access to better resources than others.

There is no doubt that the new education policy will have an impact on students and parents. The question is: what kind of impact will it have? On the one hand, the policy could potentially increase the cost of education. On the other hand, it could reduce the quality of education. And finally, it could create a two-tiered system where some students have access to better resources than others.

Let’s take a closer look at each of these potential impacts.

The first potential impact is that the new education policy could increase the cost of education. This is because the policy would likely lead to an increase in class sizes. larger class sizes would mean that schools would need to hire more teachers, which would lead to higher salaries. In addition, larger class sizes would also require more materials and resources, which would also drive up costs.

The second potential impact is that the new education policy could reduce the quality of education. This is because larger class sizes would make it more difficult for teachers to give individualized attention to each student. In addition, if there are not enough resources to go around, then students may not be able to get the same level of instruction as they would in smaller classes.

Finally, the new education policy could create a two-tiered system where some students have access to better resources than others. This is because wealthier families may be able to afford more expensive schools with better resources, while poorer families may not be able to take advantage of these options.

In conclusion, it is important to consider all potential impacts of the new education policy before it is implemented. The policy could potentially increase the cost of education, reduce the quality of education, and create a two-tiered system where some students have access to better resources than others. It is important that policymakers are aware of these impacts when designing and implementing the new policy.

How the New Education Policy will Help in Improving Quality of Education

The new education policy 2020 has been introduced with the aim of improving the quality of education in India. The policy introduces a number of reforms that are aimed at achieving this goal. Some of the key reforms introduced by the policy include:

1. Making school education more holistic and child-centric: The new education policy 2020 lays great emphasis on making school education more holistic and child-centric. This will be achieved through a number of measures such as reducing the curriculum load, increasing play time, etc.

2. Introducing vocational and skill-based education: The new education policy 2020 gives due importance to vocational and skill-based education. It aims to make such courses an integral part of the school curriculum so that students can acquire skills that are relevant to the industry.

3. Encouraging research and innovation: The new education policy 2020 encourages research and innovation in educational institutions. It also aims to set up an efficient mechanism for commercialization of research findings so that they can be used for the benefit of society at large.

4. Improving teacher quality: The new education policy 2020 emphasizes on improving teacher quality in order to improve the quality of instruction imparted in schools. A number of measures have been proposed for this purpose such as mandatory teacher training, performance-based incentives, etc.

5. Promoting digital literacy: The new education policy 2020 gives special focus on promoting digital literacy among all sections of society. It envisages a major push towards making technology an integral part of the education system.

These are some of the key reforms that have been proposed in the new education policy 2020, which will help improve the quality of education in India.

What can be Done to Improve the Implementation of the Policy

There are many things that can be done to improve the implementation of the new education policy. One way is to increase communication and collaboration between different stakeholders, including government officials, educators, parents, and students. Another way is to provide more resources and support for those who are implementing the policy. Additionally, it is important to monitor and evaluate the progress of the policy implementation and make necessary adjustments along the way.

The new education policy has been designed to ensure that students receive quality education and the necessary skills they need to succeed in life. This policy will create more opportunities for students, allow them access to better resources, and improve the quality of their learning environment. It is an ambitious plan that needs support from all stakeholders involved, including teachers, parents, administrators and government officials. With this strong partnership, we can make sure every student in India gets a chance at success through improved educational outcomes.

Manisha Dubey Jha is a skilled educational content writer with 5 years of experience. Specializing in essays and paragraphs, she’s dedicated to crafting engaging and informative content that enriches learning experiences.

Essay on importance of yoga, essay on cow, climate change essay, essay on slaver, leave a comment cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Search Menu
Sign in through your institution
Advance articles
Featured articles
Virtual Issues
Prize-Winning Articles
Browse content in A - General Economics and Teaching
Browse content in A1 - General Economics
A11 - Role of Economics; Role of Economists; Market for Economists
A12 - Relation of Economics to Other Disciplines
A13 - Relation of Economics to Social Values
Browse content in B - History of Economic Thought, Methodology, and Heterodox Approaches
Browse content in B4 - Economic Methodology
B41 - Economic Methodology
Browse content in C - Mathematical and Quantitative Methods
Browse content in C1 - Econometric and Statistical Methods and Methodology: General
C10 - General
C11 - Bayesian Analysis: General
C12 - Hypothesis Testing: General
C13 - Estimation: General
C14 - Semiparametric and Nonparametric Methods: General
C18 - Methodological Issues: General
Browse content in C2 - Single Equation Models; Single Variables
C21 - Cross-Sectional Models; Spatial Models; Treatment Effect Models; Quantile Regressions
C22 - Time-Series Models; Dynamic Quantile Regressions; Dynamic Treatment Effect Models; Diffusion Processes
C23 - Panel Data Models; Spatio-temporal Models
C26 - Instrumental Variables (IV) Estimation
Browse content in C3 - Multiple or Simultaneous Equation Models; Multiple Variables
C31 - Cross-Sectional Models; Spatial Models; Treatment Effect Models; Quantile Regressions; Social Interaction Models
C32 - Time-Series Models; Dynamic Quantile Regressions; Dynamic Treatment Effect Models; Diffusion Processes; State Space Models
C33 - Panel Data Models; Spatio-temporal Models
C36 - Instrumental Variables (IV) Estimation
Browse content in C4 - Econometric and Statistical Methods: Special Topics
C40 - General
C43 - Index Numbers and Aggregation
C44 - Operations Research; Statistical Decision Theory
C45 - Neural Networks and Related Topics
C49 - Other
Browse content in C5 - Econometric Modeling
C52 - Model Evaluation, Validation, and Selection
C53 - Forecasting and Prediction Methods; Simulation Methods
C55 - Large Data Sets: Modeling and Analysis
Browse content in C6 - Mathematical Methods; Programming Models; Mathematical and Simulation Modeling
C61 - Optimization Techniques; Programming Models; Dynamic Analysis
C62 - Existence and Stability Conditions of Equilibrium
C63 - Computational Techniques; Simulation Modeling
Browse content in C7 - Game Theory and Bargaining Theory
C70 - General
C71 - Cooperative Games
C72 - Noncooperative Games
C73 - Stochastic and Dynamic Games; Evolutionary Games; Repeated Games
C78 - Bargaining Theory; Matching Theory
Browse content in C8 - Data Collection and Data Estimation Methodology; Computer Programs
C81 - Methodology for Collecting, Estimating, and Organizing Microeconomic Data; Data Access
Browse content in C9 - Design of Experiments
C90 - General
C91 - Laboratory, Individual Behavior
C92 - Laboratory, Group Behavior
C93 - Field Experiments
C99 - Other
Browse content in D - Microeconomics
Browse content in D0 - General
D00 - General
D01 - Microeconomic Behavior: Underlying Principles
D02 - Institutions: Design, Formation, Operations, and Impact
D03 - Behavioral Microeconomics: Underlying Principles
Browse content in D1 - Household Behavior and Family Economics
D11 - Consumer Economics: Theory
D12 - Consumer Economics: Empirical Analysis
D13 - Household Production and Intrahousehold Allocation
D14 - Household Saving; Personal Finance
D15 - Intertemporal Household Choice: Life Cycle Models and Saving
D18 - Consumer Protection
Browse content in D2 - Production and Organizations
D21 - Firm Behavior: Theory
D22 - Firm Behavior: Empirical Analysis
D23 - Organizational Behavior; Transaction Costs; Property Rights
D24 - Production; Cost; Capital; Capital, Total Factor, and Multifactor Productivity; Capacity
Browse content in D3 - Distribution
D30 - General
D31 - Personal Income, Wealth, and Their Distributions
D33 - Factor Income Distribution
Browse content in D4 - Market Structure, Pricing, and Design
D40 - General
D42 - Monopoly
D43 - Oligopoly and Other Forms of Market Imperfection
D44 - Auctions
D47 - Market Design
Browse content in D5 - General Equilibrium and Disequilibrium
D50 - General
D52 - Incomplete Markets
Browse content in D6 - Welfare Economics
D60 - General
D61 - Allocative Efficiency; Cost-Benefit Analysis
D62 - Externalities
D63 - Equity, Justice, Inequality, and Other Normative Criteria and Measurement
D64 - Altruism; Philanthropy
Browse content in D7 - Analysis of Collective Decision-Making
D70 - General
D71 - Social Choice; Clubs; Committees; Associations
D72 - Political Processes: Rent-seeking, Lobbying, Elections, Legislatures, and Voting Behavior
D73 - Bureaucracy; Administrative Processes in Public Organizations; Corruption
D74 - Conflict; Conflict Resolution; Alliances; Revolutions
D78 - Positive Analysis of Policy Formulation and Implementation
Browse content in D8 - Information, Knowledge, and Uncertainty
D80 - General
D81 - Criteria for Decision-Making under Risk and Uncertainty
D82 - Asymmetric and Private Information; Mechanism Design
D83 - Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
D84 - Expectations; Speculations
D85 - Network Formation and Analysis: Theory
D86 - Economics of Contract: Theory
D87 - Neuroeconomics
D89 - Other
Browse content in D9 - Micro-Based Behavioral Economics
D90 - General
D91 - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
D92 - Intertemporal Firm Choice, Investment, Capacity, and Financing
Browse content in E - Macroeconomics and Monetary Economics
Browse content in E0 - General
E01 - Measurement and Data on National Income and Product Accounts and Wealth; Environmental Accounts
E02 - Institutions and the Macroeconomy
Browse content in E1 - General Aggregative Models
E13 - Neoclassical
Browse content in E2 - Consumption, Saving, Production, Investment, Labor Markets, and Informal Economy
E20 - General
E21 - Consumption; Saving; Wealth
E22 - Investment; Capital; Intangible Capital; Capacity
E23 - Production
E24 - Employment; Unemployment; Wages; Intergenerational Income Distribution; Aggregate Human Capital; Aggregate Labor Productivity
E25 - Aggregate Factor Income Distribution
E26 - Informal Economy; Underground Economy
E27 - Forecasting and Simulation: Models and Applications
Browse content in E3 - Prices, Business Fluctuations, and Cycles
E30 - General
E31 - Price Level; Inflation; Deflation
E32 - Business Fluctuations; Cycles
E37 - Forecasting and Simulation: Models and Applications
Browse content in E4 - Money and Interest Rates
E43 - Interest Rates: Determination, Term Structure, and Effects
E44 - Financial Markets and the Macroeconomy
Browse content in E5 - Monetary Policy, Central Banking, and the Supply of Money and Credit
E51 - Money Supply; Credit; Money Multipliers
E52 - Monetary Policy
E58 - Central Banks and Their Policies
Browse content in E6 - Macroeconomic Policy, Macroeconomic Aspects of Public Finance, and General Outlook
E61 - Policy Objectives; Policy Designs and Consistency; Policy Coordination
E62 - Fiscal Policy
E63 - Comparative or Joint Analysis of Fiscal and Monetary Policy; Stabilization; Treasury Policy
E65 - Studies of Particular Policy Episodes
Browse content in F - International Economics
Browse content in F0 - General
F01 - Global Outlook
F02 - International Economic Order and Integration
Browse content in F1 - Trade
F10 - General
F11 - Neoclassical Models of Trade
F12 - Models of Trade with Imperfect Competition and Scale Economies; Fragmentation
F13 - Trade Policy; International Trade Organizations
F14 - Empirical Studies of Trade
F15 - Economic Integration
F16 - Trade and Labor Market Interactions
F17 - Trade Forecasting and Simulation
Browse content in F2 - International Factor Movements and International Business
F20 - General
F21 - International Investment; Long-Term Capital Movements
F22 - International Migration
F23 - Multinational Firms; International Business
Browse content in F3 - International Finance
F31 - Foreign Exchange
F32 - Current Account Adjustment; Short-Term Capital Movements
F33 - International Monetary Arrangements and Institutions
F34 - International Lending and Debt Problems
F35 - Foreign Aid
Browse content in F4 - Macroeconomic Aspects of International Trade and Finance
F41 - Open Economy Macroeconomics
F42 - International Policy Coordination and Transmission
F43 - Economic Growth of Open Economies
F45 - Macroeconomic Issues of Monetary Unions
Browse content in F5 - International Relations, National Security, and International Political Economy
F50 - General
F51 - International Conflicts; Negotiations; Sanctions
F52 - National Security; Economic Nationalism
F53 - International Agreements and Observance; International Organizations
F55 - International Institutional Arrangements
Browse content in F6 - Economic Impacts of Globalization
F60 - General
F61 - Microeconomic Impacts
F66 - Labor
F68 - Policy
Browse content in G - Financial Economics
Browse content in G0 - General
G01 - Financial Crises
Browse content in G1 - General Financial Markets
G10 - General
G11 - Portfolio Choice; Investment Decisions
G12 - Asset Pricing; Trading volume; Bond Interest Rates
G15 - International Financial Markets
Browse content in G2 - Financial Institutions and Services
G20 - General
G21 - Banks; Depository Institutions; Micro Finance Institutions; Mortgages
G24 - Investment Banking; Venture Capital; Brokerage; Ratings and Ratings Agencies
G28 - Government Policy and Regulation
Browse content in G3 - Corporate Finance and Governance
G30 - General
G31 - Capital Budgeting; Fixed Investment and Inventory Studies; Capacity
G32 - Financing Policy; Financial Risk and Risk Management; Capital and Ownership Structure; Value of Firms; Goodwill
G33 - Bankruptcy; Liquidation
G34 - Mergers; Acquisitions; Restructuring; Corporate Governance
Browse content in G4 - Behavioral Finance
G41 - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making in Financial Markets
Browse content in G5 - Household Finance
G51 - Household Saving, Borrowing, Debt, and Wealth
G53 - Financial Literacy
Browse content in H - Public Economics
Browse content in H0 - General
H00 - General
Browse content in H1 - Structure and Scope of Government
H11 - Structure, Scope, and Performance of Government
H12 - Crisis Management
Browse content in H2 - Taxation, Subsidies, and Revenue
H20 - General
H21 - Efficiency; Optimal Taxation
H22 - Incidence
H23 - Externalities; Redistributive Effects; Environmental Taxes and Subsidies
H24 - Personal Income and Other Nonbusiness Taxes and Subsidies; includes inheritance and gift taxes
H25 - Business Taxes and Subsidies
H26 - Tax Evasion and Avoidance
Browse content in H3 - Fiscal Policies and Behavior of Economic Agents
H30 - General
H31 - Household
Browse content in H4 - Publicly Provided Goods
H41 - Public Goods
H42 - Publicly Provided Private Goods
H44 - Publicly Provided Goods: Mixed Markets
Browse content in H5 - National Government Expenditures and Related Policies
H50 - General
H51 - Government Expenditures and Health
H52 - Government Expenditures and Education
H53 - Government Expenditures and Welfare Programs
H54 - Infrastructures; Other Public Investment and Capital Stock
H55 - Social Security and Public Pensions
H56 - National Security and War
H57 - Procurement
Browse content in H6 - National Budget, Deficit, and Debt
H62 - Deficit; Surplus
H63 - Debt; Debt Management; Sovereign Debt
H68 - Forecasts of Budgets, Deficits, and Debt
Browse content in H7 - State and Local Government; Intergovernmental Relations
H71 - State and Local Taxation, Subsidies, and Revenue
H72 - State and Local Budget and Expenditures
H75 - State and Local Government: Health; Education; Welfare; Public Pensions
H76 - State and Local Government: Other Expenditure Categories
H77 - Intergovernmental Relations; Federalism; Secession
Browse content in H8 - Miscellaneous Issues
H87 - International Fiscal Issues; International Public Goods
Browse content in I - Health, Education, and Welfare
Browse content in I1 - Health
I10 - General
I11 - Analysis of Health Care Markets
I12 - Health Behavior
I14 - Health and Inequality
I15 - Health and Economic Development
I18 - Government Policy; Regulation; Public Health
I19 - Other
Browse content in I2 - Education and Research Institutions
I20 - General
I21 - Analysis of Education
I22 - Educational Finance; Financial Aid
I23 - Higher Education; Research Institutions
I24 - Education and Inequality
I25 - Education and Economic Development
I26 - Returns to Education
I28 - Government Policy
Browse content in I3 - Welfare, Well-Being, and Poverty
I30 - General
I31 - General Welfare
I32 - Measurement and Analysis of Poverty
I38 - Government Policy; Provision and Effects of Welfare Programs
Browse content in J - Labor and Demographic Economics
Browse content in J0 - General
J00 - General
J01 - Labor Economics: General
J08 - Labor Economics Policies
Browse content in J1 - Demographic Economics
J10 - General
J11 - Demographic Trends, Macroeconomic Effects, and Forecasts
J12 - Marriage; Marital Dissolution; Family Structure; Domestic Abuse
J13 - Fertility; Family Planning; Child Care; Children; Youth
J14 - Economics of the Elderly; Economics of the Handicapped; Non-Labor Market Discrimination
J15 - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
J16 - Economics of Gender; Non-labor Discrimination
J17 - Value of Life; Forgone Income
J18 - Public Policy
Browse content in J2 - Demand and Supply of Labor
J20 - General
J21 - Labor Force and Employment, Size, and Structure
J22 - Time Allocation and Labor Supply
J23 - Labor Demand
J24 - Human Capital; Skills; Occupational Choice; Labor Productivity
J26 - Retirement; Retirement Policies
J28 - Safety; Job Satisfaction; Related Public Policy
Browse content in J3 - Wages, Compensation, and Labor Costs
J31 - Wage Level and Structure; Wage Differentials
J32 - Nonwage Labor Costs and Benefits; Retirement Plans; Private Pensions
J33 - Compensation Packages; Payment Methods
J38 - Public Policy
Browse content in J4 - Particular Labor Markets
J42 - Monopsony; Segmented Labor Markets
J43 - Agricultural Labor Markets
J45 - Public Sector Labor Markets
J46 - Informal Labor Markets
J47 - Coercive Labor Markets
Browse content in J5 - Labor-Management Relations, Trade Unions, and Collective Bargaining
J50 - General
J51 - Trade Unions: Objectives, Structure, and Effects
J53 - Labor-Management Relations; Industrial Jurisprudence
Browse content in J6 - Mobility, Unemployment, Vacancies, and Immigrant Workers
J61 - Geographic Labor Mobility; Immigrant Workers
J62 - Job, Occupational, and Intergenerational Mobility
J63 - Turnover; Vacancies; Layoffs
J64 - Unemployment: Models, Duration, Incidence, and Job Search
J65 - Unemployment Insurance; Severance Pay; Plant Closings
J68 - Public Policy
Browse content in J7 - Labor Discrimination
J71 - Discrimination
Browse content in K - Law and Economics
Browse content in K1 - Basic Areas of Law
K10 - General
K12 - Contract Law
K14 - Criminal Law
Browse content in K2 - Regulation and Business Law
K21 - Antitrust Law
Browse content in K3 - Other Substantive Areas of Law
K36 - Family and Personal Law
Browse content in K4 - Legal Procedure, the Legal System, and Illegal Behavior
K40 - General
K41 - Litigation Process
K42 - Illegal Behavior and the Enforcement of Law
Browse content in L - Industrial Organization
Browse content in L0 - General
L00 - General
Browse content in L1 - Market Structure, Firm Strategy, and Market Performance
L11 - Production, Pricing, and Market Structure; Size Distribution of Firms
L12 - Monopoly; Monopolization Strategies
L13 - Oligopoly and Other Imperfect Markets
L14 - Transactional Relationships; Contracts and Reputation; Networks
L15 - Information and Product Quality; Standardization and Compatibility
L16 - Industrial Organization and Macroeconomics: Industrial Structure and Structural Change; Industrial Price Indices
Browse content in L2 - Firm Objectives, Organization, and Behavior
L20 - General
L22 - Firm Organization and Market Structure
L25 - Firm Performance: Size, Diversification, and Scope
L26 - Entrepreneurship
Browse content in L3 - Nonprofit Organizations and Public Enterprise
L31 - Nonprofit Institutions; NGOs; Social Entrepreneurship
L32 - Public Enterprises; Public-Private Enterprises
L33 - Comparison of Public and Private Enterprises and Nonprofit Institutions; Privatization; Contracting Out
Browse content in L4 - Antitrust Issues and Policies
L41 - Monopolization; Horizontal Anticompetitive Practices
L42 - Vertical Restraints; Resale Price Maintenance; Quantity Discounts
L44 - Antitrust Policy and Public Enterprises, Nonprofit Institutions, and Professional Organizations
Browse content in L5 - Regulation and Industrial Policy
L51 - Economics of Regulation
L52 - Industrial Policy; Sectoral Planning Methods
Browse content in L6 - Industry Studies: Manufacturing
L60 - General
L66 - Food; Beverages; Cosmetics; Tobacco; Wine and Spirits
L67 - Other Consumer Nondurables: Clothing, Textiles, Shoes, and Leather Goods; Household Goods; Sports Equipment
Browse content in L8 - Industry Studies: Services
L81 - Retail and Wholesale Trade; e-Commerce
L82 - Entertainment; Media
L83 - Sports; Gambling; Recreation; Tourism
L86 - Information and Internet Services; Computer Software
Browse content in L9 - Industry Studies: Transportation and Utilities
L91 - Transportation: General
L94 - Electric Utilities
L96 - Telecommunications
L98 - Government Policy
Browse content in M - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics
Browse content in M1 - Business Administration
M10 - General
M12 - Personnel Management; Executives; Executive Compensation
M13 - New Firms; Startups
Browse content in M2 - Business Economics
M21 - Business Economics
Browse content in M3 - Marketing and Advertising
M30 - General
M31 - Marketing
Browse content in M5 - Personnel Economics
M50 - General
M51 - Firm Employment Decisions; Promotions
M52 - Compensation and Compensation Methods and Their Effects
M55 - Labor Contracting Devices
Browse content in N - Economic History
Browse content in N1 - Macroeconomics and Monetary Economics; Industrial Structure; Growth; Fluctuations
N10 - General, International, or Comparative
N12 - U.S.; Canada: 1913-
N13 - Europe: Pre-1913
N14 - Europe: 1913-
N15 - Asia including Middle East
Browse content in N2 - Financial Markets and Institutions
N20 - General, International, or Comparative
N23 - Europe: Pre-1913
N26 - Latin America; Caribbean
Browse content in N3 - Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy
N30 - General, International, or Comparative
N32 - U.S.; Canada: 1913-
N33 - Europe: Pre-1913
N34 - Europe: 1913-
N35 - Asia including Middle East
Browse content in N4 - Government, War, Law, International Relations, and Regulation
N40 - General, International, or Comparative
N41 - U.S.; Canada: Pre-1913
N42 - U.S.; Canada: 1913-
N43 - Europe: Pre-1913
N44 - Europe: 1913-
N45 - Asia including Middle East
Browse content in N5 - Agriculture, Natural Resources, Environment, and Extractive Industries
N50 - General, International, or Comparative
N51 - U.S.; Canada: Pre-1913
N53 - Europe: Pre-1913
N55 - Asia including Middle East
N57 - Africa; Oceania
Browse content in N6 - Manufacturing and Construction
N63 - Europe: Pre-1913
Browse content in N7 - Transport, Trade, Energy, Technology, and Other Services
N70 - General, International, or Comparative
N71 - U.S.; Canada: Pre-1913
N72 - U.S.; Canada: 1913-
N73 - Europe: Pre-1913
N75 - Asia including Middle East
Browse content in N9 - Regional and Urban History
N90 - General, International, or Comparative
N92 - U.S.; Canada: 1913-
N94 - Europe: 1913-
N95 - Asia including Middle East
Browse content in O - Economic Development, Innovation, Technological Change, and Growth
Browse content in O1 - Economic Development
O10 - General
O11 - Macroeconomic Analyses of Economic Development
O12 - Microeconomic Analyses of Economic Development
O13 - Agriculture; Natural Resources; Energy; Environment; Other Primary Products
O14 - Industrialization; Manufacturing and Service Industries; Choice of Technology
O15 - Human Resources; Human Development; Income Distribution; Migration
O16 - Financial Markets; Saving and Capital Investment; Corporate Finance and Governance
O17 - Formal and Informal Sectors; Shadow Economy; Institutional Arrangements
O18 - Urban, Rural, Regional, and Transportation Analysis; Housing; Infrastructure
O19 - International Linkages to Development; Role of International Organizations
Browse content in O2 - Development Planning and Policy
O22 - Project Analysis
O24 - Trade Policy; Factor Movement Policy; Foreign Exchange Policy
O25 - Industrial Policy
Browse content in O3 - Innovation; Research and Development; Technological Change; Intellectual Property Rights
O30 - General
O31 - Innovation and Invention: Processes and Incentives
O32 - Management of Technological Innovation and R&D
O33 - Technological Change: Choices and Consequences; Diffusion Processes
O34 - Intellectual Property and Intellectual Capital
O38 - Government Policy
O39 - Other
Browse content in O4 - Economic Growth and Aggregate Productivity
O40 - General
O41 - One, Two, and Multisector Growth Models
O43 - Institutions and Growth
O44 - Environment and Growth
O47 - Empirical Studies of Economic Growth; Aggregate Productivity; Cross-Country Output Convergence
Browse content in O5 - Economywide Country Studies
O50 - General
O52 - Europe
O53 - Asia including Middle East
O55 - Africa
Browse content in P - Economic Systems
Browse content in P0 - General
P00 - General
Browse content in P1 - Capitalist Systems
P10 - General
P11 - Planning, Coordination, and Reform
P14 - Property Rights
P16 - Political Economy
Browse content in P2 - Socialist Systems and Transitional Economies
P26 - Political Economy; Property Rights
Browse content in P3 - Socialist Institutions and Their Transitions
P39 - Other
Browse content in P4 - Other Economic Systems
P48 - Political Economy; Legal Institutions; Property Rights; Natural Resources; Energy; Environment; Regional Studies
Browse content in P5 - Comparative Economic Systems
P50 - General
P51 - Comparative Analysis of Economic Systems
Browse content in Q - Agricultural and Natural Resource Economics; Environmental and Ecological Economics
Browse content in Q1 - Agriculture
Q12 - Micro Analysis of Farm Firms, Farm Households, and Farm Input Markets
Q14 - Agricultural Finance
Q15 - Land Ownership and Tenure; Land Reform; Land Use; Irrigation; Agriculture and Environment
Q16 - R&D; Agricultural Technology; Biofuels; Agricultural Extension Services
Q17 - Agriculture in International Trade
Q18 - Agricultural Policy; Food Policy
Browse content in Q2 - Renewable Resources and Conservation
Q23 - Forestry
Q28 - Government Policy
Browse content in Q3 - Nonrenewable Resources and Conservation
Q32 - Exhaustible Resources and Economic Development
Q33 - Resource Booms
Browse content in Q4 - Energy
Q41 - Demand and Supply; Prices
Q48 - Government Policy
Browse content in Q5 - Environmental Economics
Q51 - Valuation of Environmental Effects
Q52 - Pollution Control Adoption Costs; Distributional Effects; Employment Effects
Q53 - Air Pollution; Water Pollution; Noise; Hazardous Waste; Solid Waste; Recycling
Q54 - Climate; Natural Disasters; Global Warming
Q55 - Technological Innovation
Q56 - Environment and Development; Environment and Trade; Sustainability; Environmental Accounts and Accounting; Environmental Equity; Population Growth
Q58 - Government Policy
Browse content in R - Urban, Rural, Regional, Real Estate, and Transportation Economics
Browse content in R1 - General Regional Economics
R10 - General
R11 - Regional Economic Activity: Growth, Development, Environmental Issues, and Changes
R12 - Size and Spatial Distributions of Regional Economic Activity
R13 - General Equilibrium and Welfare Economic Analysis of Regional Economies
R15 - Econometric and Input-Output Models; Other Models
Browse content in R2 - Household Analysis
R21 - Housing Demand
R23 - Regional Migration; Regional Labor Markets; Population; Neighborhood Characteristics
Browse content in R3 - Real Estate Markets, Spatial Production Analysis, and Firm Location
R30 - General
R31 - Housing Supply and Markets
Browse content in R4 - Transportation Economics
R40 - General
R41 - Transportation: Demand, Supply, and Congestion; Travel Time; Safety and Accidents; Transportation Noise
Browse content in R5 - Regional Government Analysis
R52 - Land Use and Other Regulations
R58 - Regional Development Planning and Policy
Browse content in Z - Other Special Topics
Browse content in Z1 - Cultural Economics; Economic Sociology; Economic Anthropology
Z10 - General
Z12 - Religion
Z13 - Economic Sociology; Economic Anthropology; Social and Economic Stratification
Z19 - Other
Browse content in Z2 - Sports Economics
Z20 - General
Author Guidelines
Submission Site
Open Access
Self-Archiving Policy
About The Economic Journal
About the Royal Economic Society
Editorial Board
Advertising and Corporate Services
Journals on Oxford Academic
Books on Oxford Academic

The Economics of Education and Education Policy

Virtual issue.

Jump to Articles

This virtual issue showcases 12 papers published in The Economic Journal, focusing on the economics of education and education policy. In addition to long-standing issues such as school choice, tracking and teacher effectiveness, this issue highlights recent research on complex education policy problems such as intergenerational mobility and inequality. The issue is timely, as the tremendous negative impacts of the Covid-19 pandemic on learning outcomes still persist worldwide.

The issue is organized around four themes. The first set of papers examines enduring questions about school choice and school quality, including issues related to student tracking. The second set deals with distributional and intergenerational issues from the education policy perspective. The final two sets explore teacher effectiveness and the identification of peer effects. These 12 papers together represent cutting-edge research in the education and education policy literature and offer new avenues for future research.

Sule Alan, Joint Managing Editor, The Economic Journal

Recommend to your Librarian

Affiliations

Online ISSN 1468-0297
Print ISSN 0013-0133
Copyright © 2024 Royal Economic Society
About Oxford Academic
Publish journals with us
University press partners
What we publish
New features
Open access
Institutional account management
Rights and permissions
Get help with access
Accessibility
Advertising
Media enquiries
Oxford University Press
Oxford Languages
University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

Copyright © 2024 Oxford University Press
Cookie settings
Cookie policy
Privacy policy
Legal notice

This Feature Is Available To Subscribers Only

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

Essays on Education Policy

Journal Title

Journal issn, volume title, repository usage stats.

This dissertation consists of three essays on the topic of education policy. In the first essay, I evaluate the impacts of a teacher quality equity law that was enacted in California in the fall of 2006 prohibiting superintendents from transferring a teacher into a school in the bottom three performance deciles of the state's academic performance index if the principal refuses the transfer. The primary mechanism through which the policy should affect student outcomes is through the mix of the quality of teachers in the school. Using publicly available statewide administrative education data, and two quasi-experimental methodologies, I assess whether the policy had an effect on the district-wide distribution of teachers with varying levels of experience, education and licensure and on student academic performance. I extend the analysis by examining whether the policy has differential effects on subgroups of schools classified as having high-poverty or high-minority student populations. I find that, as a result of the teacher quality equity law, low-performing schools experienced a relative increase in fully-credentialed teachers and more highly educated teachers, but that did not necessarily translate to an increase in academic performance. I also find evidence that the dimension along which the policy was most effective was in improving teacher pre-service qualifications in schools with high minority student populations.

In the second essay, I estimate racial, ethnic, gender and socioeconomic differences in teacher reports of student absenteeism and tardiness while controlling for administrative records of actual absences. Subjective perceptions that teachers form about students' classroom behaviors matter for student academic outcomes. Given this potential impact, it is important to identify any biases in these perceptions that would disadvantage subgroups of students. I use longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 in conjunction with longitudinal, student-level data from the North Carolina Education Data Research Center to employ a variation of a two sample instrumental variables approach in which I instrument for actual eighth grade absences with simulated measures of eight grade absences. I find consistent evidence that teacher reports of the attendance of poor students are negatively biased and that math teacher reports of male attendance are positively biased. There is mixed evidence with regard to student race and ethnicity.

The third essay is a co-authored work in which we employ a quasi-experimental estimation strategy to examine the effects of state-level job losses on fourth- and eighth-grade test scores, using federal Mass Layoff Statistics and 1996-2009 National Assessment of Educational Progress data. Results indicate that job losses decrease scores. Effects are larger for eighth than fourth graders and for math than reading assessments, and are robust to specification checks. Job losses to 1 percent of a state's working-age population lead to a .076 standard deviation decrease in the state's eighth-grade math scores. This result is an order of magnitude larger than those found in previous studies that have compared students whose parents lose employment to otherwise similar students, suggesting that downturns affect all students, not just students who experience parental job loss. Our findings have important implications for accountability schemes: we calculate that a state experiencing one-year job losses to 2 percent of its workers (a magnitude observed in seven states) likely sees a 16 percent increase in the share of its schools failing to make Adequate Yearly Progress under No Child Left Behind.

Description

Francis, Dania Veronica (2013). Essays on Education Policy . Dissertation, Duke University. Retrieved from https://hdl.handle.net/10161/7176 .

Collections

Dukes student scholarship is made available to the public using a Creative Commons Attribution / Non-commercial / No derivative (CC-BY-NC-ND) license .

45,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

School Education /

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.

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

Connect With Us

45,000+ students realised their study abroad dream with us. take the first step today..

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2025

September 2025

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

Understanding Educational Policies Essay

To find inspiration for your paper and overcome writer’s block
As a source of information (ensure proper referencing)
As a template for you assignment

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

LA School Uniforms as Mandatory Attire for All Students
Formative Assessment: Gauging the Outcome of Educational Activities
Bureaucracy and Accountability in Higher Education
Bureaucracy as a Concept
Bureaucracy in Weber's Theory and Modern World
‘Sociometric Stability and the Behavioral Correlates of Peer Acceptance in Early Childhood’
The Neo-Vygotskian Approach to Child Development
Professional Issues for Child and Youth Care Practitioners in School Based Settings
Studying and Practicing - The Best Ways to Learn?
Repairing Donated Children Books
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2018, May 10). Understanding Educational Policies. https://ivypanda.com/essays/educational-policy/

"Understanding Educational Policies." IvyPanda , 10 May 2018, ivypanda.com/essays/educational-policy/.

IvyPanda . (2018) 'Understanding Educational Policies'. 10 May.

IvyPanda . 2018. "Understanding Educational Policies." May 10, 2018. https://ivypanda.com/essays/educational-policy/.

1. IvyPanda . "Understanding Educational Policies." May 10, 2018. https://ivypanda.com/essays/educational-policy/.

Bibliography

IvyPanda . "Understanding Educational Policies." May 10, 2018. https://ivypanda.com/essays/educational-policy/.

IvyPanda uses cookies and similar technologies to enhance your experience, enabling functionalities such as:

Basic site functions
Ensuring secure, safe transactions
Secure account login
Remembering account, browser, and regional preferences
Remembering privacy and security settings
Analyzing site traffic and usage
Personalized search, content, and recommendations
Displaying relevant, targeted ads on and off IvyPanda

Please refer to IvyPanda's Cookies Policy and Privacy Policy for detailed information.

Certain technologies we use are essential for critical functions such as security and site integrity, account authentication, security and privacy preferences, internal site usage and maintenance data, and ensuring the site operates correctly for browsing and transactions.

Cookies and similar technologies are used to enhance your experience by:

Remembering general and regional preferences
Personalizing content, search, recommendations, and offers

Some functions, such as personalized recommendations, account preferences, or localization, may not work correctly without these technologies. For more details, please refer to IvyPanda's Cookies Policy .

To enable personalized advertising (such as interest-based ads), we may share your data with our marketing and advertising partners using cookies and other technologies. These partners may have their own information collected about you. Turning off the personalized advertising setting won't stop you from seeing IvyPanda ads, but it may make the ads you see less relevant or more repetitive.

Personalized advertising may be considered a "sale" or "sharing" of the information under California and other state privacy laws, and you may have the right to opt out. Turning off personalized advertising allows you to exercise your right to opt out. Learn more in IvyPanda's Cookies Policy and Privacy Policy .

CBSE Digital Education

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.

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.

Also Read: Essay on Coronavirus Pandemic in India

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.

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

Ten education policy areas that deserve more attention and resources

Editor’s note: Fordham President Michael J. Petrilli recently published a long-form article titled, “ Where Education Reform Goes from Here .” Others have responded to that essay, and this post furthers that conversation.

Last week, I read two articles that so lifted my spirits I thought perhaps I had been transported to edu-heaven!

In the first, Michael Petrilli, President of the Thomas B. Fordham Institute, wrote compellingly on the future of education reform. He stresses the continued need for accountability and choice. And he advocates the case for inputs that are especially effective in triggering improvement and ways of making high schools work better.

In response, Peter Cunningham, executive director of Education Post, wrote a sympathetic blog , but he insists that we “go big.” Accountability must be rigorous, he asserts, but we also need to spend significantly more to achieve the results that befit the promise of education reform.

I liked both pieces because they speak of a fundamental idea that fueled education reform in its early years. Crucial to the gains of the ‘90s and the 2000s was, I believe, more accountability with more resources.

That combination was key to Governor Jim Hunt’s success in North Carolina; it was, as well, to Governor Bush’s in Texas. In fact, it was at the core of the deal I helped President George W. Bush strike with Senator Ted Kennedy, Congressman George Miller, and Republican leaders to pass the No Child Left Behind Act.

So I agree with Peter Cunningham. Let’s build a new coalition around the idea of strengthening accountability, and accompany it with effective, additional resources.

One significant issue in taking this path will be: For what purposes do we propose to use the new spending?

Simply put, I believe that the expenditure of resources ought to be tied to those practices proven by solid research to move the needle most in improving student achievement.

As my contribution to the conversation, I want to list ten areas where I think we should “go big,” where we could most productively benefit from increased spending.

I’m not sure of the right amount, but I do believe that more resources used in these ways, along with strengthened accountability for results, would be a great next step in the education reform journey.

Here are my proposals:

1. We know that effective instructional materials have a very positive impact on student learning, so let’s spend more on measuring their effects, informing educators about effective examples, and incentivizing their use.

Effective curricula also have positive impacts .

2. We know that effective teachers have one positive effect after another on student learning, so let’s spend more on attracting more of them, evaluating for and rewarding more of them, and increasing the percentage of them in the classroom.

3. We know that certain pre-K successes have been demonstrated in specific circumstances by research on curricula and research on programs , so let’s spend more on pre-K education where solid research-proven, effective curricula and programs are implemented with the expectation of fidelity.

4. We know that certain practices have been proven by solid research to be effective in reducing dropouts, so let’s spend more on their implementation with fidelity.

5. We know that certain practices have been proven by solid research to be effective in teaching secondary students to write better, so let’s spend more on their implementation with fidelity.

6. We know that certain practices have been proven by solid research to be effective in increasing proficiency in reading by the third grade, so let’s spend more on their implementation with fidelity.

7. We know that certain practices have been proven effective by solid research in improving adolescent literacy, so let’s spend more on their implementation with fidelity.

8. We know that certain practices have been proven effective by solid research in increasing English-language acquisition by elementary and middle school students, so let’s spend more on their implementation with fidelity.

9. We know that certain practices have been proven effective by solid research in providing help to students who struggle with mathematics, so let’s spend more on their implementation with fidelity.

10. We know that research has proven and showcased effective practice, but we don’t have enough research to guide practitioners and policymakers in all areas of need; nor, importantly, do we have enough solid research on how to properly and broadly scale implementation of research-proven practice in the field. So let’s spend money on more quality research , with special attention to issues that arise as to the effective implementation of research in schools.

The views expressed herein represent the opinions of the author and not necessarily the Thomas B. Fordham Institute.

Sandy Kress has served for almost twenty-five years at the invitation of Lieutenant Governor Bullock, Governors Bush and Perry, and numerous Commissioners of Education on multiple state panels and committees to build and improve Texas's nationally recognized education accountability system.

Education Policy Essays

Education policy brief assignment, no child left behind – educational psychology impact, popular essay topics.

American Dream
Artificial Intelligence
Black Lives Matter
Bullying Essay
Career Goals Essay
Causes of the Civil War
Child Abusing
Civil Rights Movement
Community Service
Cultural Identity
Cyber Bullying
Death Penalty
Depression Essay
Domestic Violence
Freedom of Speech
Global Warming
Gun Control
Human Trafficking
I Believe Essay
Immigration
Importance of Education
Israel and Palestine Conflict
Leadership Essay
Legalizing Marijuanas
Mental Health
National Honor Society
Police Brutality
Pollution Essay
Racism Essay
Romeo and Juliet
Same Sex Marriages
Social Media
The Great Gatsby
The Yellow Wallpaper
Time Management
To Kill a Mockingbird
Violent Video Games
What Makes You Unique
Why I Want to Be a Nurse
Send us an e-mail

Skip to primary navigation
Skip to main content
Skip to primary sidebar

UPSC Coaching, Study Materials, and Mock Exams

Enroll in ClearIAS UPSC Coaching Join Now Log In

Call us: +91-9605741000

National Education Policy 2020: Key Highlights

Last updated on September 5, 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.

👉 Which year are YOU targeting for success in the IAS/IPS/IFS Exam? 🚀

(1) ⇒ UPSC 2025: Prelims cum Mains

(2) ⇒ UPSC 2026: Prelims cum Mains

(3) ⇒ UPSC 2027 Prelims cum Mains

Tip: Know more about ClearIAS Courses (Online/Offline)

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.

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.

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; Education in state list: Should it be restored?

Best-Selling ClearIAS Courses

Upsc prelims cum mains (pcm) gs course: unbeatable batch 2025 (online), rs.75000 rs.29000, upsc prelims cum mains (pcm) gs course: ultimate batch 2025 (online), rs.95000 rs.49000, upsc prelims cum mains (pcm) gs course: ultimate batch 2026 (online), rs.115000 rs.59000, upsc prelims cum mains (pcm) gs course: ultimate batch 2027 (online), rs.125000 rs.69000.

About Alex Andrews George

Alex Andrews George is a mentor, author, and social entrepreneur. Alex is the founder of ClearIAS and one of the expert Civil Service Exam Trainers in India.

He is the author of many best-seller books like 'Important Judgments that transformed India' and 'Important Acts that transformed India'.

A trusted mentor and pioneer in online training , Alex's guidance, strategies, study-materials, and mock-exams have helped many aspirants to become IAS, IPS, and IFS officers.

Reader Interactions

July 30, 2020 at 4:52 pm

Sir My doubt is I am a MPhil holder in this year.Is there is no value of my certificate in future.

Regards Revathy.R

August 7, 2020 at 8:28 am

Dear Madam, No, It will help you to complete your Ph.D in short duration. At present you may submit your Ph.D in 4 years. Regards, Jeeva

July 30, 2020 at 4:54 pm

@Revathy: Why do you think so?

June 5, 2021 at 10:55 am

Sir, Is the BA is good graduation for upsc or not ?

Don’t lose out without playing the right game!

Follow the ClearIAS Prelims cum Mains (PCM) Integrated Approach.

Join ClearIAS PCM Course Now

UPSC Online Preparation

Union Public Service Commission (UPSC)
Indian Administrative Service (IAS)
Indian Police Service (IPS)
IAS Exam Eligibility
UPSC Free Study Materials
UPSC Exam Guidance
UPSC Prelims Test Series
UPSC Syllabus
UPSC Online
UPSC Prelims
UPSC Interview
UPSC Toppers
UPSC Previous Year Qns
UPSC Age Calculator
UPSC Calendar 2025
About ClearIAS
ClearIAS Programs
ClearIAS Fee Structure
IAS Coaching
UPSC Coaching
UPSC Online Coaching
ClearIAS Blog
Important Updates
Announcements
Book Review
ClearIAS App
Work with us
Advertise with us
Privacy Policy
Terms and Conditions
Talk to Your Mentor

Featured on

and many more...

ClearIAS Programs: Admissions Open

Thank You 🙌

UPSC CSE 2025: On May 25, 2025

Subscribe ClearIAS YouTube Channel

Get free study materials. Don’t miss ClearIAS updates.

Subscribe Now

IAS/IPS/IFS Online Coaching: Target CSE 2025

Cover the entire syllabus of UPSC CSE Prelims and Mains systematically.

National Argumentative Essay Writing Competition for Young Scholars

Google Plus

The National Education Policy 2020 asserts that nurturing a culture of outstanding research is fundamental to the development of a robust education system in the country. The policy envisions overhauling the higher education system by bringing in frameworks to “actively seed research in universities and colleges”. The ICSSR, in its consistent efforts to develop and re-energize the higher education system in the country, aims to inspire critical thinking, methodological and composition skills among young scholars and students.

In consideration of that the Indian Council of Social Science Research (ICSSR) invites entries for the National Argumentative Essay Writing Competition for Young Scholars on “Simultaneous Elections in India: One Nation, One Election” in three categories:

Undergraduate Student
Postgraduate Student
PhD Scholar

The competition serves as a capacity-building measure for the development of the process of doing research among young scholars and future researchers. It institutionalizes research skills and strengthens their aptitude in undertaking high- quality research. It also seeks to promote social science research and its utilization in the country.

Important Dates

Opening date: 24 September 2024

Closing date: 8 October 2024

Evaluation by the 3rd/4th Week of October 2024 Result by the 4th Week of October 2024

Entries must be submitted via the online entry form only.

No entries will be considered if submitted after this date.

Prizes for Each Category

First prize - Rs 15, 000

Second prize - Rs 10, 000

Third prize - Rs 7, 500

The top 50 entries from each of the categories will be compiled in a book format and published by the ICSSR.

Eligibility and Entry Rules

Please read the eligibility and entry rules before making the submission.

The participant must be a full-time bona fide student at the affiliating university/ institution on the day of submission.
The affiliating institution in which the participant is enrolled must be an Institute of National Importance as defined by the Ministry of Education (MoE) or a UGC Recognized Indian University/Deemed University/Institution/College under (2) F / 12(B).
Entries for argumentative essays will be accepted in English with a 1,500- word limit.
Submissions will undergo three stages of blind evaluation.
Participants must not mention their names on the write-up or in the file. Any revelation of participants’ identity will warrant disqualification.
Entries must be submitted in PDF formats. Please use MLA 9 formatting, standard margins, 12-point font, and double spacing.
The entry must be an original work of the author and should not have been published in part or full anywhere. In case, any use of AI, ChatGPT, or plagiarised material is found, the entry will be summarily disqualified.
Only one entry per participant may be submitted for the National Essay Writing Competition. Co-authored entries will not be allowed.
The deadline for submission is 8 October 2024.
No queries regarding the prizes will be entertained by the ICSSR secretariat until the final declaration of results, which will be placed on the ICSSR website.
The final authority for the interpretation of the guidelines or any such issue is vested with the ICSSR.

Submission of Entry

Online form is available at https://aap.icssr.org/ [Form given under Grant category]

Educators and Parents Reveal Culture of Fear, Censorship, and Loss of Learning Opportunities in the Wake of Florida Policies

Getty Images/xavierarnau

How can a teacher discuss Jim Crow laws without breaking state law? Should a librarian stop ordering books with LGBTQ+ characters? A new white paper by UC San Diego and NYU researchers reveals the experiences of K-12 educators and parents in Florida grappling with state policies and policy effects restricting access to instruction, books, courses, clubs, professional development, and basic student supports.

Since 2021, Florida has enacted a series of state laws and policies restricting instruction related to race, sexual orientation, and gender identity; targeting student supports, such as pronoun use; expanding review of materials for prohibited content; and actively inviting public challenges to limit educational material on broad bases, including for “age appropriateness” and inclusion of any “sexual conduct.” Thousands of books have been taken from students for vetting and in some cases, permanent removal, including classic works of literature.

“Our data show state policies driving what we call a limitation effect —a cascade of pressures reaching down from the state, to the districts, to educators’ daily interactions with students that limit basic functions of education,” says Mica Pollock , professor of education studies at UC San Diego. “Data showed time use, energy, and money in K-12 systems becoming organized around restricting access to ideas, information, and supports for students in public schools, versus expanding education opportunity for all—often to placate the most restriction-oriented members of government or communities.”

Pollock and her co-author, Hirokazu Yoshikawa , professor of applied psychology at NYU Steinhardt, analyzed the UC San Diego team’s qualitative surveys and interviews of a total of 86 respondents, most of whom were educators and parents, in fall and winter 2023-2024. Both teams also conducted a supplemental review of public and media documents.

Their findings are published in The Limitation Effect: Experiences of State Policy-Driven Education Restriction in Florida’s Public Schools .

Almost every respondent had witnessed an effort at education restriction in their school or district, in one of the following topics: sexual orientation; gender identity; race; critical race theory; diversity, equity, and inclusion; culturally responsive education; African-American history; and ethnic studies. More than half reported all eight types of restriction efforts occurring locally, and three-quarters reported at least five types occurring locally.

Survey participants were asked about restriction efforts experienced in their schools and districts amidst state regulations.

“To avoid punishment, including the threat of losing their jobs, K-12 system actors were withdrawing core elements that could benefit students across the education system,” says Yoshikawa. “These included books, discussions of race in curriculum and instruction, school messaging of support for LGBTQ students, Gender-Sexuality Alliance clubs, teacher-student support relationships, and also professional development designed to support students more effectively.”

Respondents described K-12 system actors reacting to single state policies and state policies combined, including broad vetting for “inappropriate” materials. Data showed myriad examples of reduced learning and professional opportunities, like the following:

As required and pressured vetting expanded, teachers boxed up or stopped using entire classroom libraries to avoid punishment.
Teachers avoided books with any content on “LGBTQ+” and “racism” with concerns that they might be unauthorized.
Some students lost online access to public libraries and online book collections via their schools.
Teachers decided not to discuss aspects of U.S. racial history in class.
Signs or markers denoting safe spaces for LGBTQ+ populations were removed.
LGBTQ+ supportive clubs were cancelled, or attendance was chilled.
All students in systems were denied access to a pilot of AP African American Studies; some were also denied AP Psychology.
Professional development on supporting students with disabilities was limited given restrictions on discussing “bias.”
Many parents were unaware of the restrictive efforts happening in their children’s schools and classrooms.

“As seen in these data, K-12 system actors pressured by specific and multiple state policies were reducing education opportunity both to sub-groups of students and to all students, an outcome we call collective harm,” says Pollock. “Some educators were spending paid employee time seeking different lessons that did not mention ‘Black Lives Matter.’ Already-purchased books went unused or were discarded; some districts spent hundreds of thousands of public dollars re-reviewing and removing books.”

“The likely effects on students include the loss of learning and well-being that accompanies rich and diverse materials and comprehensive dialogue about our society and its diversity. Additionally, shared civic life can suffer when students fail to build skills for analyzing our nation, or lack opportunities to understand and value their peers’ identity,” says Yoshikawa. “With the cumulative impact of these policies on top of existing stressors, many educators and even parents reported wanting to leave Florida or public education entirely.”

"Our study offers troubling examples to spark further inquiry, and it sounds the alarm about how K-12 system actors pressured by state restriction policy can reduce education opportunity, both to sub-groups of students and in education systems writ large,” says Pollock. “We believe that the opportunities shown restricted in this study should worry any American across political lines.”

Press Contact

School-Wide Support for Cell Phone Policies: How Vivi Can Help

Managing a classroom full of students can be a challenge on the best of days. Add implementing a new policy to the mix and it can quickly become downright overwhelming, especially when it involves something like cell phones!

But there is a way to smooth the path to adoption. The key is clear communication, repeated and reinforced multiple times during the school day.

This post explores how Vivi helps you implement and maintain a new policy successfully, by keeping students and teachers on the same page. We are using a sample cell phone policy to illustrate what this might look like, but it will work for any new (or revised) policy.

The scenario: Rolling out a new cell phone policy

Cell phones in the classroom present a complex challenge. Schools are trying to balance the benefits of technology with minimizing distractions. Our school uses a color-coded system for cell phone use, allowing teachers to decide what works best each day. Here’s how the color codes work:

Red: Phones and headphones must be put away and silenced.
Yellow: Phones can be used for specific learning activities as directed by the teacher.
Green: Devices are permitted for learning as long as they don’t disrupt the classroom or disturb other students.

While this system offers clarity and flexibility, implementing and maintaining it effectively presents unique challenges:

“When we introduce something new, it’s not a mandate… When they see others using it successfully, they want to use it, too.”

Ensuring consistent application: Teachers may interpret and apply the policy differently, highlighting the need for clear guidelines and professional development. While a teacher can determine what’s right for their classroom, “green” should mean the same thing in every classroom in the school.
Communicating effectively: Reaching all students and staff with consistent and accessible information about the policy is essential. Note, parents need to be informed as well, but here we are focused on communication that happens at school.
Maintaining long-term awareness: Keeping the policy top-of-mind throughout the school year requires ongoing reinforcement and communication strategies.

These challenges demonstrate the need for a comprehensive approach that facilitates clear communication, supports consistent policy implementation, and fosters a shared understanding among all members of the school community.

Classroom cell phone policies: Vivi’s role in school communication

Ready to take control of your school’s cell phone policy? Vivi empowers you to communicate effectively and build a shared understanding with your school community. Let’s explore how Vivi’s features can help you achieve your goals.

Digital signage: A visual reminder

Vivi’s digital signage makes it easy to reinforce your cell phone policy with visually engaging reminders. Create and schedule eye-catching displays in high-traffic areas, like the cafeteria or hallways. Signage on screens in common areas can be used to define—and remind–what red, yellow, and green mean.

Learn more about Vivi Digital Signage

Classroom signage: Setting clear expectations

Start each class with clear expectations using Vivi’s splash screen. Teachers can easily share the day’s cell phone status (red, yellow, or green) directly on the classroom display at the start of every class. A quick glance at the screen – a green light, for example – tells students that devices are permitted for that lesson, provided they’re used responsibly. This simple practice promotes transparency and ensures everyone understands the expectations from the start, fostering consistency across classrooms.

Text announcements: Direct and timely communication

Need to remind everyone about the cell phone policy before an assembly? With Vivi’s text announcement feature, you can send a quick message like, “Reminder: Phones on Red for today’s assembly. Thanks!” Keep everyone informed and minimize disruptions with timely, targeted announcements.

Video announcements: Building a shared understanding

Principals can use Vivi’s video announcement feature to address the school on the cell phone policy. A short, engaging message can explain the policy’s importance and encourage students to take ownership of their learning environment, fostering a positive culture where everyone respects the guidelines.

Learn more about Vivi Announcements

a woman in a classroom with a group of students

Beyond cell phones: Expanding Vivi’s impact

Vivi’s capabilities extend far beyond managing cell phone policies. Think of it as your school’s central communication hub, equipped to handle a wide range of initiatives. Need to send out an urgent notification? Promote the next school play? Share important academic updates with parents? Celebrate student achievements school-wide? Vivi can do it all.

Its flexible features are designed to adapt to your school’s unique needs and communication style. From eye-catching digital signage in the hallways to targeted text messages that reach parents instantly, Vivi empowers you to build a connected and informed school community.

Want to explore strategies for creating a positive and engaging learning environment – even with devices present?

Check out our other blog post: The Secret to Classroom Engagement? (Hint: It’s Not Just Banning Phones) .

Vivi: Empowering school communication

Implementing school policies, like those for cell phones, can be challenging. Vivi empowers schools to overcome communication hurdles, ensuring everyone stays informed and connected. Vivi simplifies new initiatives and fosters a stronger community. Ready to experience the difference? Book a demo today to get started .

Students taking a test while a teacher looks on and mirrors his laptop screen to the classroom display.

Education insights

How to create a stress-free exam day with vivi: 5 key strategies.

Exams. We get it – they’re a whirlwind of pressure for students, a logistical marathon for teachers, and a school-wide…

Graphic featuring Vivi award nominations

Announcements

Vivi receives 2 tech & learning awards of excellence for back to school 2024.

For the second year in a row, Vivi is thrilled to be recognized as a standout back-to-school solution for both…

A group of elementary students looking at a laptop with a teacher looking on

Digital Signage Education insights Wireless Screen Sharing

Teacher’s guide to inspiring engagement: tips & activities.

The beginning of the school year is when you set the stage for a year of learning and growth. Everyone…

IMAGES

The Impact Of Education Policy Free Essay Example
The Educational Reforms Policy Education Essay
⇉Education Policy Theory and Practice Paper Essay Example
National Education Policy 2020 Essay: A Comprehensive Overview
Essay On New Education Policy 2020 In English » ️
Essay on New Education Policy 2020 ( framework, structure, advantage/ disadvantage or necessity)

VIDEO

An Essay on Education
Ethics of Writing Instruction in the Era of AI: Argumentative Essay

COMMENTS

Essay on New Education Policy (NEP)
100 Words Essay on New Education Policy. 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 ...
Essay on New 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 ...
Education policies and strategies
Education policies and strategies. Towards future-ready education systems. Education is a complex system with many interconnected subsystems and stakeholders. Any decision taken on one component at one level of education brings change to other components and subsystems. This interconnectedness requires policy and decision-makers to ensure that ...
What education policy experts are watching for in 2022
Kenneth K. Wong — Nonresident Senior Fellow in the Brown Center on Education Policy: State-level governance will offer opportunities and challenges for educational progress in 2022. Education ...
Essay review of The Politics of Education Policy and The New Democratic
An essay review of The Politics of Education Policy in an Era of Inequality and The New Democratic Professional in Education Citizens today live in a time of market supremacy. Market logics and principles not only guide the practices of private and corporate entities, but they also touch nearly every aspect of our lives. They are codified in ...
Essay on New Education Policy
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 ...
Enacting deep change in education
This essay considers two currently favored approaches toward education change and asks if they might perform better if they joined up. ... policy, or practice in order for it to become the new ...
Essay On New Education Policy (Short & Long)
Short Essay On New Education Policy. The New Education Policy (NEP) 2020 is a comprehensive policy framework for the Indian education sector that aims to transform the country's education system and make it more inclusive, equitable, and accessible. This policy was approved by the Indian government in July 2020 and replaces the 34-year-old ...
The Economics of Education and Education Policy
The final two sets explore teacher effectiveness and the identification of peer effects. These 12 papers together represent cutting-edge research in the education and education policy literature and offer new avenues for future research. Sule Alan, Joint Managing Editor, The Economic Journal.
Essays on Education Policy
This dissertation consists of three essays on the topic of education policy. In the first essay, I evaluate the impacts of a teacher quality equity law that was enacted in California in the fall of 2006 prohibiting superintendents from transferring a teacher into a school in the bottom three performance deciles of the state's academic performance index if the principal refuses the transfer.
Educational Policy, Its Strengths and Weaknesses Essay
According to UNESCO (2013), educational policy is the set of key goals and priorities that the government intends to achieve or pursue education. It is apparent that this definition presupposes the creation of a plan to achieve the goal; also, the priorities can be viewed as the values to be maintained, and UNESCO (2013) states that policy is ...
Essay on New Education Policy in 500 Words
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.
Understanding Educational Policies
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 ...
Journal of Education Policy
The journal publishes papers that offer innovative methods and conceptual tools to framing and advancing studies about education policy. This includes papers that experiment with original forms of analysis or presentation. The journal particularly welcomes papers that investigate education policy as a research object or analytic.
Essay on New Education Policy 2020 in English (1000 Words)
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.
Education Policy Implementation: a Literature Review and ...
EDUCATION POLICY IMPLEMENTATION: A LITERATURE REVIEW AND PROPOSED FRAMEWORK OECD Education Working Paper No. 162 By Romane Viennet and Beatriz Pont This working paper was prepared by Romane Viennet (during an internship at the Education Policy Advice and Implementation Division June-December 2017) and Beatriz Pont, Sr. Policy Analyst at the OECD
Ten education policy areas that deserve more attention and resources
Here are my proposals: 1. We know that effective instructional materials have a very positive impact on student learning, so let's spend more on measuring their effects, informing educators about effective examples, and incentivizing their use. Effective curricula also have positive impacts. 2.
Educational Policy: Sage Journals
Educational Policy (EP) focuses on the practical consequences of educational policy decisions and alternatives. It examines the relationship between educational policy and educational practice, and sheds new light on important debates and … | View full journal description. This journal is a member of the Committee on Publication Ethics (COPE).
PDF National Education Policy 2020
The new education policy must provide to all students, irrespective of their place of residence, a quality education system, with particular focus on historically marginalized, disadvantaged, and underrepresented groups. Education is a great leveler and is the best tool for achieving economic and social mobility, inclusion, and equality. ...
Education Policy Essay Examples
Education Policy Essays. No Child Left Behind - Educational Psychology Impact. Abstract This academic paper critically examines the evolution of the No Child Left Behind Act and educational thinking. This study uses an extensive literature review approach and relies on contextual data to illustrate the complex implications of the No Child ...
Every Student Succeeds Act (ESSA)
The Elementary and Secondary Education Act (ESEA) was signed into law in 1965 by President Lyndon Baines Johnson, who believed that "full educational opportunity" should be "our first national goal." From its inception, ESEA was a civil rights law. ESEA offered new grants to districts serving low-income students, federal grants for textbooks ...
National Education Policy 2020: Key Highlights
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 ...
Education Policy Essays (Examples)
Education Law Education 520 Business Law Hiring policy To avoid an anti-discriminatory lawsuit regarding hiring practices, an employer should declare him or herself an 'equal opportunity employer.' To be compliant with the laws enforced by the EEOC, an employer must not discriminate based upon race, color, religion, national origin, or sex.
Education Policies Definition Essay Example
This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the "rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system.
National Argumentative Essay Writing Competition for Young Scholars
The National Education Policy 2020 asserts that nurturing a culture of outstanding research is fundamental to the development of a robust education system in the country. ... invites entries for the National Argumentative Essay Writing Competition for Young Scholars on "Simultaneous Elections in India: One Nation, One Election" in three ...
Educators and Parents Reveal Culture of Fear, Censorship, and ...
"As seen in these data, K-12 system actors pressured by specific and multiple state policies were reducing education opportunity both to sub-groups of students and to all students, an outcome we call collective harm," says Pollock. "Some educators were spending paid employee time seeking different lessons that did not mention 'Black ...
Exploring censorship through the lens of student protest and advocacy
Several ideas come to mind on how this can be done: connecting with local public libraries to gauge the severity of attacks on intellectual freedom in our areas, expanding retention policies to include books/e-resources containing targeted material, and purchasing banned or challenged materials (as budgets allow) to combat the chilling effects ...
School-Wide Support for Cell Phone Policies: How Vivi Helps
Principals can use Vivi's video announcement feature to address the school on the cell phone policy. A short, engaging message can explain the policy's importance and encourage students to take ownership of their learning environment, fostering a positive culture where everyone respects the guidelines. Learn more about Vivi Announcements
Why Do You Want to Be a Teacher? A Natural Language Processing Approach
Using data from a large teacher education program in Texas, we use a natural language processing algorithm to categorize into topical groups roughly 2,800 essay responses to the prompt, "Explain why you decided to become a teacher." We identify 10 topics that largely reflect altruistic and intrinsic (although not extrinsic) reasons for ...
Raise the Bar: Eliminate the Educator Shortage
For additional information about this map, and other data visualizations on this page, please see the Department's Raise the Bar Policy Brief.. Our Strategies. The Department is committed to working with state and local leaders to elevate the teaching profession by investing in and scaling up high-quality and affordable pathways to teaching.

Essay on New Education Policy 2020

Aim of the New Education Policy 2020

Advantages and Disadvantages of New Education Policy 2020

FAQ of Essay on New Education Policy 2020

Customize your course in 30 seconds

Leave a Reply Cancel reply

Download the App

Education policies and strategies

What you need to know about education policies and strategies

Education policy working papers

Planipolis, by UNESCO International Institute for Educational Planning

Publications

Monitoring SDG 4: education finance

Essay on New Education Policy

A Need for Change

A Holistic Approach

Flexible and Multidisciplinary Learning

Early Childhood Education

Digital Learning and Technology

Vocational Education and Skills

Inclusivity and Equal Access

Teacher Training and Professional Development

Conclusion of Essay on New Education Policy

Enacting deep change in education

What is scaling impact?

Part 1— Is it time for scaling and systems change to marry?

Part 2— Four principles that bind scaling and systems change together

Vow to understand the context and view it as an ecosystem

Figure 1. System change as dynamic and adaptive

Vow to break free from restrictive data and research methods

Figure 2. Education as a nested ecosystem

Part 3— Six ingredients for their lasting success

Essay On New Education Policy

Short Essay On New Education Policy

Long Essay On New Education Policy

Introduction to New Education Policy

Benefits of the New Education Policy

Challenges Faced in Implementing the New Education Policy

Impact of New Education Policy on Students and Parents

How the New Education Policy will Help in Improving Quality of Education

What can be Done to Improve the Implementation of the Policy

Related Posts

The Economics of Education and Education Policy

Affiliations

This Feature Is Available To Subscribers Only

Essays on Education Policy

Journal Title

Description

Collections

45,000+ students realised their study abroad dream with us. Take the first step today

Essay on New Education Policy in 500 Words

Shiva Tyagi

Connect With Us

Need help with?

Country Preference

Which English test are you planning to take?

When are you planning to take the exam?

Which Degree do you wish to pursue?

What is your budget to study abroad?

Make your study abroad dream a reality in January 2022 with

Essex Direct Admission Day

Understanding Educational Policies Essay

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

History of New Education Policy

Introduction to NEP 2020

Aim of New Education Policy 2020

System of New Education Policy 2020

Advantages of New Education Policy 2020

Challenges of New Education Policy 2020

Teacher Education

Conclusion about NEP 2020

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

Leave a Comment Cancel reply

Ten education policy areas that deserve more attention and resources

Education Policy Essays

National Education Policy 2020: Key Highlights

Important Highlights of National Education Policy 2020

National Education Policy 2020: School Education

Ensuring Universal Access at all levels of school education

Early Childhood Care & Education with New Curricular and Pedagogical Structure