This year marks the completion of 5 years of National Education Policy (NEP) which was launched in 2020. The NEP 2020 is based on the recommendations of Kasturirangan and T.S.R. Subramanian committees. NEP 2020 is India’s 3rd education policy since independence. NEP 2020 lays emphasis on reforms in education at all levels from pre-primary to higher education. It aims to transform the Indian education system to meet the demands of the 21st century. The new policy replaces the previous National Policy on Education, 1986.
Major provisions
School education:
Universalization of education by 2030 through 100% GER (Gross Enrolment Ratio) from pre-primary to secondary.
Open schooling system (no admission requirements) for out-of-school children.
5+3+3+4 curriculum system replacing existing 10+2 system.
Foundational Stage: This is further subdivided into two parts: 3 years of preschool or anganwadi, followed by classes 1 and 2 in primary school. This will cover children of ages 3–7 years. The focus of studies will be in activity-based learning.
Preparatory Stage: Classes 3 to 5, which will cover the ages of 8–10 years. It will gradually introduce subjects like speaking, reading, writing, physical education, languages, art, science and mathematics.
Middle Stage: Classes 6 to 8, covering children between ages 11 and 13. It will introduce students to the more abstract concepts in subjects of mathematics, sciences, social sciences, arts and humanities.
Secondary Stage: Classes 9 to 12, covering the ages of 14–18 years. It is again subdivided into two parts: classes 9 and 10 covering the first phase while classes 11 and 12 covering the second phase. These 4 years of study are intended to inculcate multidisciplinary study, coupled with depth and critical thinking. Multiple options of subjects will be provided.
Instead of exams being held every academic year, school students will only attend three exams, in classes 2, 5 and 8
Teaching in mother tongue up to class 5 with no imposition of any language.
It recommends additional recruitment of teachers to ensure a pupil-teacher ratio (PTR) of under 30:1, with a preference for 25:1 in socio-economically disadvantaged areas.
The NEP envisages less high-stakes board exams. From 2026, CBSE plans to allow class 10 students to sit for board exams twice a year.
Early Childhood Care and Education (ECCE):
NEP aims to make ECCE universal by 2030. NCERT’s Jaadui Pitara Learning Kits are already in use & MoWCD has issued a National ECCE Curriculum.
Higher education:
National Higher Education Regulatory Council (NHERC): to regulate higher education, including teacher education, while excluding medical and legal education.
Holistic UG (Undergraduate) education with provisions of a flexible curriculum, integration of vocational education, multiple entries & exit points with respective degrees, and also undergraduate programs in regional languages.
Introduction of Four-Year Undergraduate Programs
Multiple Entry-Exit system with academic credits.
Academic Bank of Credits to enable transfers of credits between institutions
HECI (Higher Education Commission of India) as umbrella regulator except for legal and medical education.
Higher Education Grants Council (HEGC): to fund and finance universities and colleges, based on transparent criteria. This will replace the existing University Grants Commission.
Promotion of multilingualism in schools and colleges.
Engineering in regional languages: The government will also announce the launch of engineering degrees in regional languages in about 14 smaller institutions.
Common test for college entry: CUET, introduced in 2020, is now a key route to undergraduate admissions.
Establishment of Indian campus abroad & foreign universities campuses in India.
The National Testing Agency will be given the additional responsibility of conducting entrance examinations for admissions to universities across the country, in addition to the JEE Main and NEET
Teacher Education & Training:
Teacher Education: A 4-year integrated B.Ed. degree will be the minimum qualification for teaching by 2030.
Continuous Professional Development (CPD): Teachers will be required to participate in 50 hours of CPD every year.
Increased Public Investment: Aims to increase public investment in education to 6% of GDP
Gender Inclusion Fund: To build the country’s capacity to provide equitable quality education for all girls.
Special Education Zones (SEZs): To be declared for disadvantaged regions and groups.
Digital Education: National Educational Technology Forum (NETF) will be created as an autonomous body to provide a platform for the free exchange of ideas on the use of technology to improve learning, assessment, planning, and administration.
PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development): A new National Assessment Centre to set norms, standards, and guidelines for student assessment. Under PARAKH, Progress Cards are developed that go beyond marks & include peer & self-assessment.
Significance
In early August 2021, Karnataka became the first state to issue an order with regard to implementing NEP.
On 26 August 2021, Madhya Pradesh implemented NEP 2020.
Structural Overhaul: The traditional 10+2 system is replaced by the 5+3+3+4 model, aligning Indian education with global standards. This structure prioritizes foundational learning (ages 3–8), prepares students for critical thinking, and allows flexibility in subject choices at the secondary level.
Focus on Early Childhood Education: Universalization of Early Childhood Care and Education (ECCE) for children aged 3-6 is a cornerstone, ensuring all children enter primary school with a strong foundation.
Mother Tongue and Multilingualism: NEP 2020 recommends teaching in the mother tongue or regional language up to at least Grade 5 (preferably Grade 8), which studies show improves comprehension and retention.
Holistic and Multidisciplinary Education: NEP 2020 moves away from rote memorization, emphasizing critical thinking, creativity, and conceptual understanding. It supports a multidisciplinary approach at all levels, encouraging integration of arts, sciences, and vocational subjects for a broader learning experience.
Skill Development and Vocational Education: Vocational training and skill development are introduced from early grades, aiming to make students “future-ready” and better prepared for the job market.
Multilingualism in Education:
Anuvadini App & e-KUMBH Portal: AICTE’s Anuvadini App facilitates translation of engineering, medical, law, UG, PG, and skill books into Indian languages; these are accessible via the e-KUMBH portal.
Multilingual Content on SWAYAM: Study materials are made available in multiple Indian languages on the SWAYAM platform to support diverse learners.
CSTT Terminology Compilation: The Commission for Scientific and Technical Terminology (CSTT) has compiled over 30 lakh scientific and technical terms in 22 Indian languages, with 16 lakh terms digitized.
ASMITA Initiative: Aims to produce 22,000 books in 5 years across 22 languages, supporting academic translation and original writing.
Regional Language Education in Engineering: 41 engineering institutes across 10 states permitted to offer education in 12 regional languages, promoting technical education in mother tongues.
Multilingual National Exams: CUET, JEE (Mains), and NEET (UG) are conducted in 12 Indian languages, enhancing access and fairness in national-level entrance tests.
Promoting Equity and Inclusion: Initiatives like the Gender Inclusion Fund and Special Education Zones (SEZs) demonstrate a strong commitment to ensuring equitable access to quality education for all, especially girls, children with disabilities, and socio-economically disadvantaged groups.
Focus on foundational skills: NIPUN Bharat, launched in 2021, seeks to ensure every child can read & do basic math by the end of class 3.
The Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA) is the flagship centrally sponsored scheme for higher education reform. It supports the transformation of state universities and colleges by providing funding tied to performance-based outcomes. The scheme has been instrumental in:
Promoting digital infrastructure, internationalization, and academic autonomy
Advancing equity and inclusion through targeted interventions in underserved regions.
International Campuses of Indian Universities
As part of its global outreach, India has begun establishing international campuses of its premier higher education institutions. These initiatives aim to position India as a global knowledge hub and expand access to quality education worldwide9.
IIT Madras–Zanzibar: MoU signed on 5 July 2023; campus established in Zanzibar, Tanzania with classes commenced under partnership between MoE (India) and MoEVT (Zanzibar).
IIT Delhi–Abu Dhabi: MoU signed on 15 July 2023 with Abu Dhabi Department of Education and Knowledge (ADEK); campus is operational and marks IIT Delhi’s first international presence.
IIM Ahmedabad–Dubai: MoU signed on 8 April 2025 with UAE Government for establishing the IIMA Dubai Campus in Dubai International Academic City; will offer full-time MBA and executive education programmes.
Foreign Universities in India
Prestigious institutions like Deakin and Wollongong Universities (Australia) have launched campuses in GIFT City, Gujarat, and the University of Southampton (UK) has set up in Gurugram marking a new era of global academic presence in India. Six universities from UK, Australia, USA and Italy have been given LoA for setting up their campuses in India
Challenges
Funding Concerns: The policy reiterates the long-standing recommendation to increase public investment in education to 6% of GDP. However, achieving this target has been a persistent challenge for decades, and the NEP 2020 does not provide a concrete roadmap or immediate financial commitment to ensure this increase. Without adequate funding, many of the proposed reforms will remain on paper.
3-Language Formula: NEP proposes 3 languages in school, at least 2 of them Indian. But this provision has been politicized in several States for e.g. in TN, which follows a Tamil-English model, it has been seen as an attempt to impose Hindi language.
Teacher Education Overhaul has not happened: The National Curriculum Framework for Teacher Education, due in 2021, is yet to be released. The 4-year integrated B.Ed course has been announced under the Integrated Teacher Education Programme, but colleges offering existing programmes like Bachelor of Elementary Education are pushing back.
Access to Technology: While the NEP emphasizes technology integration and online learning, the existing digital divide in India (especially between urban and rural areas, and across socio-economic strata) remains a significant barrier. Many students and teachers lack access to reliable internet, devices, and digital literacy. The digital divide is also causing the education divide in India. Today, over 90 percent of students do not have devices that allow them to access online learning holistically.
Increased Privatization: Critics argue that the policy, while advocating for public investment, also opens doors for increased private sector participation, potentially leading to the commercialization of education and making quality education less accessible to the poor.
Over-centralization (Centre v/s State): While the idea of a single overarching regulator (HECI) aims for streamlining, some critics worry about potential over-centralization and reduced autonomy for institutions. The policy centralizes power in the central government, potentially reducing states’ autonomy and flexibility to address local educational needs and contexts. Several oppositions ruled States have pushed back against key NEP provisions for e.g. Kerala, TN, West Bengal have refused to sign MoUs with Centre to set up PM-SHRI Schools, citing clauses that require full adoption of NEP.
The way forward?
A national level consensus is much needed to reap the fruits of the policy. States must be given some sort of independence in modifying the policy to an extent on the basis of regional aspirations. Efforts must be undertaken to increase funding for education. Rural infrastructure needs to be overhauled. The digital divide must be breached. More transparency and regularity must be maintained in case of recruitment of teachers. The National Testing Agency has often found to be committing monumental blunders. The agency must be reformed. In sync with the Policy, a National Employment Policy must be frame worked.
Only then, the policy can bring drastic changes in the education system across the country.
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