Indian Education System: New Education Policy (NEP 2020) By: Mohd Mubarak Madani, Welfare Officer, Haryana Waqf Board

 

Mohdmubarak5@gmail.com

By: Mohd Mubarak Madani
 Welfare Officer
 Haryana Waqf Board

(NEP 2020)

Indian Education System: New Education Policy

Ser. No.	Contents	Page
1.	Indian Education System: New Education Policy (NEP 2020)	2
2.	Old Education System (10+2 Structure)	3
3.	New Education System (5+3+3+4 Structure)	3
4.	Comparison of Old and New Education Systems	4
5.	NEP 2020 vs Old System: Stage-Wise Analysis	5
6.	A comparative Class & Age chart of the New Education Policy (NEP 2020) and the old education system	7
7.	Key Differences (Old vs. New System)	8
8.	Graduation & Post-Graduation: Old vs. New System (NEP 2020)	9
9.	Key Departments and Institutions under the Ministry of Education	11
10.	Positive Aspects	12
11.	Challenges Aspects	13
12.	Advantages of the New Education Policy Point-wise	14
13.	Disadvantages or Challenges the New Education Policy Point-wise	14
14.	Conclusion	15

 

 

 

 

 

Indian Education System: New Education Policy (NEP 2020)
                        By: Mohd Mubarak Madani, Welfare Officer, Haryana Waqf Board

The New National Education Policy 2020, introduced after almost 34 years, is a revolutionary step in India's education system. The policy aims to align the educational framework with modern requirements, promote creative thinking, and link education with employment, ethics, and national development.

For a long time, the “10+2” education system prevailed in India, which was based on the recommendations of the Kothari Commission (1964-66). This system included 10 years of basic education (primary and secondary) followed by 2 years of higher secondary education. Its goal was to allow students to specialize in fields such as Science, Commerce, or Arts. However, this system faced several issues, such as an overemphasis on rote learning, lack of practical skills, and language inequality. Over time, rapid global changes and technological advancements necessitated reforms in India’s educational system. Education had become limited to examinations and grades, neglecting students’ creativity, critical thinking, and practical abilities. Hence, the government began formulating a comprehensive education policy to prepare students for the challenges of the 21st century.

In 2020, based on the recommendations of the Dr. Kasturirangan Commission, the National Education Policy (NEP 2020) was introduced. It proposed a new educational structure, “5+3+3+4,” organized according to the age of children. This framework divides education from preschool to 12th grade into four stages: Foundational, Preparatory, Middle, and Secondary. The new system emphasizes mother-tongue-based instruction, skill development, coding, and flexible subject choices.

Education is a fundamental condition for the progress and survival of any nation. India has a long history of educational reforms, but the New Education Policy 2020 (NEP 2020) is considered a revolutionary step. One of its key aspects is Public Investment in Education. The NEP 2020 clearly states, "The government should increase public investment in education to at least 6% of the Gross Domestic Product (GDP)." Currently, the government spends only 3.2% of the GDP on education, although NEP 2020 sets a 6% target — a reiteration of the Kothari Commission's 1966 recommendation. According to UNESCO, any developing country should spend at least 6% of its GDP on education to ensure quality and accessibility.

For Madrasas, the NEP only recommends including modern subjects, but does not make it legally mandatory or provide any specific financial scheme. Private schools are to be made more organized and accountable, though their autonomy has not been entirely curtailed.

1. Old Education System (10+2 Structure):

This system, based on the recommendations of the Kothari Commission (1964–66), was adopted in 1976. It is referred to as the “10+2” system:

• 10 years of general education (Primary + Middle + Secondary)
• 2 years of Higher (Senior) Secondary education

This structure remained prevalent in the country for several decades and aimed to help students advance in specific streams like Science, Humanities, or Commerce after Grade 12.

Features:

• Curriculum focused mainly on rote learning
• Language-based disparities in education
• Little emphasis on students’ creative abilities
• High pressure from board examinations, limited practical relevance or skill integration

2. New Education System (5+3+3+4 Structure):

Introduced under National Education Policy (NEP 2020) in 2020, based on recommendations of Dr. K. Kasturirangan Commission.

This new structure is: 5+3+3+4

● 5 Years: Foundational Stage

• 3 years of preschool + Classes 1–2
• Focus on play, language, and foundational skills

● 3 Years: Preparatory Stage

• Classes 3 to 5
• Emphasis on language, mathematics, scientific thinking, and creative activities

● 3 Years: Middle Stage

• Classes 6 to 8
• Introduction of coding, vocational skills, and project-based learning

● 4 Years: Secondary Stage

• Classes 9 to 12
• Flexible subject choices, critical thinking, and multidisciplinary learning

3. Comparison of Old and New Education Systems:

Aspect	10+2 System (Kothari Commission)	New Education Policy 2020
Structure	10 yrs school + 2 yrs intermediate + 3 yrs UG	5+3+3+4 (Foundation to Higher Secondary)
Basis	Class-based	Age-based (3 to 18 years)
Centralization	Separate state and central curricula	Unified standard under National Curriculum Framework (NCF)
Language Policy	Three-language formula, focus on English	Maintains formula, emphasizes regional/mother tongue
Skill & Training	Mostly theoretical	Focus on skills, coding, internships, AI
Exam System	Annual exams dominant	Continuous assessment, competency-based exams
Admission & Course Freedom	Limited choices	Multidisciplinary, subject flexibility
Educational Objective	Certification-oriented	Skill development, autonomy, holistic growth
Curriculum	Rigid, memory-based	Engaging, skill-based, creative
Subject Division	Strict division: Science/Arts/Commerce	Flexible subject choice

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4. NEP 2020 vs Old System: Stage-Wise Analysis

A. Foundation Stage (Pre-Primary to Class 2)

• Duration: 5 years (3 years of preschool + Classes 1 and 2)
• Age: 3 to 8 years
• Focus: Play-based learning, storytelling, songs, colors, and language
• Medium: Instruction in mother tongue or regional language

Old System: Pre-primary education was not formally integrated into the system. Most children entered directly into Class 1 with rigid syllabi.

Difference: The new system emphasizes child psychology, mental development, and early learning skills, whereas the old model was formal and textbook-oriented.

B. Preparatory Stage (Classes 3 to 5)

• Duration: 3 years
• Age: 8 to 11 years
• Focus: Interactive learning, early Mathematics, Science, language, and art integration

Old System: From Class 3, traditional book-based syllabus and exam pressure began.

Difference: The new policy makes learning engaging and connected to life, while the old system burdened students with classwork and homework.

C. Middle Stage (Classes 6 to 8)

• Duration: 3 years
• Age: 11 to 14 years
• Focus: Subject-wise learning, Coding, Vocational Skills, Research-based learning

Old System: This was the stage when Social Science, Science, etc., were first introduced, but the teaching method remained teacher-centered.

Difference: The new system introduces hands-on experience, like internships, coding, and multi-disciplinary projects.

D. Secondary Stage (Classes 9 to 12)

• Duration: 4 years
• Age: 14 to 18 years
• Focus: Critical thinking, career-oriented education, and choice-based subject selection

Old System: Classes 10 and 12 were considered major board exam years, with heavy syllabi, rote learning, and grade competition.

Difference: The new policy aims to make board exams flexible, with semester systems and continuous assessment, making them easier and more meaningful.

 

5. A comparative Class & Age chart of the New Education Policy (NEP 2020) and the old education system is provided below. This will help you clearly understand how the beginning and stages of children's education have changed under the new system.

I. Old Education System (10+2 Structure)

Stage	Class	Age	Description
Pre-school	None (Informal)	3 – 5 years	Nursery, LKG, UKG (mostly in private schools)
Primary	1st – 5th	6 – 10 years	Basic education
Upper Primary	6th – 8th	11 – 13 years	Middle School
Secondary	9th – 10th	14 – 15 years	High School
Higher Secondary	11th – 12th	16 – 17 years	Intermediate / Pre-University
Graduation	BA/BSc/BCom (3 yrs)	18 – 21 years	College education
Post-Graduation	MA/MSc (2 yrs)	21 – 23 years	University

 

 

II. New Education Policy 2020 (5+3+3+4 Structure)

Stage	Class	Age	Description
Foundational Stage	Pre-school + Class 1–2	3 – 8 years	5-year foundational phase (Playgroup, Nursery, LKG, UKG, Class 1–2)
Preparatory Stage	Class 3 – 5	8 – 11 years	Strengthening reading and writing, focus on play and activities
Middle Stage	Class 6 – 8	11 – 14 years	Subject foundation, scientific temper, beginning of skill training
Secondary Stage	Class 9 – 12	14 – 18 years	In-depth subject learning, research, critical thinking, flexible subject choices
Graduation	4 years (with exit options)	18 – 22 years	General/Honours/Research degree
Post-Graduation	1 or 2 years	22 – 24 years	Depends on type of Graduation
PhD	After PG or 4-yr UG	24+ years	MPhil removed, direct admission to PhD possible

III. Key Differences (Old vs. New System):

Aspect	Old System	New System (NEP 2020)
Starting age of education	From 6 years	From 3 years (Pre-school included)
Structure	10 + 2	5 + 3 + 3 + 4
Flexibility	Limited	Flexible (Subject choices and Exit options)
Pre-primary schooling	Informal	Formally included in NEP
Skills / Coding	Introduced later	Skills and coding included from Class 6 itself

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6. The New Education Policy 2020 (NEP 2020) has made major reforms in the Graduation and Post-Graduation systems, which differ significantly from the old system. Below is a comparison table of both systems to highlight the differences:

Graduation & Post-Graduation: Old vs. New System (NEP 2020)

Aspect	Old System	New System (NEP 2020)
Graduation	Usually 3 years (BA, BSc, BCom)	4-year Graduation (Multidisciplinary with Exit options)
Post-Graduation	2 years (MA, MSc, MCom)	1 or 2 years (Depends on type of Graduation)
Education System	Single-discipline focused	Multidisciplinary + Skill Based
Exit Option	No official exit, full course mandatory	Exit allowed after each year + Certificate/Diploma/Degree
Skill Development	Less emphasis	Focus on Vocational Training and Skill Development
Internship / Practical Experience	Not mandatory	Mandatory internship and project work
Credit System	Limited	Academic Bank of Credits (ABC): Students can collect credits in a digital account
Degree Structure	3+2 = 5 years (Graduation + PG)	4+1 = 5 years (Integrated Degree) or 3+2 still permitted
Research Opportunities	Only after PG (MPhil or PhD)	Research (PhD) possible after 4-year Graduation, MPhil removed

Important Points:

1. 4-Year Graduation Degree:
Now, undergraduate (Bachelor’s) education will be of 4 years (as in the US), and the final year will include a research project.

2. Exit Points:

• Exit after 1 year → Certificate
• Exit after 2 years → Diploma
• Exit after 3 years → General Degree
• Complete 4 years → Honours/Research Degree

3. MPhil Removed:
According to the new policy, the MPhil (Master of Philosophy) stage has been abolished. Now, students can directly enroll in PhD after completing 4-year

Graduation.

4. Academic Bank of Credits (ABC):
Students can store their academic credits in a digital account and resume education anytime from anywhere using those credits.

5. Multiple Entry/Exit System:
A student can leave education and return after a few years to resume from the same point where they left off.

Conclusion:

The goal of the New Education Policy is to provide students with a flexible, skill-based, and multidisciplinary education system. It is particularly helpful for students who drop out mid-way or have to pause their education due to financial or family issues.

IV. Key Departments and Institutions under the Ministry of Education

Under this policy, various departments and institutions will be established:

Department / Institution	Objective
Department of School Education & Literacy	To promote school education and literacy
Department of Higher Education	Policy formulation and monitoring of higher education (college/university level)
NCERT (National Council of Educational Research and Training)	Preparation of school curriculum and educational research
NTA (National Testing Agency)	Conducting entrance examinations (such as NEET, JEE)
UGC (University Grants Commission)	Grant allocation and regulation of universities
AICTE (Technical Education Council)	Approval and regulation of engineering and technical institutes
NCTE (Teacher Education)	Standards for teacher training and qualifications
NETF (National Educational Technology Forum)	A platform for promoting educational technology
NHEQF (National Higher Education Qualification Framework)	Defining quality and degree levels in higher education
HECI (Proposed – Higher Education Commission of India)	A proposal to consolidate all higher education regulatory bodies into one empowered institution

After the New Education Policy 2020:

• MHRD was renamed as Ministry of Education to better highlight the educational identity.
• New structures, institutions, and systems were formed under the Ministry of Education to implement the policy in an improved and organized manner.
• The government aims to make education not merely a "means" but a "goal" — i.e., education for humanity, not just for employment.

7. Positive Aspects:

✅ Flexible Education System:
Students can choose subjects based on their interest and ability, such as Arts or Skill-based subjects along with science.

✅ Education in the Mother Tongue:
Teaching in the mother tongue or regional language at the primary levels (up to Class 5) will improve children's comprehension and learning speed.

✅ Skill-Based Education:
Emphasis has been given to Coding, Vocational Training, and Life Skills, so that education is not just theoretical but practical as well.

✅ Creative Curriculum Reform:
The curriculum is made burden-free, engaging, and experiential, so that children's critical thinking is nurtured.

✅ Teacher Training and Use of Technology:
Focus is placed on teacher training and the promotion of digital education, which will enhance the quality of education.

8. Challenges Aspects:

❌ Difficulty in Implementation:
Implementing such large-scale educational reforms is a challenging process, especially in rural areas where basic infrastructure is lacking.

❌ Mother Tongue Dilemma:
In a multilingual country like India, implementing education in the mother tongue may create confusion, particularly in English medium schools and urban areas.

❌ Lack of Teachers and Training:
There is already a shortage of teachers, and training them according to the new system will be a major challenge.

❌ Digital Divide:
Students who lack access to internet or digital devices may fall behind in online and technology-based education.

❌ Uncertainty in Examinations:
Although there's a proposal to reduce exam pressure, its alternative is not yet clearly defined, which may hinder implementation.

 

 

 

 

9. Advantages of the New Education Policy — Point-wise

1.     Child-Centric Approach:
Each stage is based on the child's age, psychology, and developmental stage.

2.     Multidisciplinary Learning:
Students can opt for Science, Arts, and Commerce together.

3.     Skill Development:
Elements like Coding, Vocational Training, and Life Skills have been included.

4.     Language Inclusivity:
Early education in the mother tongue accelerates the learning process.

5.     Assessment Reform:
Reduced pressure in board examinations and improvement in learning quality.

6.     Digital & Technology Friendly:
Use of online platforms and digital tools is encouraged.

10. Disadvantages or Challenges the New Education Policy — Point-wise

1.     Implementation Challenge:
Uniform implementation across the country is difficult, especially in rural areas.

2.     Teacher Training Gap:
Training teachers according to the new system is a major hurdle.

3.     Digital Divide:
Poor and rural students lack digital access.

4.     Language Confusion:
Enforcing mother tongue education may create issues in urban and private schools.

5.     Financial Burden:
New infrastructure, training, and course development will require increased budget allocations.

Conclusion:

The New Education Policy 2020 is a positive step that seeks to align Indian education with global standards. However, for its successful implementation, strong political will, financial resources, trained teachers, and the participation of all sections of society are essential. Otherwise, it risks remaining just a documented policy.

The new education system presents a holistic, inclusive, and balanced educational framework. It gives equal importance to sports, arts, skills, and science so that students are not only made employable but are also shaped into good human beings.

The New Education Policy (NEP 2020) lays the foundation for a futuristic, modern, and human-nature-aligned education system that promises to equip children not just with knowledge, but also with skills, ethics, and creativity.

However, its true outcomes will be visible only when it is implemented completely and effectively in practice.

 

✍️ By: Mohd Mubarak Sanabili Madani
Welfare Officer, Haryana Waqf Board
Date: 2nd May 2025