What is 5 3 3 4 in new education policy?

5+3+3+4 refers to the new structure of school education in the NEP 2020.

What are the 4 stages of NEP?

The four stages of NEP are Foundational Stage, Preparatory Stage, Middle Stage, and Secondary Stage.

What are the main points of National Education Policy 2020?

Main points of NEP 2020 include multidisciplinary education, mother tongue as medium of instruction, vocational education, and digital education.

How will NEP affect students?

NEP will affect students by providing a flexible, holistic, and multidisciplinary education; Two types of NEP are structural and systemic NEP.

What is National Education Policy?

The National Education Policy provides for reforms at every level of education from schooling to higher education.

National Education Policy 2020, Salient Features, NEP 1986

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National Education Policy 2020

The National Education Policy 2020 is a landmark policy document that aims to transform the Indian education system by providing a more flexible, holistic, and multidisciplinary education. National Education Policy 2020 proposes a new 5+3+3+4 structure of school education and emphasizes the importance of mother tongue, vocational education, and digital education among other things. National Education Policy 2020 has the potential to prepare students for the challenges and opportunities of the 21st century.

Read about: Education Ministers of India List

New Education Policy 2020 Key Highlights

The 10+2 system will be divided into 5+3+3+4 format. NEP expands the age group from 6-14 years of mandatory schooling to 3-18 years of schooling.

1. Foundation Stage: 5 years total

3 years of pre-primary school
2 years of classes 1 and 2.

2. Preparatory Stage: 3 Years – Classes 3 to 5

3. Middle Stage: 3 years of classes 6 to 8
4. Secondary Stage: 4 years of classes 9 to 12

The NEP puts focus on students’ mother tongue as the medium of instruction.‘’Wherever possible, the medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the home language, mother tongue, local language or regional language. Thereafter, the home or local language shall continue to be taught as a language wherever possible. This will be followed by both public and private schools.’’
Research shows that children pick up languages extremely quickly between the ages of 2 and 8 and that multilingualism has great cognitive benefits for young students, children will be exposed to different languages early on.
The ‘Three language formula’ will continue but no language will be imposed on anyone. At least two of the three languages should be Indian.
The NEP only recommends the mother tongue as a medium of instruction, and does not make it compulsory. (Upto states to implement)
When the original NEP draft was released by the Centre in May 2019, it contained a clause stipulating the teaching of Hindi as part of the three-language formula in schools. Following a backlash from Tamil Nadu, West Bengal and other States, the Centre quickly issued a revised phrasing of that clause.

New Education Policy 2020 Principles

The New Education Policy (NEP) 2020 shares ideas to revamp education, teaching and assessment systems in schools, and colleges. The fundamental principles of National Education Policy 2020 are explained below.

Principle	Description
Early Childhood Care and Education (ECCE)	The policy recognizes the importance of early childhood care and education and aims to provide high-quality ECCE to all children up to the age of 5 years by 2025. The policy proposes the establishment of Anganwadi centres in every habitation and the training of Anganwadi workers.
School Education	The policy proposes a new pedagogical and curricular framework for school education that includes a 5+3+3+4 structure. This means that the first five years of schooling will be dedicated to the foundational stage, followed by three years of the preparatory stage, three years of the middle stage, and four years of the secondary stage.
Multilingualism	The policy recognizes the importance of multilingualism and proposes the implementation of a three-language formula in schools. As per the policy, children will be taught three languages from the foundational stage onwards until at least Grade 8. The three languages will include the mother tongue or regional language, English, and one more language of the student’s choice, which could be a foreign language or a classical language.
Vocational Education	The policy emphasizes the importance of vocational education and proposes the integration of vocational education with mainstream education. The policy also proposes the establishment of vocational education zones in schools and colleges.
Higher Education	The policy proposes several changes in higher education, including the Establishment of a single regulatory body for higher education Introduction of a four-year undergraduate program with multiple exit options Setting up a National Research Foundation to promote research in the country
Teacher Education	The policy proposes the establishment of a National Mission for Mentoring, which will provide mentoring and professional development opportunities to teachers. The policy also emphasizes the need for continuous professional development of teachers.
Assessment and Evaluation	The policy proposes a shift from rote learning to competency-based learning and assessment. The policy also emphasizes the need for regular and formative assessment throughout the academic year.
Technology	The policy recognizes the importance of technology in education and proposes the integration of technology in all aspects of education. The policy also proposes the establishment of a National Educational Technology Forum to promote the use of technology in education.
Equity and Inclusion	The policy emphasizes the importance of equity and inclusion in education and proposes several measures to ensure that all students have access to quality education, regardless of their socio-economic background. Some of these measures include: Promoting universal access to education by setting up more schools, and increasing the number of teachers. Addressing the needs of children with disabilities by providing them with special education and assistive devices. Providing scholarships, financial aid, and other incentives to students from disadvantaged backgrounds to encourage them. Promoting gender equity in education by ensuring that girls have equal access to education and encouraging their participation in all fields of study.
Research and Innovation	The policy proposes the establishment of a National Research Foundation to promote research and innovation in the country. The policy also emphasizes the need for research-based and multidisciplinary education.
Flexibility in Choice of Subjects	The policy emphasizes the importance of flexibility in the choice of subjects for students. It proposes the implementation of a multidisciplinary approach to education, where students can choose subjects from different streams.
Credit Bank	The policy proposes the establishment of a National Academic Credit Bank, which will enable students to earn credits for courses taken from different institutions. The objective is to allow students to build their own personalized academic programs.
Gender Inclusion Fund	The policy proposes the establishment of a Gender Inclusion Fund, which will support the education of girls, transgender, and other marginalized groups.
Special Education Zones	The policy proposes the establishment of Special Education Zones in every district, which will cater to the needs of students with disabilities and special needs.
Internationalization of Education	The policy recognizes the importance of the internationalization of education and proposes the establishment of international collaborations between Indian and foreign institutions.
Reducing the Load of Curriculum	The policy aims to reduce the load of the curriculum by promoting active learning, student-centred pedagogy, and reducing the emphasis on exams.

National Education Policy 2020 Criticisms

The National Education Policy (NEP) 2020 has been widely debated and criticized by various stakeholders. Here are some of the criticisms of the policy:

Lack of Clarity: The policy has been criticized for its lack of clarity and specificity in several areas, such as the implementation timeline, funding, and accountability.
Overemphasis on Digital Learning: The policy has been criticized for its overemphasis on digital learning, which may not be accessible to all students, especially those from disadvantaged backgrounds.
Commercialization of Education: The policy has been criticized for promoting the commercialization of education by allowing foreign universities to set up campuses in India and by encouraging the private sector to play a larger role in education.
Language Policy: The policy has been criticized for its language policy, which proposes the use of the mother tongue or regional language as the medium of instruction up to Grade 5. This has been criticized for potentially excluding students who do not speak the regional language.
Centralization of Power: The policy has been criticized for its centralization of power, with the establishment of a centralized regulatory body for higher education and the reduction of autonomy for universities.
Lack of Focus on Teacher Training: The policy has been criticized for its lack of focus on teacher training, which is essential for improving the quality of education.

Read More: Sargeant Plan of Education

National Education Policy 1986

The National Education Policy (NEP) of 1986 was a landmark policy document that set the direction for education in India for several decades. However, over the years, there were several changes in the economic, social, and political context of the country, which necessitated the need for a new education policy.

National Education Policy 1986 Features

The salient features of the National Education Policy 1986 can be summarized below.

Feature	Description
Universalization of Elementary Education	The policy aimed to achieve universalization of elementary education by providing access to education to all children in the age group of 6 to 14 years.
Vocationalization of Education	The policy emphasized the need for vocationalization of education and proposed the integration of vocational education into the curriculum at all levels of education.
Decentralization of Education	The policy proposed the decentralization of education by giving greater autonomy and decision-making power to local bodies and institutions.
Use of Technology in Education	The policy recognized the potential of technology in education and proposed the use of technology in education for the improvement of teaching and learning.
Teacher Education	The policy emphasized the importance of teacher education and proposed the establishment of teacher education institutions for the training of teachers.
Improvement of Quality of Education	The policy aimed to improve the quality of education by ensuring that the curriculum is relevant and up-to-date, and by promoting innovation in teaching and learning.
Inclusion of Marginalized Groups	The policy emphasized the need to include marginalized groups such as women, scheduled castes, scheduled tribes, and minority communities in the education system.
Promotion of Indian Languages	The policy recognized the importance of promoting Indian languages and proposed the inclusion of Indian languages in the curriculum at all levels of education.
Promotion of Culture and Values	The policy emphasized the importance of promoting culture and values and proposed the inclusion of value education in the curriculum at all levels of education.
Education for National Development	The policy recognized the importance of education for national development and proposed the integration of education with national development goals.

National Education Policy 2020 UPSC

The National Education Policy 2020 is an important policy document for the UPSC exam as it is a comprehensive policy framework that aims to transform the Indian education system. The policy proposes several reforms that are relevant to the UPSC exam, such as the new 5+3+3+4 structure of school education, the emphasis on vocational education and multilingualism, the promotion of experiential and multidisciplinary learning, and the use of technology in education. Additionally, the policy has significant implications for the social, economic, and cultural development of the country, making it an important topic for the UPSC exam.