21st Century Skills

The Glossary of Education defines 21st Century Skills as follows: 

“The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed— by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world.” 

In simple terms, 21st Century Skills refer to the skills that are required to enable individuals to face the challenges of the 21st-century world that is globally active, digitally transforming, collaboratively moving forward, creatively progressing, seeking competent human-resource and quick in adopting changes. 

• Delors Report - Learning to Know, Learning to Do, Learning to Live Together and Learning to Be.
• WHO Life Skills:• Decision-Making and Problem-Solving; • Creative Thinking and Critical Thinking; • Communication and Interpersonal Skills; • Self-Awareness and Empathy; • Coping with Emotions and Coping with Stress.
• OECD:: i) Communication, ii) Information and , iii) Ethics and Social Impact.
• ATCS: ATCS categorized 21st century skills into four types: i) Ways of Thinking, ii) Ways of Working, iii)Tools for Working and, iv) Living in the World.
• UNESCO Working Paper: Revisited and divided all above -researched Skills into  Learning to Know, Learning to Do, Learning to Live.

CBSE BOOK

21st CENTURY STUDENT'S SKILLS [3L-4C-MIT-FLIPS]

• LEARNING SKILLS-4C
• Communication
• Creativity
• Collaboration
• Critical Thinking
• LITERACY SKILLS-MIT
• Media Literacy
• Info Literacy
• Technology Literacy
• LIFE SKILLS-FLIPS
• Flexibility
• Leadership
• Initiative
• Productivity
• Self-awareness
• DIGITAL LITERACY SKILLS
• 21ST CENTURY SKILLS
• 
  
  
  
  
  
  
  
  
  
  
• WATCH AN EXPERT ON LIFE SKILL 

National Education Policy 2020,

Cabinet Approves National Education Policy 2020, paving way for transformational reforms in school and higher education systems in the country New Policy aims for Universalization of Education from pre-school to secondary level with 100 % GER in school education by 2030 

NEP 2020 will bring 2 crore out of school children back into the main stream 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, vocational streams in schools ; 

Vocational Education to start from Class 6 with Internships 

Teaching upto at least Grade 5 to be in mother tongue/ regional language 

Assessment reforms with 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 Entry / Exit to be allowed with appropriate certification Academic Bank of Credits to be est Posted On: 29 JUL 2020 5:20PM by PIB Delhi The Union Cabinet chaired by the Prime Minister Shri Narendra Modi approved the National Education Policy 2020 today, making way for large scale, transformational reforms in both school and higher education sectors. This is the first education policy of the 21st century and replaces the thirty-four year old National Policy on Education (NPE), 1986. Built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability, this policy is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student. Important Highlights School Education Ensuring Universal Access at all levels of school education NEP 2020 emphasizes on ensuring universal access to school education at all levels- pre school to secondary. Infrastructure support, innovative education centres 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, association of counselors or well-trained social workers with schools, open learning for classes3,5 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 main stream under NEP 2020. Early Childhood Care &Education with new Curricular and Pedagogical Structure With 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 school curriculum, which has been recognized globally as the crucial stage for development of 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 preschools 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 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 holistic development of learners by equipping them with the key 21st century skills, reduction in curricular content to enhance essential learning and critical thinking and 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, 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 literatures 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 on Socially and Economically Disadvantaged Groups(SEDGs) which include gender, socio-cultural, 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 support of educators with cross disability training, resource centres, 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 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 become educational administrators or teacher educators. A common National Professional Standards 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 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 policy making, regulation, operations and academic matters. States/UTs will set up 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. Higher Education 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 Under Graduate education with flexible curricula, creative combinations of subjects, integration of vocational education and multiple entry 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, Certificate after 1 year, Advanced Diploma after 2 years, Bachelor’s Degree after 3 years and 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 final degree earned. Multidisciplinary Education and Research Universities (MERUs), at par with IITs, IIMs, to be set up as models of 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. Regulation Higher Education Commission of India(HECI) will be set up as a single overarching umbrella body the for entire higher education, excluding medical and legal education. HECI to have four independent verticals - National Higher Education Regulatory Council (NHERC) for regulation, General Education Council (GEC ) for standard setting, Higher Education Grants Council (HEGC) for funding, and National Accreditation Council( NAC) for accreditation. HECI will function through faceless intervention through technology, &will have powers to penalise 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. Rationalised 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 university will allow a spectrum of institutions that range from Research-intensive Universities to Teaching-intensive Universities and Autonomous degreegranting 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 capacity of faculty thorugh clearly defined, independent, transparent recruitment , freedom to design curricula/pedagogy, incentivising excellence, 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 programmes. 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, 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 an Indian Institute of Translation and Interpretation (IITI), National Institute (or Institutes) for Pali, Persian and Prakrit, strengthening of Sanskrit and all language departments in HEIs, and use mother tongue/local language as a medium of instruction in more HEI programmes . Internationalization of education will be facilitated through both institutional collaborations, and student and faculty mobility and 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 Policy aims to achieve 100% youth and adult literacy. Financing Education The Centre and the States will work together to increase the public investment in Education sector to reach 6% of GDP at the earliest. Unprecedented Consultations NEP 2020 has been formulated after an unprecedented process of consultation that involved nearly over 2 lakh suggestions from 2.5 lakhs Gram Panchayats, 6600 Blocks, 6000 ULBs, 676 Districts. The MHRD initiated an unprecedented collaborative, inclusive, and highly participatory consultation process from January 2015. In May 2016, ‘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 ‘MyGov Innovate’ portal eliciting views/suggestions/comments of stakeholders, including public. ********* VRRK/AK (Release ID: 1642049)

Digital skills & Digital Competencies - शिक्षा सप्ताह ०२२-२८ जुलाई २०२४

DAY -5, 26-07-2024

THEAM: SKILL AND DIGITAL EMPOWERMENT 

 AT SCHOOL LEVEL 

Topic: Digital Skills & Digital Competencies

                                 Digital Skills :

A comprehensive digital literacy skill curriculum should cover various topics, including:

1. Online Privacy: Understanding the importance of safeguarding personal information and using privacy settings effectively.
2. Cyberbullying Awareness: Recognizing and preventing cyberbullying behaviors, as well as knowing how to report incidents.
3. Information Evaluation: Developing critical thinking skills to assess the credibility and reliability of online sources.
4. Online Etiquette: Encouraging respectful communication and proper conduct in digital interactions.
5. Password Security: Creating strong and unique passwords to protect personal accounts from unauthorized access.
6. Social Media Management: Promoting responsible use of social media platforms and managing online reputations.
7. Digital Footprint: Understanding that every online action leaves a trace and can impact future opportunities.
8. Avoiding Online Scams: Recognizing common internet scams and learning to avoid falling victim to them.
9. Copyright and Fair Use: Understanding intellectual property rights and adhering to copyright laws when using online content.
10. Cybersecurity Awareness: Learning about phishing attempts, malware, and other online threats, and adopting safe practices.

By integrating digital citizenship and internet safety into the curriculum, 

educators can empower students to be responsible, informed, and ethical digital citizens. 

Moreover, fostering a culture of positive online behavior will 

contribute to a safer and more constructive digital space for everyone.

Digital Competencies

                The digital competencies are intended as a framework to help individual students:

• Identify the digital skills and critical perspectives they will need to be 21st century leaders
• Seek curricular and co-curricular opportunities to hone those skills and perspectives
• Develop ways to articulate or demonstrate their competencies to various audiences.

Level wise Competency Exposure: 

1. FOUNDATIONAL  LEVEL: Introduction to digital environment.
2. PREPARATORY  LEVEL: Digital Citizenship and Survival: skills.
3. MIDDLE  LEVEL: Digital Communication skills.
4. SECONDARY  LEVEL: Data management /Design skills.

Curriculum:

1. FOUNDATIONAL LEVEL: Introduction to digital environment: Classes 1&2 are introduced to the digital environment gadgets equipment's their names familiarization terminologies etc.
2. PREPARATORY LEVEL: Digital Citizenship and Survival: Students of classes 3-5 are made aware about the AI, Cyber Security, Office tools, Web / Internet etc,
3. MIDDLE LEVEL: Digital Communication: Students of classes 6-10 should be able to make their Email ID, Google form, Respond to web 2.0 tools 
4. SECONDARY LEVEL: Data management / Design: Students of classes XI_XII_ Be able to store data, know data safety and make small programmes , Blog/ websites design etc. 

                                Methodology:

• FOUNDATIONAL LEVEL: Introduction to digital environment. Classes visit to Resource room, Work Experience Room, Computer Lab, Library, and shown all digital gadgets their functions etc.
• 
  
• PREPARATORY LEVEL: Digital Citizenship and Survival: Students are made aware Pron and cons of digital environment like cyber calls/ threats/safety & safe uses of digital gadgets/ apps. 
• 
  
• MIDDLE LEVEL: Digital Communication. Students be able to create, login and use their mail IDs, google forms, google meets, Educational sites/ apps.  etc.
•  Click here for google form created by student on Cyber Security.... 
• Click here for quiz on Cyber Bullying    
• Click here for Google form on ONLINE Etiquette.
• Click here for Password security. By Saurya Negi x
• 
  
• SECONDARY LEVEL: Data management / Design. Students are given task of creating their websites / u tube channels/blogs for educational purposes and be able to curate content digitally. :BLOG
• 
  
• Click here for blog created by Master Lalit Class xi PCM
• Click here for blog by....Lalit xii
• Click here for a blog by.....
• 
  

Foundational level- Intro. to Digital Gadgets 

Class I & II  intro to Digital world 

Class X student- yash chauhan sharing his google form knowhow.

Class xii student sharing about Blog 

References taken from INTERNET WITH THANKS:  

DIGITAL DEVICES

 DIGITAL CITIZENSHIP LinkedIn 

In today's digital age, it is crucial for educators to prioritize digital citizenship and internet safety as essential components of a well-rounded education. With the proliferation of technology and online platforms, students must be equipped with the knowledge and skills to navigate the virtual world responsibly and safely.

Digital citizenship encompasses the appropriate and ethical use of technology, including respecting others' privacy, understanding copyright and intellectual property, and being aware of the consequences of one's online actions. Educators play a pivotal role in instilling these values in students, both within the classroom and beyond.

Internet safety is another critical aspect of digital citizenship. It involves educating students about potential online risks, such as cyberbullying, identity theft, and exposure to inappropriate content. Teaching students how to identify and respond to these risks empowers them to protect themselves and their peers in the online environment.

SOURCE : WITH GRATITUDE

Lesson Plans-KVS TEACHERS

IMPORTANT

All PPLS are hereby requested to instruct teachers to prepare Lesson Plans Topic wise as referred in the CBSE Curriculum Document. Further, such lesson plans are to be prepared as per the directions given in the CBSE Curriculum 2024-25 document. 

(Refer- Page No .12 of Secondary School Curriculum 2024-25 ) for teachers & 

2.3 Pedagogical Practices by Teachers The pedagogical practices should be learner centric. Teachers are expected to ensure such an atmosphere for students where they feel free to ask questions. They would promote active learning among students with a focus on reflections, connecting with the world around them, creating and constructing knowledge. The role of a teacher should be that of a facilitator who would encourage collaborative learning and development of multiple skills through the generous use of resources via diverse approaches for transacting the curriculum.Teachers should follow inclusive principles and not label children as ‘slow learners’ or ‘bright students’, or ‘problem children’. They should instead attend to the individual difference of students by diagnosing and modifying their pedagogic planning. As far as possible, Arts should be integrated in teaching, especially while teaching the concept which students find difficult to understand.

2.4 Competency Based Learning:

2.5 Lesson/Unit Plan Specific Lesson Plans for the topics are to be prepared by the teachers. These plans may have the following parts: 

2.6 Classroom and School Environment

2.7 Creating Cross-Curricular Linkages

2.8 Special Emphasis on Integrating Arts in Education  

2.8.1 Art Education and Art Integration

2.8.2 Art Integrated Pedagogy 

2.9 21st Century Skills      {3L: (4Cs MIT FLIP.)}

2.10 Inclusive Education  

(Page No 10 of Senior Secondary School Curriculum 2024-25) for Principals. 

2.2 Pedagogical Leadership All Principals have a crucial role to play in the evolution of the teaching learning ecosystem as the Head and pedagogical leader of their 

Lead, Guide and Support the teaching and learning processes in the school by focusing on classroom specific requirements for transacting the curriculum, so that both teachers and students perform at their optimal best. 

Direct the entire focus of all school activities towards the students’ learning and acquiring of necessary competencies. 

Every activity taken up by the school, therefore, should be mapped for the educational competencies, and for life skills, values, etc., being acquired by the students. 

Prepare Annual Pedagogical Plan of the school by designing and developing annual plan for the school by giving equal importance to all areas. 

Promote innovative pedagogy, with special focus on integrating art, sports and ICT (Information and Communication Technology) with education, and use of active and experiential learning methods in the classrooms. 

Ensure joyful learning at all levels through use of such innovative pedagogy. Develop school specific resources for teaching and learning, in the form of lesson plans, e content, use of mathematics and science kits developed by NCERT, etc. Ensure proper in-house training of teachers in the school to enable them to unleash their own unique capabilities and creativity in their classrooms. To be up to date with all new ideas and tools, etc. being used in education at the global level and constantly innovate the pedagogy of the school. To make efforts to learn from the best practices of other schools, by arranging for discussions with Principals of such schools, or through observation visits of teachers to other schools. The Board has not laid down the structure or format of the annual pedagogical plan as the Board respects educational autonomy of every school and expects each school to prepare its own unique and innovative annual plan. This plan must be an implementable one with realistic timelines that should include administrative inputs and detailed pedagogical aspects.chools. In the role of school pedagogical leader, the principal is expected to undertake the following:

If you have given directions for *daily lesson plans for teachers, the same may be discontinued immediately. 

Common Guidelines: Implementation Guidelines for PM SHRI Phase - I - 2024-25

              ● As the PM SHRI Scheme is the prestigious scheme of Govt of India to implement the NEP-2020. The schools under the scheme will be the exemplar schools in the local community, which will showcase the NEP.

              ● These schools will have state of the art infrastructure. The students will be equipped with 21st century skills. 

               ● All efforts should be made for the effective utilization of resources procured using PM SHRI funds for the benefit of students.

              ● This scheme desires the Vidyalayas to focus on value education and the preparation of future citizens.

 ● Creation of Committee: Establish a core committee with the following members 

• Principal (overall Incharge), 
• VP/Senior Most PGT, 
• HM, 
• Teachers (VMC Representative), 
• PM SHRI I/C Teacher,
• office (Senior most) and 
• one concerned Department I/C and to oversee the overall project or fund utilization. 

Timeliness: Utilize funds efficiently within the allocated time frame of the project or program. Track progress and adjust spending plans if necessary to ensure timely completion. 

● Prioritize initiatives that demonstrably improve student learning, well-being, or the overall school environment. Evaluate options based on their potential impact rather than simply spending the allocated funds. 

● The exact amount of funds allocated for a particular activity is based on the number of classrooms, sections, students, or teachers. Please refer to the fund allocation sheet provided by the concerned Regional Office through the Head Quarter. 

● The procurement process shall adhere to the following steps: 

1. Detailed requisitions with quantity, justification of requisite item with specification and signature of the sub-committee constituted for the purpose. 
2. Purchase orders shall be issued as per requisitions, duly signed by the competent authority. 
3. Physical verification of stocks by the stockholder and purchase committee and certificate thereof. 
4. Bill should be properly verified and signed by the Principal after entry in the stock register and initial of stock I/c. o Accurate stock entry in the designated stock register (consumable /Non-Consumable) .
5.  Prompt ledger entry, cash book recording and, signed by the Principal. 
6. Monthly reconciliation of the cash book, countersigned by the Principal. 

● No Clubbing up with VVN/SF: This is a completely separate scheme from VVN/SF. Hence, expenses should not be clubbed with VVN/SF. 

A purchase being made under PM SHRI must be explicitly from the allotted fund under PM SHRI scheme. 

● Procurement: should be strictly as per GFR-2017. Any violation or negligence shall be viewed seriously and addressed accordingly. 

● The recurring and non-recurring heads should not be mixed.

 ● Each non-consumable asset under PM SHRI should be assigned a unique number in the following format:

• KVS/PM SHRI/2024-25/1/8,  
•  KVS/PM SHRI/2024-25/2/8, and so on. 

• Immediately after taking into stock, numbering should be done using paint on the hidden or back surface of the asset

● The head–wise ceiling fixed under a particular head for the school, should not be crossed. 

● Proper Record: Maintain separate detailed records for both consumable and non-consumable items purchased with the funds. Maintain only two separate stock register for each purchase under PM SHRI  

1. Consumable  
2.  Non-Consumable 

● Proper documentation and showcasing: Maintain proper documentation for all activities, before and after photographs/videos, which will showcase the positive changes achieved as per desired outcome. 

● Recording feedback: Record feedback from students, staff, VMC, Local Community on the visible impact of the activities. Record the feedback in form of HD photos/HD videos (1-2minutes)/write up(maximum one page).  

● PM SHRI Logo: Affix PM SHRI logo in the backdrop of all events. 

● Every School will prepare its Quarterly Newsletter and Magazine. The school will send the newsletter and compiled Magazine by 5 th day after the end of each quarter. The regional office will send the school-wise and its (RO’s) compiled magazine to KV HQ by the 10th day ending of each quarter.

National Education Policy 2020 Major Transformational Reforms in Education Sector

Evolution of Education Policy:

University Education Commission (1948-49). 

•Secondary Education Commission (1952-53) 

•Education Commission (1964-66) under Dr. D.S. Kothari 

•National Policy on Education, 1968 

•42nd Constitutional Amendment,1976-Education in Concurrent List 

•National Policy on Education (NPE), 1986 

•NPE 1986 Modified in 1992 (Program of Action, 1992) 

•T.S.R. Subramaniam Committee Report (27 May, 2016) 

• Dr. K. Kasturirangan Committee Report (31 May, 2019).

NEP 2020 : Consultation Process

Online : www.MyGov.in (26.01.2015 – 31.10.2015) 

• Nearly 2.5 lakhs Gram Panchayats, 6600 Blocks, 6000 ULBs, 676 Districts (MayOct. 2015) 

• Draft NEP, 2019 Summary in 22 languages/Audio Book 

• Education Dialogue with MPs (AP, Kerala, Telangana, TN, Puducherry, Karnataka & Odisha) 

• Special Meeting of CABE (21.09.2019) • Parliamentary Standing Committee on HRD on 07.11.2019 

........................................................................................

Major Reforms : Higher Education:

50 % Gross Enrolment Ratio by 2035 
• Holistic and Multidisciplinary Education -Flexibility of Subjects 
• Multiple Entry / Exit 
• UG Program - 3 or 4 year 
• PG Program – 1 or 2 year 
• Integrated 5 year Bachelor’s / Master’s 
• M Phil to be discontinued 
• Credit Transfer and Academic Bank of Credits 
• HEIs : Research Intensive/Teaching Intensive Universities and Autonomous Degree Granting Colleges • Model Multidisciplinary Education and Research University (MERU) (in or near every District) 4 M

Major Reforms : Higher Education: 

• Graded Autonomy : Academic, Administrative & Financial 
• • Phasing out Affiliation System in 15 years 
• • National Mission on Mentoring 
• • Independent Board of Governors (BoG) 
• • Single Regulator for Higher Education (excluding Legal and Medical) 
• • On-line Self Disclosure based Transparent System for Approvals in place of ‘Inspections’ 
• • Common Norms for Public and Private HEIs 
• • Private Philanthropic Partnership 
• • Fee fixation within Broad Regulatory Framework 
• • Public Investment in Education Sector to reach 6% of GDP at the earliest
•   National Research Foundation (NRF) 
• • Internationalisation of Education 
• • Integration of Vocational, Teacher and Professional Education 
• • Setting up of New Quality HEIs has been made Easier 
• • Standalone HEIs and Professional Education Institutions will evolve into Multidisciplinary 
• • Special Education Zone for Disadvantaged Regions 
• • National Institute for Pali, Persian and Prakrit 
• • National Educational Technology Forum (NETF) 
• • MHRD to be renamed as M/o Education

Indian Knowledge Systems, Languages, Culture and Values:

• Focus on Literature & Scientific Vocabulary of Indian Languages 

• Language Faculty • Research on Languages 

• Strengthening National Institutes for promotion of Classical Languages & Literature 

• Indian Institute of Translation and Interpretation (IITI) 

• Cultural Awareness of our Indian Knowledge Systems 

• Promoting Traditional Arts / Lok Vidya 

• HEI / School or School Complex to have Artist(s)-in-Residence

Use of Technology:

• Use of Technology in 

• Education Planning 

• Teaching, Learning & Assessment 

• Administration & Management 

• Regulation - Self Disclosure & Minimum Human Interface 

• Increasing Access for Disadvantaged Groups 

• Divyang Friendly Education Software 

• e-Content in Regional Languages 

• Virtual Labs 

• National Educational Technology Forum (NETF) 

• Digitally Equipping Schools, Teachers and Students

Major Changes from NPE 1986: School:

Universalization of Early Childhood Care Education (ECCE) 

• National Mission on Foundational Literacy and Numeracy 

• 5+3+3+4 Curricular and Pedagogical Structure 

• Curriculum to integrate 21st Century Skills, Mathematical Thinking and Scientific temper 

• No Rigid Separation between Arts & Sciences, between Curricular and extra-Curricular activities, between Vocational and Academic streams 

• Education of Gifted Children 

• Gender Inclusion Fund 

• KGBVs upto Grade 12 

• Reduction in Curriculum to Core Concepts 

• Vocational integration from class 6 onwards Major Reforms: School Education 10 

• New National Curriculum Framework for ECE, School, Teachers and Adult Education 

• Board Examination will be Low Stakes, Based on Knowledge Application 

• Medium of Instruction till at least Grade 5, and preferably till Grade 8 and beyond in Home Language / Mother tongue/ Regional Language 

• 360 degree Holistic Progress Card of Child 

• Tracking Student Progress for Achieving Learning Outcomes 

• National assessment center - PARAKH 

• NTA to offer Common Entrance Exam for Admission to HEIs 

• National Professional Standards for Teachers (NPST) 

• Book Promotion Policy and Digital Libraries 

• Transparent online self disclosure for public oversight and accountability Major Reforms : 

Outcomes of NEP 2020:

Universalization from ECCE to Secondary Education by 2030, aligning with SDG4 

• Attaining Foundational Learning & Numeracy Skills through National Mission by 2025 

• 100% GER in Pre-School to Secondary Level by 2030 

• Bring Back 2 Cr Out of School Children 

• Teachers to be prepared for assessment reforms by 2023 

• Inclusive & Equitable Education System by 2030 

• Board Exams to test core concepts and application of knowledge 

• Every Child will come out of School adept in at least one Skill 

• Common Standards of Learning in Public & Private Schools

Dr K Kasturirangan Committee Members :

S.No Name of the Member Contact No. Email 

1 Dr. K. Kasturirangan (Chairman) 9845007998 (Personal) O: 080-23610522

 (Direct Line- Dr Kasturirangan) krangank@gmail.com 

2 Dr. Vasudha Kamat 9821310081(M), kamatvasudhav@gmail.com 

3 Dr. Manjul Bhargava +609 2584192 bhargava@math.princeton.edu 

4 Dr. Ram Shankar Kureel 07324-274 377, 9871450315(M) drrskureel@gmail.com 

5 Prof. T.V. Kattimani 9599292424(M), 9425331399(M) 07629269710 tvkattimani@gmail.com vcigntu@gmail.com 

6 Shri Krishna Mohan Tripathy 9415822107(M) kmtripathiknp@gmail.com 

7 Dr. Mazhar Asif 9435118077(M), 03612672683 mazharassam@gmail.com 

8 Dr. M.K. Sridhar 9845222573(M), 8048068027(M) Escort 9900086660 bharathwaasi@gmail.com 

9 Shri Rajendra Pratap Gupta 09223344303(M) advisor.healthminister@gov.in office.rajendra@gmail.com