1 August 2020

Changes in TET, BEd, transfer Recruitment process: What NEP 2020 has for Teachers

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What NEP 2020 has for teachers

What NEP 2020 has for teachers

 The new National Education Policy (NEP) 2020 released by the Central Govt of India on Wednesday has recommended some changes to the country’s education system. As per the new policy, by 2030, the minimum degree required for teaching will be a four-year integrated BEd. Apart from this, the Teacher Eligibility Test (TET) will also be changed as per the new school system.

  • Dr. K. Kasturirangan Committee Report (31st May 2019)
  • MHRD renamed as Education Ministry


Basic Points of NEP 2020:
  • 5+3+3+4 = New format of Education
  • Higher Education = CAT(Test)
  • Teacher Education

5+3+3+4 (New format of Education)

  • 5 = (3-8 Years) - Foundational 
  • 3 = (8-11 Years) - Preparatory
  • 3 = (11-14 Years) - Middle
  • 4 = (14-18 Years) - Secondary

  1. Foundational (3 years of preschool + Grades 1-2), 
  2. Preparatory (Grades 3-5), 
  3. Middle (Grades 6-8), and 
  4. High school (Grades 9-12 in two phases)



  • Over 85% of a child’s cumulative brain development occurs prior to the age of 6, therefore of the utmost importance that every child has access to quality early childhood care and education (ECCE). Presently, quality ECCE is not available to most young children. Universal provisioning of quality early childhood development, care and education must be thus be achieved by 2030, to ensure that all children entering Grade 1 are school ready.

  • High-quality early childhood care and education across the country in a phased manner. Special attention and priority will be given to districts and locations that are particularly socio-economically disadvantaged.

ECCE shall be delivered through a significantly expanded and strengthened system of early-childhood educational institutions consisting of


  • (a) stand-alone Anganwadis;
  • (b) Anganwadis co-located with primary schools;
  • (c) pre-primary schools/sections covering at least age 5 to 6 years co-located with existing primary schools; and
  • (d) stand-alone pre-schools - all of which would employ workers/teachers specially trained in the curriculum and pedagogy of ECCE.

  • For universal access to Early Childhood Care and Education (ECCE), the Anganwadi Centres will be strengthened with high-quality infrastructure

  • To prepare an initial cadre of high-quality ECE teachers, current Anganwadi workers/teachers will be trained through a systematic effort and as per the curricular/pedagogical framework developed by NCERT. 
  • Those Anganwadi workers/teachers with qualifications of 10+2 and above shall be given a 6-month certificate programme in ECE, and those with lower educational qualifications shall be given a one-year diploma programme covering early literacy, numeracy, and other relevant aspects of ECE.
Preparatory Class
On completion of education up to the age of 5 in Anganwadi, every child shall move to a “Preparatory Class” (that is, before Class 1) in the primary school which has an ECE qualified teacher, deployed by rationalizing existing human resources, or specially appointed for this purpose. 

In the longer term, State Governments shall prepare cadres of professionally qualified educators for early childhood education, through stage-specific professional training, mentoring mechanisms, and career mapping. Necessary facilities will also be created for the initial professional preparation of these educators and their Continuous Professional Development (CPD). 

Ability to read and write
  • The ability to read and write, and perform basic operations with numbers, is a necessary foundation and an indispensable prerequisite for all future school and lifelong learning. However, various governmental, as well as non-governmental surveys, indicate that we are currently in a severe learning crisis: a large proportion of students currently in elementary school estimated to be over 5 crores - have not attained foundational literacy and numeracy, i.e., the ability to read and comprehend basic text and the ability to carry out basic addition and subtraction with Indian numerals. If action is not taken soon, over the next few years, then we could lose 10 crores or more students from the learning system to illiteracy.

  • The very highest priority of the education system will be to achieve universal foundational literacy and numeracy in primary school and beyond by 2025.
Teacher Vacancy & Recruitment 

Teacher vacancies will be filled as soon as possible, in a time-bound manner - especially in disadvantaged areas and areas with large pupil-to-teacher ratios, or high rates of illiteracy - with special attention given to employing local teachers and female teachers.

At least one teacher per class/grade and a pupil-teacher ratio (PTR) of under  30:1, will be ensured at the level of each school; socio-economically disadvantaged areas will aim for a PTR of under 25:1.



  • Teachers will be trained, encouraged, and supported - with continuous professional development for the purpose - to impart foundational literacy and numeracy to students who have fallen behind.

  • On the curricular side, it will be extremely vital to introduce an increased focus on foundational literacy and numeracy - and generally, on reading, writing, speaking, counting, arithmetic, and mathematical thinking - throughout the primary school curriculum.

  • Digital libraries will also be encouraged to be set up in all public and school libraries.

National Education Policy 2020 Focuses on Teacher Training

HRD Minister also shared that the new education Policy 2020 is also focussed on changing the approach to Teacher Education. In his tweet, he mentioned that “Teachers will require training in high-quality content & pedagogy. As colleges/universities move towards becoming multidisciplinary, they will also aim to house outstanding education departments that offer B.Ed., M.Ed., & Ph.D. degrees in education”.

TET for Teacher Recruitment




 Earlier, the TET was divided into two components — Part 1 and Part 2. 

 Now that the school structure has been divided into four parts — 

 5+3+3+4
  • Foundational 
  • Preparatory, 
  • Middle, and 
  • Secondary 
  1. Foundational (3 years of preschool + Grades 1-2), 
  2. Preparatory (Grades 3-5), 
  3. Middle (Grades 6-8), and 
  4. High school (Grades 9-12 in two phases, 

 i.e. 9 and 10 in the first and 11 and 12 in the second) 

TET & NTA for Teacher Recruitment



TET will also be developed accordingly. For subject teachers, suitable TET or the National Testing Agency (NTA) test scores in the corresponding subjects will also be taken into account for recruitment. The NTA will hold exams for all subjects and a common aptitude test.

Interview & Demo Class for Teacher Recruitment


Those who qualify TET will have to give a demonstration or appear in an interview, and show their knowledge of the local language, as per the new policy. As per the NEP, “Interview will become an integral part of teacher hiring”. 


These interviews would also assess comfort and proficiency in teaching in the local language. It would be a must for teachers in private schools as well to qualify TET.

CTET and TET eligibility: Four-year duration B.Ed

The National Education Policy 2020 states that by 2030 the minimum educational qualification for teachers would be a four-year duration integrated B.Ed degree. 

If this happens, only candidates with a four-year B.Ed degree and TET certificate will be eligible to apply for teacher recruitment in government schools.


The transparent teacher recruitment process

 With the aim to make the teacher recruitment process in schools more transparent and strong, the government will launch New Professional Standards for Teachers (NPST). Apart from this, the promotion of teachers will be totally based on merit. 

This will make it easier for TET and CTET qualified candidates to get recruited in government schools.   

Teaching up to Class 5 in Hindi or any other regional language


Under the New Education Policy, the Education Ministry has stressed to the point of imparting education in mother tongue or any other regional language till Class 5. If this happens, CTET and TET qualified candidates will have to proficient in Hindi or their respective regional language.

Teaching up to Class 5 in Mother Tongue/Regional Language


Teachers teaching up to Class 5 will be required to impart education in mother tongue 'Hindi' language or their respective regional language. The Policy states that teacher in mother tongue should be done preferable till Class 8th. CTET or TET qualified teachers will be asked to teach students in Hindi or their native language. For this, teachers ought to have good command over Hindi.



The hiring and vacancies in schools will be managed digitally. A technology-based comprehensive teacher-requirement planning forecasting exercise will be conducted by each state to assess expected subject-wise teacher vacancies over the next two decades.

More interactive teaching

The NEP 2020 focuses more on interactive teaching rather than textbook learning in order to promote high-quality content, critical thinking, and analysis-based learning. The school curriculum of students will also be reduced to its core.    

Technology-based teaching


As per National Education Policy 2020, the use of technology to impart education to students will be encouraged. This will be done with the aim to improve classroom processes, enable disadvantaged groups to have easy access to education, and enable the professional development of teachers.

 About 2 Crore Out of School Children in India will be brought back into the Mainstream under NEP 2020.

 Changes in BEd

 By 2030, the minimum degree qualification for teaching will be 4 years integrated B.Ed course.


Since schools will need teachers who can teach in multiple languages and have knowledge of new-age courses like computational thinking, coding etc., introduced at the school level under the NEP, BEd course will also be changed accordingly. 

 The BEd courses will be of four-year duration. Dual BEd degrees with a focus on one language and having bilingual lectures will be offered too. BEd programmes will allow specialization in the education of ‘gifted children’.
By 2030, the minimum degree qualification for teaching will be a 4 -year integrated B.Ed. the degree that teaches a range of knowledge content and pedagogy, and includes strong practicum training in the form of student-teaching at local schools.

The 2-year B.Ed. programs will also be offered, by the same multidisciplinary institutions offering the 4-year integrated B.Ed., and will be intended only for those who have already obtained Bachelor’s Degrees in other specialized subjects. 

 These B.Ed. programs may also be replaced by suitably adapted 1-year B.Ed. programs, and will be offered only to those who have completed the equivalent of 4-year multidisciplinary Bachelor’s Degrees or who have obtained a Master’s degree in a specialty and wish to become a subject teacher in that specialty. 

 All such B.Ed. degrees would be offered only by accredited multidisciplinary higher educational institutions offering 4-year integrated B.Ed. programs.

 These candidates will be later hired as subject teachers in the area of specialty (or the subject pursued at UG or PG level).

 Additionally, shorter post-B.Ed. certification courses will also be made widely available, at multidisciplinary colleges and universities.


5.24. 

All B.Ed. programmes will include training in time-tested as well as the most recent techniques in pedagogy, including pedagogy with respect to foundational literacy and numeracy, multilevel teaching and evaluation, teaching children with disabilities, teaching children with special interests or talents, use of educational technology, and learner-centred and collaborative learning. All B.Ed. programmes will also include strong practicum training in the form of in-classroom teaching at local schools. All B.Ed. programmes will emphasise the inclusion of Fundamental Duties (Article 51 A) of the Indian Constitution while teaching any subject or performing any activity.

5.25. 

Special shorter local teacher education programmes will also be available at BITEs, DIETs, or at school complexes themselves, so that eminent local persons can be hired to teach at schools or school complexes as ‘specialised instructors’, for the purpose of promoting local knowledge and skills, e.g., local art, music, agriculture, business, sports, carpentry and other vocational crafts. This programme will be suitably supported by Central and State government

5.26. 


Shorter post-B.Ed. certification courses will also be made widely available, at multidisciplinary colleges and universities, to teachers who may wish to move into more specialised areas of teaching, such as the teaching of students with disabilities, or into leadership and management positions in the schooling system, or to move to one stage to another between foundational, preparatory, middle and secondary stage

 Merit-based scholarships

 To ensure that outstanding students enter the teaching profession – especially from rural areas – a large number of merit-based scholarships shall be instituted across the country for studying quality 4-year integrated BEd programs. 

 In rural areas, special merit-based scholarships will be established that also include preferential employment in their local areas upon successful completion of their BEd programmes.

 Such scholarships will provide local job opportunities to local students, especially female students so that these students serve as local-area role models and as highly qualified teachers who speak the local language. Incentives will be provided for teachers to take up teaching jobs in rural areas.

 Mandatory training courses

 Teachers who have already been hired will be expected to participate in at least 50 hours of continuous professional development (CPD) every year.

 The merit-based structure of tenure, promotion, and salary structure will be developed. Under this model, teachers will be incentivized. The system of assessment will consist of multiple parameters. These parameters will be developed by each state and will include peer reviews, attendance, commitment, hours of CPD, and other forms of service to the school and the community.

 A common guiding set of National Professional Standards for Teachers (NPST) will be developed by 2022, by the National Council for Teacher Education. The professional standards will be reviewed every 10 years.

 Teacher transfers will be halted, as per NEP 2020. Transfers will be allowed in “very special circumstances”. Furthermore, transfers will be conducted through an online computerized system that ensures transparency.

 “In order to fully restore the integrity of the teacher education system, stringent action will be taken against substandard stand-alone Teacher Education Institutions (TEIs) running in the country, including shutting them down, if required,” as per NEP.
NEP 2020 Points for Teachers


0.14.

This National Education Policy aims at building a global best education system rooted in Indian ethos, and aligned with the principles enunciated above, thereby transforming India into a global knowledge superpower.

0.8.
The teacher and the teacher’s condition must and will be at the centre of these changes. The new education policy must help reinstate teachers, at all levels, as the most respected and essential members of our society, because they truly shape our next generation of citizens. It must do everything to empower teachers, and help them to do their job as effectively as possible. The new education policy must help recruit the very best and brightest to enter the teaching profession at all levels, by ensuring teachers their livelihood, respect, dignity, and autonomy, while also installing in the system basic methods of quality control and accountability.



4. Curriculum and Pedagogy in Schools:
Learning Should be Holistic, Integrated, Inclusive, Enjoyable, and Engaging
Restructuring school curriculum and pedagogy in a new design

5+3+3+4

4.1.

The curricular and pedagogical structure of school education will be reconfigured to make them responsive and relevant to the developmental needs and interests of learners at different stages of their development, corresponding to the age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively. 

The curricular and pedagogical structure and the curricular framework for school education will therefore be guided by a 5 + 3 + 3 + 4 design, consisting of the Foundational (3 years of preschool + Grades 1-2), Preparatory (Grades 3-5), Middle (Grades 6-8), and High school (Grades 9-12 in two phases, i.e. 9 and 10 in the first and 11 and 12 in the second) stages respectively, with an option of exiting at Class 10 and re-entering in the next phase .

Multilingualism and the power of language

4.9. 
It is well-understood that young children learn and grasp non-trivial concepts more quickly in their home language/mother tongue. 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. Thereafter, the home/local language shall continue to be taught as a language wherever possible. This will be followed by both public and private schools. High-quality textbooks, including in science, will be made available in home languages. In cases where home-language textbook material is not available, the language of the transaction between teachers and students will still remain the home language wherever possible. Teachers will be encouraged to use a bilingual approach, including bilingual teaching-learning materials, with those students whose home language may be different from the medium of instruction. All languages will be taught with high quality; a language does not need to be the medium of instruction for it to be learned well.


5. Teachers

5. 1.
Teachers truly shape the future of our children - and, therefore, the future of our nation. It is because of this noblest role that the teacher in India was the most respected member of society.

Only the very best and most learned became teachers. Society gave teachers, or gurus, what they needed in order to pass on their knowledge, skills, and ethics optimally to students.


Today, however, the status of the teacher has undoubtedly and unfortunately dropped. The quality of training, recruitment, deployment, service conditions and empowerment of teachers is not where it should be, and consequently, the quality and the motivation of teachers does not reach the standards where it could be.

The high respect for teachers and the high status of the teaching profession must be revived and restored for the very best to be inspired to enter the profession, for teachers to be well-motivated and empowered to innovate, and for education to therefore reach the heights and levels that are truly required to ensure the best possible future for our children and our nation.


Recruitment and deployment

5.2.
To ensure that truly excellent students enter the teaching profession - especially from rural areas - a large number of merit-based scholarships shall be instituted across the country for study at outstanding 4-year integrated B.Ed. programmes.

In rural areas, special merit-based scholarships will be established that also include preferential employment in their local areas upon successful completion of their B.Ed. programmes. Such scholarships will provide local job opportunities to outstanding local students (especially female students), so that these students may serve as local-area role models and as highly-qualified teachers who speak the local language. Incentives will be provided for outstanding teachers to take teaching jobs in rural areas, especially in areas that are currently facing the greatest teacher shortages and the greatest needs for outstanding teachers.

A key incentive for teaching in rural schools will be the provision of local housing near or on the school premises or increased housing allowances to help in procuring local housing in rural areas.

5.3.
The harmful practice of excessive teacher transfers will be halted, to ensure that teachers can build relationships with and become invested in their communities so that students have continuity in their role models and educational environments. Transfers will occur in very special circumstances, e.g., for promotions of outstanding teachers and administrators to leadership positions, as suitably laid down in a structured manner by State/UT governments.

5.4. 
Teacher Eligibility Tests (TETs) will be strengthened to better test material correlated to being outstanding teachers, both in terms of content and pedagogy.
The TETs will also be extended to cover teachers across all stages (Foundational, Preparatory, Middle and Secondary) of school education.

For subject teachers, suitable TET or NTA test scores in the corresponding subjects will also be taken into account for recruitment.

To gauge passion and motivation for teaching, a classroom demonstration or interview will become an integral part of teacher hiring at schools and school complexes; these interviews would also be used to assess comfort and proficiency in teaching in the local language, so that every school/school complex has at least some teachers who can converse with students in the local language

5.5.

To ensure an adequate number of teachers across subjects - particularly in subjects, such as art, physical education, vocational education, and languages - teachers could be hired to a school/school complex and sharing of teachers across schools can be considered in accordance with the grouping of schools format adopted by State/UT governments

5.6.

To promote local knowledge and expertise, schools/school complexes will be encouraged and indeed will be supported with suitable resources to hire local eminent persons or experts as ‘specialised instructors’ in various subjects, such as in traditional local arts, vocational crafts, entrepreneurship, agriculture, or any other subject where local expertise exists and would benefit students and help preserve and promote local knowledge

5.7. 
A comprehensive teacher-requirement planning exercise will be conducted across India and in each State to assess expected teacher and subject vacancies over the next two decades. All the above-described initiatives in recruitment and deployment will be scaled as needed over time, with the aim to fill all vacancies with outstanding teachers, including outstanding local teachers. The practice of hiring new `para-teachers' (teachers on short-term contracts) will eventually be phased out.


Service environment and culture 
5.8.

The primary goal of overhauling the service environments and cultures of schools will be to maximize the abilities of teachers to do their jobs effectively, and to ensure that they are part of vibrant, caring, and inclusive communities of teachers, students, parents, principals, and other supporting staff, all of who share a common goal: to ensure that our children are learning.

5.9.

A very first requirement in this direction will be to ensure decent and pleasant service conditions at schools. Adequate and safe infrastructure, including working toilets, clean drinking water, clean and attractive spaces conducive to learning, electricity, computing devices, and internet, library and sports and recreational resources will be important to provide to all schools in order to ensure that teachers and students including children of all
genders and children with disabilities, receive a safe, non-violent, inclusive and effective learning environment and are comfortable and inspired to teach and learn in their schools.

5.10.

The State/UT Government may adopt innovative formats, such as school complexes, rationalization of schools, (without in any way reducing accessibility for children) etc. for effective school governance, resource sharing and community building. The creation of school complexes, for example, could go a long way towards building vibrant teacher communities. The hiring of teachers to school complexes could automatically create relationships between schools across the school complex; it would also help ensure optimal subject-wise distribution of teachers, creating a more vibrant teacher knowledge base. Teachers at very small schools may not remain isolated any longer and may become part of and work with larger school complex communities, sharing community best practices with each other and working collectively and collaboratively to ensure that all children in the system are learning. School complexes could also share counsellors, technical and maintenance staff etc. to further support teachers and help create an effective community environment for learning


5.11.
In collaboration with parents and other key local stakeholders, teachers will also be more involved in the governance of schools/ school complexes, including as members of the School Management Committees/School Complex Management Committees.


5.12. 
To prevent the large amounts of time spent currently by teachers on non-teaching activities, teachers will not be engaged any longer in work that is not directly related to teaching in particular, teachers will not be involved in electioneering, cooking of midday meals, and other strenuous administrative tasks, so that they may fully concentrate on their teaching-learning duties.

Career management and progression

5.17.

Teachers doing outstanding work must be recognized, promoted, and given salary raises, to incentivize all teachers to do their best work. Therefore, a robust merit-based tenure (i.e., confirmed employment following probation), promotion and salary structure will be developed, with multiple levels within each teacher rank that incentivises and recognises excellent and committed teachers through tenure, promotions, and salary increases. A system of multiple parameters for proper assessment of performance will be developed for the same by the State/UT Government based on peer reviews, attendance, commitment, hours of CPD, and other forms of service to the school and the community, etc. Such merit-based assessments would be used to determine tenure decisions and the rate of promotions and salary increases for each teacher.

5.18.

There will be parity in-service conditions across all stages of school education. The the approach will be to ensure that growth in one's career (in terms of tenure, promotions, salary increases, etc.) is available to teachers within a single school stage (i.e., Foundational, Preparatory, Middle, or Secondary), and that there is no career progression-related incentive to move from being teachers in early stages to later stages or vice versa (though such career moves across stages will be allowed, provided the teacher has the desire and qualifications for such a move). This is to support the fact that all stages of school education will require the highest-quality teachers, and no stage will be considered more important than any other.

5.19.

Vertical mobility of teachers based on merit will also be paramount; outstanding teachers with demonstrated leadership and management skills would be trained over time to take on academic leadership positions in schools, school complexes, and BRCs, CRCs, BITEs, DIETs as well as relevant government departments and ministries

Professional standards for teachers:

5.20

A common guiding set of National Professional Standards for Teachers (NPST) will be developed by 2022, by the National Council for Teacher Education in consultation with NCERT and coordinated by the NCERT, SCERTs, teachers from across levels and regions, expert organisations in teacher preparation and development, and higher educational institutions.


The standards would cover expectations of the role of the teacher at different levels of expertise/ rank, and the competencies required for that rank. It will also comprise standards for performance appraisal, for each rank, that would be carried out on a periodic basis.
The NPST will also inform the design of pre-service teacher education programmes. This could be then adopted by the States and determine all teacher career management, including tenure (after the probationary/ tenure track period), professional development efforts, salary increases, promotions, and other recognitions. Promotions and salary increases will not occur based on the length of tenure or seniority, but only on the basis of such appraisal. The professional standards will be reviewed and revised nationally in 2030, and thereafter every ten years, on the basis of rigorous empirical analysis of the efficacy of the system.

Special educators

5.21.
There is an urgent need for additional special educators for certain areas of school education. Some examples of such specialist requirements include subject teaching for children with disabilities / divyang children at the Middle and Secondary school level, including teaching for specific learning disabilities. Such teachers would require not only subject-teaching knowledge and understanding of subject-related aims of education, but also the relevant skills for and understanding of such special requirements of children. Therefore, such areas could be developed as secondary specialisations for subject teachers or generalist teachers, during or after pre-service teacher preparation. They will be offered as certificate courses, in the pre-service as well as in-service mode, either full time or as part-time/blended courses - again, necessarily, at multidisciplinary colleges or universities.


Approach to teacher education 

5.22.

Recognising that the best teachers will require training in high-quality content as well as pedagogy, teacher education will gradually be moved by 2030 into multidisciplinary colleges and universities.

As colleges and universities all move towards becoming multidisciplinary, they will also aim to house outstanding education departments that offer B.Ed. M.Ed. and Ph.D. degrees in education.


About New Education Policy Consultation

The National Education Policy was framed in 1986 and modified in 1992. More than three decades have passed since previous Policy. During this period significant changes have taken place in our country, society economy, and the world at large. It is in this context that the education sector needs to gear itself towards the demands of the 21st Century and the needs of the people and the country. Quality, innovation and research will be the pillars on which India will become a knowledge super power. Clearly, a new Education Policy is needed.

 The Government had initiated the process of formulating a New Education Policy through the consultation process for an inclusive, participatory and holistic approach, which takes into consideration expert opinions, field experiences, empirical research, stakeholder feedback, as well as lessons learned from best practices.

 The Committee for preparation of the draft National Education Policy submitted its report to the Ministry on 31.05.2019. The Draft National Education Policy 2019 (DNEP 2019) was uploaded on MHRD’s website and also at MyGov Innovate portal eliciting views/suggestions/comments of stakeholders, including public. The draft NEP is based on the foundational pillars access, affordability, equity, quality and accountability.

 Post submission of Draft Report States/UTs Governments and Government of India Ministries were invited to give their views and comments on Draft National Education Policy 2019. A brief summary of the Draft National Education Policy 2019 was circulated among various stakeholders, which was also translated in 22 languages and uploaded on the Ministry’s website. Meetings with State Education Secretaries of School Education and with State Secretaries of Higher & Technical Education were held.An Education Dialogue with Hon’ble MPs of Andhra Pradesh, Telangana, Tamil Nadu, Puducherry, Kerala, Karnataka & Odisha.

 A special meeting of CABE on National Education Policy was held. In the meeting, 26 Education Ministers of various States and UTs, representatives of States and Union Territories, Members of CABE, Heads of Autonomous Organisations, Vice Chancellors of Universities, attended the meeting along with senior officials of the Central and State Governments. Around 2 lakh suggestions on the Draft National Education Policy received from various stakeholders. A meeting on Draft NEP 2019 of Parliamentary Standing Committee on Human Resource Development was held on 07.11.2019.

 Currently, the exercise of formulation of National Education Policy is ongoing and it will be finalized shortly

Source: Indian Express-News, NEP 2020 PDF
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