Blogs
National Education Policy: How it Is Changing School Performance in India

Introduction

How do we know whether a school is performing well? Is it just based on exam scores? When we have the National Education Policy, the evaluation of school performance is set to change. The government is moving away from simply evaluating marks and, instead, beginning to examine how students learn, think, and develop.

Let me clarify - we're not just talking about a change of the book cover here; this is a full-on book repositioning. Instead of a school, think about how a school operates, the methods the teacher might want to use to instruct (or facilitate the learning of) the students and how the student is judged (assessed). Let's try to think about this new policy from the lens of reforming how we conceptualise performance in our schools in India.

What is the National Education Policy?

To explain, the National Education Policy launched in 2020 aims to transform the education and learning systems in India, and to bring them up to meet the purposes of the 21st century; they want to - instead of just having memorize textbook information - prepare students for the 21st century in terms of skills, practical learning, and holistic development.

It has built a flexible structure, allows for the use of mother tongue for learning until grade 5, and offers strong support for experiential forms of learning in 'classroom' spaces.

Schools are expected to engage students in a manner exceeding absolute curricular segregation; to use the learned skills and develop real-life capabilities!

A New Paradigm of School Evaluation

Previously, schools' evaluations occurred mostly around board results, and number of toppers, and infrastructure. At present, schools are evaluated in a more balanced and student centric way.

Let us see how the policy has changed the performance metrics of schools  across India.

Focus on Learning and not Marks

Schools were previously focused on pushing students for exam scores, the new approach asks schools to focus on learning outcomes. This means all teachers should be engaged in making sure students genuinely understand the subjects they are learning and not simply memorizing them for exams.

Schools today are implementing formative assessments which are tests and activities to gauge students' progress over the academic year.

Summative assessments (end of year tests) still occur but carry less weight.

The report card consists of facts about the student such as creativity, logical reasoning, teamwork, and communication.

This new development allows schools to create a classroom and school milieu where the student feels they are better than they were this time last year, as opposed to preparing them for a test.

New 5+3+3+4 School Education Structure

The policy includes a newly designed structure in place of the 10+2 structure we have in place now. Schools now follow a 5+3+3+4 structure:

 

Foundational Stage (5 years) – Age 3 to 8 (preschool to class 2)

 

Preparatory Stage (3 years) – Age 8 to 11 (classes 3 to 5)

Middle Stage (3 years) – Age 11 to 14 (classes 6 to 8)

Secondary Stage (4 years) – Age 14 to 18 (classes 9 to 12)

This age-related structure allows children to learn in regard to their levels of development, and schools will now measure their success by how much curiosity, confidence, and knowledge the school is building at the correct age and stage of development.

More Hands-on, Activity-Based Learning

One of the most significant changes the policy brings is the focus on experiential learning in the schools. Rather than reading and writing in textbooks, students now learn through:

 

Group experiences and games

 

Lab experiences and model making

Role playing experiences and real-life case studies

Nature walks and field trips

This experiential learning makes lessons much more interesting and practical for understanding subject matter. Schools implementing experiential learning are recognized for the quality environmental education, arts education, and language education that they offer.

More Teacher Training and Development

A good school begins with good teachers. Schools will need to focus on teacher training and skills upgrades as required under the policy.

Teachers should be enrolled in regular workshops and digital learning programs.

Training that focuses on current teaching practices, inclusive education and employing technology in the classroom.

Schools that practice ongoing professional learning for teachers are reporting higher ratings on performance evaluations.

This allows for both students and teachers to learn and grow in a school setting.

Local Language and Multilingual Learning

The National Education Policy encourages schools to provide instruction to children in their mother tongue, or regional language, up to at least grade 5. This has helped students grasp the understanding of concepts sooner and has brought them closer to the localized contexts of learning

Schools that employ this big mandate have been lauded for building inclusive and effective spaces for learning, specifically for students from rural and diverse backgrounds.

Greater Emphasis on Students' Well-being and Values

The concept of a good school is more than just academics. The NEP promotes emotional well-being, values, and character development.

Life skills and ethical values are being integrated into the curriculum.

Meditation, yoga and health education are becoming the standard components of the school day.

Schools are not also being rated on the extent to which they support mental and emotional development.

In summary, this holistic picture allows schools to support children as not only learners but as confident and well-rounded human beings.

How do we Measure Excitement now in the Era of the NEP

So how do we measure success in schools?

Greater student engagement and curiosity

Activity based and experiential learning

Authentic/meaningful assessment

Trained and motivated educators

Inclusive teaching in local language

Emphasis on mental and emotional well-being

Instead of being only about results, it is now about real learning, skills development and enjoyment at school.

Conclusion

Fundamentally, the National Education Policy  is changing our perceptions of education. It is advocating that schools should look beyond textbooks and examination halls and start focusing on what matters i.e. the holistic upliftment of the student.

With much emphasis now on experiential learning, the teacher training and age-appropriate teaching on a 5+3+3+4 structure, schools now have clarity of direction in being able to perform with meaning and with impact.

In this coming age, schools must evolve in a way that the performance is more than statistics. Schools' responsibility should be to equip the student so they can successfully function in life

FAQS

1. What is the National Education Policy?

The National Education Policy (NEP) 2020 of India is a landmark education reform initiative by the Government of India to revamp and restructure the education system. The NEP focuses on concept-based learning, skill development, teacher development initiative and a new school education structure (the 5+3+3+4 model) promoting a move away from rote learning towards understanding and the acquisition of practical skills.

2. How does this ingrain itself into school performance measures?

Previously schools were typically measured based on board exam outcomes. Now, schools will be measured based on learning outcomes achieved in general, the extent of experiential learning approaches, effectiveness and rate of teacher development, and development of student well- Being initiatives. This will provide a more rounded performance, particularly with regard to student outcomes.

3. What are the 5+3+3+4 structure of schooling?

5+3+3+4 is a new model the NEP provide to the previous 10+2 system. The four stages of schooling /school education now comprises;

5 years of foundational stage (nursery to class 2)

3 years of preparatory stage (classes 3 to 5)

3 years of middle stage (classes 6 to 8)

4 years of secondary stage (class 9 to12)

The structure is more closely aligned to the age and ability to learn of a child.

4. How crucial is teacher training under NEP?

Training teachers under NEP is intended to enhance school quality. Teachers are now obligated to continuously improve their abilities through various workshops or courses containing subject content focusing on pedagogy, inclusive learning, and how to integrate technology into classrooms. The quality of a school is based, in part, on how it supports its teachers.

5. What is the importance of experiential learning under the new policy?

Experiential learning in schools is now being prioritized. Rather than relying on memorizing textbook material, students learn through experiences, group work, experiments, field visits, and creative projects, which all build skills at their own level. This method challenges students to engage with content in a deeper and richer way, better retaining it for the future.