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WorksheetsIntroduction and Core Principles of NEP 2020
Total questions: 150
Worksheet time: 1hrs 15mins
According to the National Education Policy 2020, which global framework’s Goal 4 does India align with to ensure inclusive and equitable quality education and promote lifelong learning opportunities by 2030?
Paris Agreement on Climate Change, Goal 7
2030 Agenda for Sustainable Development, SDG4
UN Convention on the Rights of the Child, Article 28
Addis Ababa Action Agenda, Target 3
Which development in the knowledge landscape is highlighted in NEP 2020 as increasing the need for a skilled workforce with multidisciplinary abilities across sciences, social sciences, and humanities?
Decline of big data and machine learning
Rise of artificial intelligence and automation
Reduction in global scientific collaboration
Stagnation in data science and computer science
NEP 2020 emphasizes a shift in pedagogy. Which set best captures this shift?
From experiential and inquiry-driven to lecture-based and exam-focused
From content memorization to learning how to think critically, solve problems, and learn how to learn
From multidisciplinary learning to single-subject specialization at early grades
From learner-centred approaches to teacher-centred delivery
Which statement best reflects NEP 2020’s vision for India’s education system by 2040?
A system that is third-best globally with selective access for high performers
A system that is second to none, providing equitable access to the highest-quality education for all learners regardless of background
A regional leader focused on vocational training only
A system prioritizing international rankings over student wellbeing
Which of the following are identified in NEP 2020 as 21st-century curricular elements beyond science and mathematics? Select all that apply.
Arts, crafts, and humanities
Games, sports, and fitness
Languages, literature, culture, and values
Exclusive focus on standardized test preparation
Which priority is explicitly named as foundational in NEP 2020 for early grades?
Advanced calculus proficiency by Grade 3
Foundational Literacy and Numeracy for all students by Grade 3
Early specialization in computer programming by Grade 3
Foreign language fluency by Grade 3
NEP 2020 describes the characteristics of a good education institution. Which option best matches these characteristics?
Strict discipline, limited learning experiences, and minimal infrastructure
Welcome and care for every student, safe and stimulating environments, wide range of learning experiences, and good physical infrastructure
Selective access to facilities for top performers only
Focus on rote learning with seamless coordination discouraged
Which principle of NEP 2020 aims to eliminate harmful hierarchies among areas of learning?
Emphasis on learning-for-exams
No hard separations between arts and sciences, curricular and extra-curricular, and vocational and academic streams
Preference for single-track academic progression
Reduction of interdisciplinary projects
Select the principles that emphasize learner agency and diverse pathways under NEP 2020.
Flexibility so learners can choose trajectories and programmes
Multidisciplinarity and holistic education across domains
Focus solely on fixed grade-level content without choice
Regular formative assessment for learning
Which statement best represents NEP 2020’s stance on values and ethics in education?
Values are optional add-ons for extracurricular time only
Ethics and human & Constitutional values such as empathy, respect, scientific temper, liberty, responsibility, and justice should be embedded
Values are taught only in higher education
Only civic values without scientific temper are prioritized
Which of the following are highlighted as life skills in NEP 2020? Select all that apply.
Communication and cooperation
Teamwork and resilience
Memorization and speed reading
Isolation and competition-only focus
NEP 2020 promotes multilingualism and the power of language in teaching and learning. Which option aligns with this principle?
Discouraging the use of multiple languages in classrooms
Encouraging multilingual approaches to support understanding and inclusion
Restricting language learning to one official language
Eliminating language subjects from the curriculum
Which regulatory approach does NEP 2020 advocate to ensure integrity, transparency, and resource efficiency while encouraging innovation?
Heavy, centralized control with no autonomy
A ‘light but tight’ regulatory framework with audit and public disclosure, fostering autonomy and good governance
No regulation and complete deregulation of education
Ad hoc oversight focused on exam results
Which historical perspective on Indian knowledge does NEP 2020 emphasize?
Ancient Indian pursuit of knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) as central aims, with institutions like Takshashila and Nalanda contributing across diverse fields
Limited contributions confined to a single discipline in medieval India
Knowledge pursued mainly for vocational preparation only
Absence of global scholarly exchange in ancient Indian institutions
According to NEP 2020, who is at the centre of fundamental reforms in the education system and must be supported with livelihood, respect, dignity, and autonomy?
Students
Parents
Teachers and faculty
Private tutors
Which policy development since NPE 1986/92 is noted as laying down legal underpinnings for achieving universal elementary education?
Right of Children to Free and Compulsory Education Act 2009
National Skill Development Mission 2015
Digital India Programme 2014
Sarva Shiksha Abhiyan 2001
Identify the features of a curriculum that NEP 2020 proposes to address evolving global imperatives. Select all that apply.
Inquiry-driven, discovery-oriented, learner-centred
Discussion-based, flexible, and enjoyable
Focus on character building and ethics alongside academics
Exclusive specialization from early grades with reduced arts and sports
What cornerstone does NEP 2020 identify for all educational decisions to ensure that all students can thrive?
Full equity and inclusion
Standardized testing benchmarks
International accreditation
Tuition-free higher education only
Which principle seeks integration across all stages of education from early childhood care and education to higher education?
Fragmented curriculum with separate silos
Synergy in curriculum across levels of education
Exclusive focus on vocational training
Separation of school from higher education
According to the policy, over 85% of a child's cumulative brain development occurs prior to age 6. Which implication is emphasized for Early Childhood Care and Education (ECCE)?
Early learning should focus exclusively on academic drills to maximize cognitive gains.
Appropriate care and stimulation in the early years are critical to healthy brain development and growth.
Schooling should begin only after age 6 to avoid overstimulation in preschool years.
Formal standardized testing must be introduced for children under 6 to track brain growth.
Which set best captures the overall aims of ECCE outcomes described in the policy?
Physical and motor development
Cognitive development
Socio-emotional-ethical development
Cultural/artistic development
Advanced subject specialization in physics and chemistry
The National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) will be developed in two parts. Which age ranges do these sub-frameworks address?
0–3 years and 3–8 years
3–6 years and 6–8 years
0–5 years and 5–8 years
3–5 years and 5–7 years
Which elements are highlighted as integral to ECCE's flexible, multi-level, play-based approach? Select all that apply.
Inquiry-based learning with alphabets, languages, numbers, and shapes
Outdoor play, puzzles, and logical thinking
Visual art, craft, drama, puppetry, music, and movement
Exclusive focus on written tests and grades in pre-primary years
Which institutional arrangements are part of the envisioned ECCE delivery system during phased expansion?
Standalone Anganwadis
Anganwadis co-located with primary schools
Pre-primary schools/sections co-located with existing primary schools
Residential hostels for children under age 6 as the default ECCE model
Which statement best describes the plan for universal access to ECCE via Anganwadi Centres?
Anganwadis will remain informal community spaces without infrastructural upgrades.
Anganwadis will be strengthened with well-ventilated, well-designed, child-friendly buildings and enriched learning environments, along with trained workers/teachers.
Anganwadis will be replaced entirely by private preschools by 2030.
Anganwadis will focus only on nutrition and cease educational activities.
Before Class 1, children are envisaged to move to a “Preparatory Class” or “Balavatika.” Which features characterize learning in this class?
Textbook-centric lectures with minimal play
Play-based learning focused on cognitive, affective, psychomotor abilities, and early literacy and numeracy
Intensive competitive examinations for school readiness
Remote-only instruction with no interaction
Which supports are to be extended to Preparatory Classes associated with Anganwadis and primary schools?
Mid-day meal programme
Health check-ups and growth monitoring available in the Anganwadi system
Elimination of all meals to focus on academics
Removal of health services to reduce costs
What is the planned pathway for upgrading ECCE competencies of current Anganwadi workers/teachers according to NCERT guidelines?
No formal training is required for existing workers.
A systematic training effort aligned to NCERT's curricular/pedagogical framework, offering a 6-month certificate for those with 10+2 and above, and a one-year diploma covering literacy, numeracy, and ECCE aspects for those with lower qualifications, available via digital/distance modes.
Only on-the-job apprenticeships without structured coursework.
A single nationwide exam replaces training and professional development.
Which mechanisms are proposed to support the continuous professional development (CPD) of Anganwadi workers/teachers? Select all that apply.
Monthly contact classes for continuous assessment led by Cluster Resource Centres
Stage-specific professional training and mentoring mechanisms
Career mapping and creation of necessary facilities for initial professional preparation
Mandatory relocation to urban centers for training only
Which ministries share responsibility for ECCE curriculum and pedagogy to ensure continuity from pre-primary through primary school?
Only the Ministry of HRD
Jointly by the Ministries of HRD, Women and Child Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs
Only the Ministry of Tribal Affairs
Only the Ministry of Health and Family Welfare
Which statement best captures why Foundational Literacy and Numeracy (FLN) is treated as an urgent national mission?
FLN is optional and mostly relevant for advanced high school subjects.
A large proportion of elementary students—estimated to be over 5 crore—have not attained the ability to read and understand basic text or carry out basic addition and subtraction with Indian numerals, making FLN indispensable for future learning.
FLN is primarily for adult education and not relevant to primary schooling.
FLN concerns only digital literacy, not reading or arithmetic.
What target and timeline are set for achieving universal FLN according to the policy?
Achieve by Grade 5, with no national timeline
Achieve universal foundational literacy and numeracy in primary school by 2025, with every student attaining FLN by Grade 3
Achieve by 2035, focusing only on urban schools
Achieve only numeracy by 2022, excluding literacy
Which immediate systemic actions are prioritized to enable progress toward universal FLN?
Filling teacher vacancies in a time-bound manner, prioritizing disadvantaged areas and schools with large pupil–teacher ratios or high illiteracy rates
Establishing the National Mission on Foundational Literacy and Numeracy under MHRD, with State/UT implementation plans and close progress tracking
Delaying recruitment to reduce expenditure until the mission concludes
Replacing primary school curricula with only standardized testing
According to the policy, which set of skills will receive increased emphasis across the preparatory and middle school curriculum, supported by continuous formative/adaptive assessment to individualize learning?
Foundational literacy and numeracy, including reading, writing, speaking, counting, arithmetic, and mathematical thinking
Advanced laboratory sciences and specialized vocational training from Grade 1
Exclusive focus on arts integration without assessment
Foreign language immersion replacing local language instruction
Which description best captures the interim three-month ‘school preparation module’ proposed for all Grade 1 students to ensure school readiness?
A textbook-only drill on arithmetic algorithms
Play-based activities and workbooks on alphabets, sounds, words, colours, shapes, and numbers, with collaborations among peers and parents
A competitive examination to stream students into ability groups
A remote-only digital module without parent involvement
Which initiatives are highlighted to support universal foundational literacy and numeracy through resource availability and teacher support?
Establishing a national repository of high-quality resources on DIKSHA
Piloting technological interventions to bridge language barriers between teachers and students
Eliminating libraries to focus solely on classroom instruction
Redesigning teacher education and early grade curriculum with renewed emphasis on foundational skills
What rationale underpins large-scale peer tutoring for foundational literacy, as described in the policy?
It benefits only the tutor by fulfilling service hour requirements
Studies show one-on-one peer tutoring is effective for both learner and tutor, can be supervised by trained teachers, and can scale through voluntary community participation
It replaces teachers in classrooms entirely
It is limited to urban elite schools
Which measures are proposed to build a culture of reading and broaden access to books for students at all levels?
Develop enjoyable and inspirational books, including high-quality translation into all local and Indian languages
Expand public and school libraries, set up school libraries in villages, and create digital libraries
Formulate a National Book Promotion Policy with initiatives to ensure availability, accessibility, quality, and readership
Restrict book clubs to private schools only
Which health and nutrition strategies are recommended to improve students’ learning and well-being?
Provide healthy meals and introduce trained social workers, counsellors, and community involvement into schooling
Leverage nutritious breakfasts to study cognitively demanding subjects in the morning hours
Offer simple but nutritious meals where hot meals are not possible (e.g., groundnuts/chana with jaggery and/or local fruits)
Abolish regular health check-ups to reduce costs
Which data points indicate the retention challenge after elementary grades and motivate the goal of universal access through Grade 12?
GER for Grades 6–8 was 90.9%, while Grades 9–10 and 11–12 were only 79.3% and 56.5%, respectively; out-of-school children aged 6–17 numbered 3.22 crore in 2017–18
GER steadily increased from 90% to 100% across Grades 6–12; out-of-school children dropped to near zero
Grades 11–12 had the highest GER at 95%; the number of out-of-school children was under 1 lakh
No GER data were available, so universal access goals were deferred
What are the two overarching initiatives to bring dropouts back and prevent future dropout, ensuring quality education from pre-primary through Grade 12?
Provide effective and sufficient infrastructure, including safe practical conveyances and/or hostels, especially for girls, and re-establish credibility of Government schools
Achieve universal participation by tracking students and learning levels, ensuring enrollment and attendance, and offering catch-up opportunities to re-enter school
Focus solely on final examinations without support systems
Limit efforts to urban districts only
Which facilitation systems and partnerships are proposed to ensure all school-age children attend and learn, particularly those who have fallen behind or dropped out?
Deploy counsellors or well-trained social workers connected to schools/school complexes
Have teachers work with students and parents, traveling through and engaging with communities
Connect civil society organizations and departments of Social Justice and Empowerment, and government functionaries for Persons with Disabilities, to schools
Rely exclusively on punitive measures for absenteeism
According to the restructured 5+3+3+4 design, which stages and grade/age ranges are correctly paired?
Foundational Stage: 3 years of Anganwadi/pre-school + 2 years of primary (ages 3–8)
Preparatory Stage: Grades 6–8 (ages 11–14)
Middle Stage: Grades 3–5 (ages 8–11)
Secondary Stage: Grades 9–12 in two phases (ages 14–18)
Which description best characterizes the overall aim of curriculum and pedagogy reform under the holistic development of learners?
Prioritizing rote memorization to perfect factual recall
Shifting towards real understanding and learning how to learn, building character and well-rounded individuals with 21st century skills
Focusing exclusively on cognitive development and standardized testing performance
Emphasizing physical infrastructure upgrades over pedagogical change
In the Foundational Stage, what is the predominant pedagogical approach described?
Teacher-led lectures using heavy textbooks
Play/activity-based and multilevel learning informed by ECCE, with interactive classroom experiences
Strict subject specialization and advanced abstract discussion
Competency-based assessments without classroom activities
Which statement about the Preparatory Stage is accurate?
It abandons play and discovery to focus on rote learning
It builds on the Foundational Stage with play, discovery, and activity-based pedagogy while introducing more formal but interactive classroom learning
It introduces specialization into separate subject tracks from Grade 3
It eliminates reading, writing, and speaking to prioritize physical education only
Which features are emphasized in the Middle Stage according to the policy?
Introduction of more abstract concepts across subjects
Experiential learning and exploration of relations among different subjects
Removal of arts and social sciences from the curriculum
Continuation of the Preparatory Stage’s pedagogical style while increasing subject depth
What distinguishes the Secondary Stage in this framework?
Single-subject focus with limited flexibility
Four years of multidisciplinary study with greater critical thinking, life aspirations, and student choice, including the option to exit after Grade 10 and re-enter later
Exclusive emphasis on vocational education from Grade 9 onward with no re-entry option
Return to play-based pedagogy as the primary method
Which statement best reflects the policy’s guidance on curriculum content reduction?
Reduce content to eliminate problem-solving tasks
Reduce each subject to core essentials to make space for holistic, inquiry-based, discovery-based, discussion-based, and analysis-based learning
Increase mandated content to cover every topic exhaustively
Maintain current content levels but add more tests
What forms of experiential learning are explicitly mentioned as standard pedagogy across stages?
Hands-on learning
Arts-integrated education
Story-telling-based pedagogy
Exclusive textbook recitation
How will assessments shift under the experiential learning approach?
Towards measuring memorization through frequent factual quizzes
Towards competency-based learning aligned with outcomes, capabilities, and dispositions, including assessments of “as,” “of,” and “for” learning
Towards ranking students solely by standardized test scores
Towards eliminating assessments entirely
Which outcomes are associated with art-integration in pedagogy?
Creating joyful classrooms and imbibing Indian ethos through integration of Indian art and culture
Strengthening linkages between education and culture at every level
Removing cultural elements to focus on pure academics
Using art only as extracurricular entertainment without curricular relevance
Sports-integration aims to develop which skills through pedagogical practices and classroom transactions?
Collaboration, self-initiative, self-direction, self-discipline, teamwork, responsibility, citizenship
Fitness as a lifelong attitude and related life skills in line with the Fit India Movement
Exclusive competitive ranking without teamwork
Academic rote memorization through physical drills
Which statement correctly describes the nature of the 5+3+3+4 stages with respect to infrastructure?
They mandate parallel physical infrastructure changes at each stage
They are purely curricular and pedagogical, optimizing learning based on cognitive development; physical infrastructure changes are not required
They require building specialized labs for every grade
They defer curricular changes until infrastructure is modernized
According to the policy, what will be a new distinguishing feature of secondary education regarding student subject selection?
Rigid streams separating academic and vocational subjects
Fixed yearly timetables with limited electives
Holistic development with wide choice of subjects and courses year to year
Mandatory specialization in a single discipline from Grade 9
Which of the following best reflects the policy’s stance on separating ‘curricular’, ‘extracurricular’, and ‘co-curricular’ activities?
Maintain hard separation for clearer assessment
Merge extracurricular into sports only
Avoid hard separation and integrate subjects and activities
Eliminate co-curricular activities from timetables
States may move towards semesters or alternate-day course systems primarily to achieve which goal?
Reduce instructional hours across grades
Increase exposure to more subjects and enable greater flexibility
Standardize national tests in all subjects
Limit offerings to science and mathematics
Which statement aligns with the policy on the medium of instruction in the early grades?
The medium should be English from Grade 1 for uniformity
Wherever possible, the medium should be the home language/mother tongue/local language until at least Grade 5, preferably till Grade 8
Schools must use regional language only up to Grade 3
Bilingual instruction is discouraged in multi-lingual families
For students whose home language textbook material is unavailable, what does the policy recommend regarding classroom transactions?
Switch to English immediately for all subjects
Use the language of wider communication only
Keep transactions in the home language/mother tongue wherever possible
Delay instruction until materials are produced
Which of the following is a cited benefit of exposing children to multiple languages starting from the Foundational Stage?
Slower cognitive development but better memorization
Early interactive learning and strong reading/writing skills in mother tongue, with cognitive benefits of multilingualism
Reduced interest in local culture
Improved performance only in mathematics
By the end of secondary school, what proficiency goal is set for students who study three languages?
Native fluency in one foreign language
Basic proficiency in three languages, including one Indian language at the literature level
Mastery of five languages including two classical languages
Professional translation capability in two languages
What effort will be made to support bilingual learning in science and mathematics?
Single-language textbooks only
High-quality bilingual textbooks and teaching-learning materials to enable thinking and speaking about subjects in both home language/mother tongue and English
Oral instruction without written materials
Delayed introduction of science until Grade 6
Why does the policy argue that learning one’s language, culture, and traditions is beneficial?
It detracts from technological progress
It is neutral to educational outcomes
It provides a huge benefit to educational, social, and technological advancement, forming national identity and wealth
It is useful only for literature students
The Grades 6–8 ‘The Languages of India’ activity under the ‘Ek Bharat Shrestha Bharat’ initiative aims to achieve which of the following?
Teach scientific alphabets and scripts, common grammatical structures, and origins of vocabularies
Explore inter-influences and differences among Indian languages
Promote assessment-heavy competitions to rank students
Learn commonly spoken phrases and sentences in major Indian languages
Give students a sense of unity and cultural heritage diversity
Which statement about Sanskrit in the curriculum is supported by the policy?
Sanskrit is limited to religious study and not suitable for contemporary relevance
Sanskrit possesses a classical literature greater in volume than Latin and Greek put together and will be offered at all levels with engaging methods including phonetics and pronunciation
Sanskrit may be studied only in higher education
Sanskrit textbooks must be translated into English for foundational learning
Which languages are identified as classical languages of India whose rich literature must be preserved and offered as options to students?
Tamil
Telugu
Kannada
Malayalam
Odia
At the secondary level, in addition to Indian languages and English, which policy direction is given regarding foreign languages?
Foreign languages are discouraged to protect national identity
Offer foreign languages such as Korean, Japanese, Thai, French, German, Spanish, Portuguese, and Russian to enrich global knowledge and mobility
Require all students to learn at least three foreign languages
Limit foreign languages to extracurricular clubs only
Which methods are emphasized to enhance language teaching across levels?
Gamification and apps
Weaving cultural aspects like films, theatre, storytelling, poetry, and music
Connecting language learning with relevant subjects and real-life experiences
Avoiding experiential learning to focus on drills
What is the policy regarding Indian Sign Language (ISL)?
ISL will be optional for private schools only
ISL will be standardized nationally, with curriculum materials developed for students with hearing impairment, and local sign languages will be respected and taught where possible
ISL will replace spoken languages in Grades 1–5
ISL will be taught only in specialized institutes
Which of the following skills and capacities are identified as essential for all students, alongside proficiency in languages?
Scientific temper and evidence-based thinking
Creativity and innovativeness; sense of aesthetics and art; oral and written communication
Health and nutrition; physical education, fitness, wellness, and sports
Digital literacy, coding, and computational thinking; ethical and moral reasoning; citizenship values and environmental awareness
Focus exclusively on standardized test preparation
Which contemporary subjects are mentioned for concerted curricular and pedagogical initiatives at relevant stages?
Artificial Intelligence and Design Thinking
Holistic Health and Organic Living
Environmental Education and Global Citizenship Education (GCED)
Advanced Latin Prosody
How will mathematics and computational thinking be emphasized across school years?
Taught only as abstract theory in higher grades
Given increased emphasis starting at the foundational stage through innovative methods, including puzzles, games, and introducing coding in Middle Stage
Deferred until secondary school to prioritize languages
Assessed solely through standardized testing without activities
According to the policy, what is the primary purpose of the shift in assessment culture described under "Transforming Assessment for Student Development"?
To increase summative exams focused on rote memorization
To promote regular, formative, competency-based assessment that supports learning and development
To standardize grading across all schools without changing pedagogy
To reduce teacher involvement by automating evaluations
During Grades 6–8, students will take a fun course offering hands-on exposure to vocational crafts. Which of the following best captures the nature of this experience as specified?
A theoretical survey of national crafts using textbooks
A hands-on survey of important vocational crafts such as carpentry, electric work, metal work, gardening, and pottery
A single craft specialization determined by the student
An online-only module with no local community involvement
Which statement aligns with the policy’s approach to "Knowledge of India" in the school curriculum?
It is limited to history classes focusing exclusively on modern India
It emphasizes an accurate and scientific incorporation of Indian Knowledge Systems across subjects wherever relevant
It excludes indigenous and traditional ways of learning to avoid bias
It replaces global content with local content entirely
Select all components explicitly named as human and Constitutional values to be developed in students.
Seva and ahimsa
Swachchhata and satya
Nishkam karma and shanti
Sacrifice and tolerance
Which of the following is encouraged through "bagless days" and internships as described for Grades 6–8?
Exclusive focus on classroom lectures
Exposure to activities outside school, including visits to places of historical, cultural, and tourist importance
Elimination of vocational crafts from the curriculum
Limiting student movement to reduce logistical burden
Which feature characterizes the proposed National Curriculum Framework for School Education (NCFSE) development process?
It will be drafted solely by a private publishing consortium
It will be undertaken by NCERT, based on National Education Policy principles, with inputs from States, Ministries, and expert bodies, and updated every 5–10 years
It will be fixed permanently after initial release
It will be written only in English for national circulation
In the section on "National Textbooks with Local Content and Flavour," what parallel change is required to align with a curriculum focused on constructive learning?
Increasing textbook length to include more facts
Maintaining rote learning in textbooks for uniformity
Revising school textbooks to include core material plus nuances and local contexts, with choices among sets of textbooks
Eliminating examples and applications from textbooks to avoid confusion
Which of the following best describes the aim of providing quality textbooks at the lowest possible cost?
To encourage schools to abandon textbooks entirely
To mitigate the burden of textbook prices on students and the system by enabling production/printing efficiencies and partnerships, while ensuring availability in regional languages
To centralize textbook writing to a single author for consistency
To restrict downloadability to reduce environmental impact
Which outcomes are identified as central to the transformed assessment approach? Select all that apply.
Testing higher-order skills such as analysis, critical thinking, and conceptual clarity
Helping the teacher and student continuously refine teaching–learning processes
Primarily ranking students for competitive examinations
Optimizing learning and development for all students across levels of education
What is the proposed nature of the school-based progress card communicated to parents?
A short numerical score emphasizing memorization
A holistic, 360-degree, multidimensional report reflecting progress and uniqueness, redesigned under guidance from the National Assessment Centre, NCERT, and SCERTs
An attendance-only summary
A peer-comparison chart without qualitative feedback
According to the reforms, what is a key change in Board exams intended to reduce the ‘high stakes’ culture?
Allow students to take Board exams only once in a lifetime
Permit students to take Board exams up to two occasions in any given school year
Eliminate all objective questions from Board exams
Require mandatory coaching classes for eligibility
Which statement best describes the proposed redesign of Board exams for Grades 10 and 12?
They will primarily test memorization through long-answer questions
They will be easier, focusing on core capacities/competencies rather than months of coaching
They will be eliminated and replaced entirely with school projects
They will require students to take all subjects at an advanced level
What is one possible model suggested to reduce pressure in Board exams?
A single annual high-stakes exam covering all subjects
A system of annual/semester/modular Board exams with less material per test and immediate corresponding courses in school
Oral examinations only, conducted by external agencies
Open-book take-home Board exams for all subjects
What is the intended purpose of school examinations in Grades 3, 5, and 8, as described in the reforms?
To rank students nationally for scholarships
To be used only for developmental purposes of the school education system by assessing basic outcomes, higher-order skills, and real-life application
To determine automatic promotion to higher grades
To select students for specialized coaching centres
Which of the following is a function of the proposed National Assessment Centre, PARAKH?
Setting norms, standards, and guidelines for student assessment and evaluation for recognized school boards
Undertaking the National Achievement Survey to monitor learning outcomes
Administering university entrance examinations for all universities
Advising school boards on new assessment patterns and research, and promoting collaborations
What principle guides the proposed university entrance exams conducted by the National Testing Agency (NTA)?
Testing memorization and speed to enable ranking
Offering a high-quality common aptitude test and specialized common subject exams that assess conceptual understanding and the ability to apply knowledge
Requiring students to take identical subject combinations
Limiting testing frequency to once every three years
Which feature of NTA testing services aims to reduce the need for coaching?
Fixed subject portfolios determined by universities
At least twice-yearly testing and choice of subjects based on individual interests and talents
Mandatory preparatory courses before testing
Exclusive use of descriptive questions
In supporting gifted students, what role will teachers and national bodies (NCERT/NCTE) play?
Develop guidelines for the education of gifted children and allow specialization in B.Ed. programmes
Discourage students from pursuing interests beyond the general curriculum
Recognize and foster singular talents and interests through classroom methods and enrichment
Limit opportunities to urban schools only
Which classroom and school-level initiatives are encouraged to nurture students with singular interests and/or talents?
Topic-centered and Project-based Clubs and Circles such as Math Circles, Science Circles, Poetry Circles, Language Circles, Drama Circles, Sports Circles, Eco-Clubs, and Health & Well-being Clubs/Yoga Clubs
Disallowing debate and performance activities to focus on core academics
High-quality national residential summer programmes for secondary school students in various subjects
Selection of best students and teachers through a merit-based but equitable admission process including from socio-economically disadvantaged groups
How will Olympiads and competitions be organized to ensure broad participation?
Conducted only at the national level to maintain standards
Coordinated across levels from school to local to state to national, with efforts to include rural areas and regional languages, and encouragement for universities to use merit-based admissions linked to these competitions
Restricted to science subjects and urban schools
Managed exclusively by private organizations without public institutions’ involvement
According to the policy, what is the primary reason society historically respected teachers (gurus) in India?
They were the most numerous public servants
They passed on knowledge, skills, and ethics optimally to students
They managed school finances effectively
They specialized only in spiritual education
Which initiative aims to attract outstanding students from rural areas into teaching by offering merit-based support tied to local employment after B.Ed. completion?
Urban fellowship requiring relocation
Special rural scholarships with preferential local employment
National teacher exchange without financial aid
Short-term stipends for summer teaching only
What key measure is proposed to curb the harmful practice of excessive teacher transfers?
Allow transfers only at the teacher’s request
Halt transfers except in very special circumstances via a structured, transparent online system
Increase transfer frequency to balance staffing
Delegate transfers solely to school principals
Teacher Eligibility Tests (TETs) will be strengthened to include which scope and purpose?
Better test material on content and pedagogy
Extension to teachers across foundational, preparatory, middle, and secondary stages
Exclusion of subject teachers from TET consideration
Use of interviews and classroom demonstrations to gauge motivation and local language proficiency
For subject teacher recruitment, which additional evidence beyond TET is explicitly considered?
Sports achievements
Suitable TET or NTA test scores in corresponding subjects
Attendance records from previous schools
Community service hours
What incentive is highlighted to encourage teaching in rural schools?
Guaranteed overseas training every year
Provision of local housing near the school premises or increased housing allowances
Mandatory car allowance
Immediate tenure upon appointment
To address specialist subjects and language needs, what deployment flexibility does the policy suggest?
Recruiting teachers only within single schools
Recruiting to a school or school complex with sharing across schools
Hiring exclusively part-time volunteers
Centralizing all teachers at district headquarters
School complexes will be encouraged to hire local eminent persons or experts as ‘master instructors.’ What is the intended benefit?
Reduce student assessment requirements
Benefit students while preserving and promoting local knowledge and professions
Replace formal teachers entirely
Limit exposure to national curricula
What is the stated primary goal in overhauling the service environment and culture of schools?
Maximize the ability of teachers to do their jobs effectively within vibrant, caring, and inclusive communities
Increase administrative reporting by teachers
Standardize classroom layouts nationwide
Eliminate parental involvement
Which infrastructure elements are included to ensure decent and pleasant service conditions for teachers and students?
Working toilets and clean drinking water
Clean and attractive spaces with electricity and computing devices
Libraries and sports/recreational resources
Exclusive staff lounges without student access
How are school complexes expected to support teacher communities and learning environments?
By reducing accessibility to schools
By creating relationships among schools for subject-wise distribution of teachers
By sharing best practices and working collaboratively
By isolating very small schools from larger complexes
What administrative burden will be reduced to allow teachers to focus on teaching-learning duties?
Student mentoring time
Non-teaching activities, strenuous administrative tasks, and rationalized minimum time for mid-day meal related work
Curriculum planning time
Professional development hours
Which aspects are emphasized in Continuous Professional Development (CPD) for teachers?
At least 50 hours per year driven by teachers’ interests
Use of platforms, especially online, to share ideas and best practices
Systematic coverage of pedagogy including formative and adaptive assessment, competency-based learning, and arts-integrated approaches
Elimination of leadership modules for principals
What components form the merit-based Career Management and Progression (CMP) system for recognizing outstanding teachers?
Peer reviews and attendance
Commitment and hours of CPD
Forms of service to the school/community and NPST-based assessment
Automatic promotion by years of service alone
What does ‘tenure’ refer to in this policy’s context, and how is ‘tenure track’ defined?
Permanent employment without evaluation; tenure track is casual appointment
Confirmation for permanent employment after assessment of performance and contribution; tenure track refers to probation preceding tenure
A temporary contract; tenure track is unpaid internship
Lifetime appointment decided by seniority; tenure track is optional training
How is career growth structured across school stages?
Restricted to moving from early to later stages only
Available within a single school stage without progression-related incentives to change stages, though cross-stage moves are allowed if qualified
Mandatory rotation across all stages every three years
Only possible by moving to non-teaching roles
What pathway is outlined for vertical mobility into leadership roles?
Random selection by district officials
Merit-based elevation with training over time for leadership positions in schools, complexes, and relevant departments
Seniority-only promotion without training
Election by student vote
Which body is responsible for developing the National Professional Standards for Teachers (NPST) by 2022 under the GEC framework?
University Grants Commission (UGC)
National Council for Teacher Education (NCTE) as the Professional Standard Setting Body (PSSB)
Central Board of Secondary Education (CBSE)
State Public Service Commissions
What will NPST comprise according to the policy’s description?
Only disciplinary codes and punishments
Expectations of the teacher’s role at different levels of expertise/stage and competencies required for that stage, developed with broad consultation
A fixed national curriculum for all subjects
Salary scales for teachers across India
According to the policy excerpt, what is the envisioned minimum degree qualification for teaching by 2030, and what key component must it include?
A 2-year B.Ed. with optional practicum
A 4-year integrated B.Ed. including strong practicum training
A 1-year B.Ed. focused solely on pedagogy
A 3-year Bachelor’s in a subject with no student-teaching
Which statement best captures the role of special educators as described in the text?
They primarily teach general pedagogy at the foundational level.
They focus only on subject content without adapting to learner needs.
They require subject-teaching knowledge plus skills for understanding and addressing specific requirements of children with disabilities or specific learning needs.
They are limited to post-service certification programmes at universities.
Select all features of the 4-year integrated B.Ed. programmes highlighted in the passage.
Integration of knowledge content and pedagogy
Inclusion of strong practicum training through student-teaching at local schools
Restriction to single-discipline institutions
Availability in blended or ODL mode for remote or in-service teachers with robust arrangements
Which institutions are expected to offer B.Ed. degrees under the new approach to teacher education?
Stand-alone Teacher Education Institutions regardless of accreditation
Multidisciplinary higher education institutions accredited to offer integrated B.Ed. programmes
Only DIETs and BITEs at district level
Exclusive private colleges with master instructors
What synergy is proposed between NCTE and RCI in preparing special educators?
Jointly developing school infrastructure for inclusive education
Aligning course curricula to enable adequate availability of qualified special educators who can handle subject teaching
Coordinating salary increments for special education teachers
Merging teacher certification with health services for disabilities
Which of the following are included in the pedagogical training components of B.Ed. programmes as described? Select all that apply.
Teaching children with disabilities and with special interests or talents
Learner-centered and collaborative learning
Exclusive focus on subject content without pedagogy
Use of educational technology
What is the purpose of shorter post-B.Ed. certification courses mentioned in the text?
To replace practicum with online modules
To enable teachers to move into specialized areas such as teaching students with disabilities, into leadership roles, or across schooling stages
To provide generic refresher training without specialization
To qualify only for foundational-stage teaching
What does NCFTE 2021 aim to accomplish according to the passage?
Set salary scales for teachers across states
Provide a new comprehensive curriculum framework for teacher education, developed through broad consultations, available in regional languages, and periodically revised every 5–10 years
Mandate closure of all stand-alone TEIs
Focus solely on vocational education without pedagogy
Which action is proposed to restore the integrity of the teacher education ecosystem?
Automatic recognition of all TEIs
Strigent action against substandard stand-alone TEIs, including shutting them down if required
Eliminating practicum from B.Ed. programmes
Allowing only private institutions to offer B.Ed.
According to the policy overview, which trend is highlighted regarding enrolment from primary to higher secondary among Scheduled Castes, Scheduled Tribes, and differently-abled children, with even steeper declines for females?
Enrolment steadily increases for all groups through higher secondary
Enrolment drops from primary to higher secondary, with greater declines for girls
Enrolment remains constant across all grades for most groups
Enrolment rises for Scheduled Tribes but falls for differently-abled children
Identify the groups that require special focus due to historical or social educational backwardness, as recognized in the policy.
Scheduled Castes
Other Backward Classes (OBCs)
Children of government employees
Students in elite residential schools
Which statement best captures the policy’s approach to tribal communities facing disadvantages?
They should adapt to mainstream schooling without special interventions
Special mechanisms must ensure tribal children receive benefits of interventions due to historical and geographical factors
Tribal education is considered irrelevant and therefore deprioritized
Urban relocation is the primary solution for tribal students
What priority does the policy place on enabling mechanisms for Children With Special Needs (CWSN) or Divyang in accessing quality education?
Equal opportunities as any other child across school activities
Separate, lesser-quality streams
Access limited to vocational training only
Participation restricted to primary grades
Which areas from earlier chapters are targeted in a concerted way for SEDGs to reduce social category gaps in school education?
ECCE (early childhood care and education)
Foundational literacy and numeracy
Advanced quantum physics
School enrolment and attendance
Which interventions have significantly increased participation of SEDGs in some areas and must be strengthened nationwide?
Targeted scholarships and conditional cash transfers
Providing bicycles and transport support
Mandatory boarding for all students
Eliminating all examinations
What designation is recommended for areas with large populations from educationally disadvantaged groups to maximize concerted interventions?
Education Priority Districts (EPDs)
Special Education Zones (SEZs)
Universal Schooling Areas (USAs)
Inclusive Education Blocks (IEBs)
Which fund will be constituted to build capacity for equitable quality education specifically for all girls and transgender students, enabling context-specific interventions?
Universal Inclusion Fund
Gender-Inclusion Fund
Minority Advancement Fund
Disability Support Fund
Which access-related supports are named as priorities the Gender-Inclusion Fund can enable for female and transgender children?
Sanitation and toilets
Bicycles and conditional cash transfers
Free private school tuition for all
Community-based interventions addressing local barriers
Which residential school networks are to be strengthened or expanded to improve participation of girls from socio-economically disadvantaged backgrounds up to Grade 12?
Kasturba Gandhi Balika Vidyalayas
Eklavya Model Residential Schools
Private convent schools
Navodaya Coaching Centres
Which provisions are schools/school complexes expected to adopt to support integration of children with disabilities, especially those with severe or multiple disabilities?
Recruitment of special educators with cross-disability training
Establishment of resource centres
Guaranteed free barrier-free access per RPWD Act
Mandatory exclusion from sports and arts
Which assistive and teaching-learning supports are identified to ensure full participation and inclusion of children with disabilities across classroom and co-curricular activities?
Accessible formats like large print and Braille
Appropriate technology-based tools and devices
High-quality modules in Indian Sign Language by NIOS
Removal of language support to promote independence
Under RPWD Act 2016, what is stated about home-based education for children with severe or profound disabilities unable to attend school?
It is prohibited due to equity concerns
It remains a choice; children must be treated as equal to any other child in the general system and an audit will ensure efficiency and equality of opportunity
It is allowed only for early childhood years
It requires students to forgo certification
Which actions are proposed to support students with specific learning disabilities to ensure equitable access and certification?
Early identification and tailored plans
Use of appropriate technology and flexible curricula leveraging strengths
Creation of an ecosystem for appropriate assessment and certification
Exemption from all assessments permanently
What component will be integral in teacher education programmes to reverse underrepresentation and improve teaching for children with specific disabilities?
Advanced calculus modules
Awareness and knowledge of how to teach children with specific disabilities, including learning disabilities, along with gender sensitization
Elimination of practicum requirements
Exclusive focus on STEM pedagogy
How will alternative forms of schools be supported to reduce underrepresentation while preserving traditions or pedagogical styles?
Integrate required subject and learning areas into curricula
Provide financial assistance to introduce core subjects and languages
Encourage students to appear for State or other Board examinations assessed by NTA
Ban their students from higher education
Within SEDGs, which groups will receive special attention through efforts like special hostels, bridge courses, fee waivers, and scholarships to enhance participation in school education?
Scheduled Castes and Scheduled Tribes
Urban middle-class students
International exchange students
Private school alumni
According to the policy, what systemic issue resulted from the establishment of many very small schools during SSA and Samagra Shiksha efforts? Choose the best answer.
Improved teacher specialization across rural regions
Economically optimal deployment of teachers and resources
Geographical dispersion creating governance and management challenges
Universal availability of labs and sports equipment
Which statistic best illustrates the prevalence of very small schools in India as reported in U-DISE 2016–17 data?
Over 50% of upper primary schools have fewer than 30 students
Nearly 28% of public primary schools have fewer than 30 students
About 5% of elementary schools have an average of 14 students per grade
Only 10,000 single-teacher schools exist nationwide
Identify a consequence of small school isolation mentioned in the policy.
Enhanced cross-school collaboration on arts and sports
Teachers often teach multiple grades and subjects without prior background
Streamlined administrative structures aligned with school increases
Abundant availability of library books and lab equipment
Which approach does the policy prefer to address challenges of small schools by 2025?
Immediate consolidation of schools without regard to access
Innovative mechanisms by State/UT governments to group or rationalize schools
Privatization of elementary schooling to reduce public costs
Reducing subject offerings to core literacy and numeracy only
Select the objectives behind grouping or rationalizing schools as outlined in the policy.
Ensuring adequate counsellors and teachers across all subjects
Providing shared resources such as libraries, labs, and playgrounds
Maintaining isolation of schools to protect local identity
Building a sense of community through joint programmes and content development
What is the primary aim of establishing school complexes/clusters?
To centralize decision-making at the state headquarters
To achieve greater resource efficiency and more effective functioning, coordination, governance, and management across grouped schools
To merge all schools into one campus regardless of distance
To limit joint activities such as fairs and debates to reduce costs
Which composition best describes a school complex as endorsed by the policy?
One secondary school serving as a hub with neighbouring schools offering lower grades within a radius of five to ten kilometers, including Anganwadis
A group of private schools under a corporate management across a city
A single large school with multiple buildings on the same site
Independent schools connected only for examination purposes
Identify benefits expected from school complexes/clusters through resource sharing.
Improved support for children with disabilities
More topic-centred clubs and arts/crafts events across complexes
Reduced use of ICT tools in teaching
Better incorporation of art, music, languages, vocational subjects, and physical education
Which governance body is emphasized for robust local oversight within school complexes/clusters?
School Management Committees (SMCs) only
School Complex Management Committees with participation of local stakeholders
Central Board of Secondary Education exclusively
Parent-Teacher Associations without teachers
How will governance interactions shift under the complex/cluster model?
DEO and BEO will interact primarily with each school individually
DEO and BEO will interact with each school complex/cluster as a single unit and facilitate its work
DEO will be removed from school governance
BEO will manage only secondary schools
What kind of autonomy will school complexes/clusters receive under the new governance model?
No autonomy; all decisions remain centralized at the district
Significant autonomy to innovate integrated education and experiment with pedagogies and curriculum within national and state frameworks
Autonomy limited to scheduling sports events
Autonomy only for financial accounting
Which planning documents will schools and complexes prepare to guide short-term and long-term goals?
Only annual budgets prepared by district offices
School Development Plans (SDPs) leading to School Complex/Cluster Development Plans (SCDPs)
Teacher lesson plans aggregated at state level
Accreditation checklists created by private agencies
Choose the policy’s stated effects of building larger communities through complexes.
Energizing and empowering the schooling system
Improved governance, monitoring, and innovations by local stakeholders
Decreased student support and performance tracking
Resource-efficient management
