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WorksheetsNEP 2020
Total questions: 93
Worksheet time: 47mins
According to the National Education Policy 2020, what pupil–teacher ratio (PTR) is targeted at the level of each school, with areas having large numbers of socio‑economically disadvantaged students aiming for a stricter PTR?
30:1 generally; 25:1 in disadvantaged areas
25:1 generally; 30:1 in disadvantaged areas
20:1 generally; 30:1 in disadvantaged areas
30:1 generally; 35:1 in disadvantaged areas
What curricular emphasis is planned across preparatory and middle school to strengthen foundational literacy and numeracy, including a robust system of continuous formative/adaptive assessment?
Increased focus on reading, writing, speaking, counting, arithmetic, and mathematical thinking
Exclusive focus on advanced calculus and abstract algebra in middle school
Primary emphasis on extracurricular sports with minimal academic assessment
Shift to annual summative tests only without formative assessment
To support students who start school at varied readiness levels, what interim module is proposed for all Grade 1 students, and what does it primarily involve?
A 3‑month play‑based school preparation module focusing on alphabets, sounds, words, colours, shapes, and numbers
A 6‑month assessment‑only module focusing on standardized testing
A 1‑month intensive coding bootcamp focusing on programming languages
A 3‑week physical training module focusing on fitness and sports
Which platform is identified for making a national repository of high‑quality foundational literacy and numeracy resources available, including technological interventions to aid teachers and bridge language barriers?
DIKSHA (Digital Infrastructure for Knowledge Sharing)
SWAYAM (Study Webs of Active‑Learning for Young Aspiring Minds)
SPARK (Scholarly Publications and Academic Resources in India)
NPTEL (National Programme on Technology Enhanced Learning)
What approach is highlighted as being extremely effective for learning foundational literacy and numeracy, benefiting both the learner and the tutor, and proposed to be scaled through community participation under trained supervision?
One‑on‑one peer tutoring
Large lecture‑based sessions
Self‑paced online modules only
Group debates without reading practice
What safety measure is emphasized when scaling peer tutoring to support universal foundational literacy and numeracy?
Taking due care of safety aspects under supervision of trained teachers
Allowing unsupervised tutoring to promote independence
Conducting tutoring exclusively at night
Restricting tutoring to online platforms only
What expansion of reading infrastructure is proposed to build a culture of reading, including translations and public access across geographies, languages, levels, and genres?
Extensive availability of enjoyable books, local/public libraries, digital libraries, school libraries, and a National Book Promotion Policy
Limiting reading to classroom textbooks only
Replacing libraries with mobile gaming hubs
Focusing solely on English‑language books without translation
Where may book clubs meet to further facilitate and promote widespread reading as per the policy’s proposals?
In public/school libraries
Only in private homes
Exclusively in university auditoriums
Only on social media platforms
What health and nutrition measures are proposed to address undernourishment and improve learning, including scheduling considerations for cognitively demanding subjects?
Healthy meals, mental health support, community involvement, and leveraging morning hours after a nutritious breakfast
Eliminating school meals to reduce costs
Scheduling demanding subjects late at night
Providing only sugary snacks during class
In locations where hot meals are not possible, what kind of provision is suggested for school nutrition?
A simple but nutritious meal such as groundnuts/chana mixed with jaggery and/or local fruits
Skipping meals and extending study hours
Only bottled energy drinks
Outsourcing meals exclusively to fast‑food chains
What routine health measure shall all school children undergo as part of ensuring optimal learning conditions?
Regular health check‑ups
Monthly standardized testing
Daily physical fitness competitions
Weekly vision training workshops
According to the National Education Policy 2020, NIOS and State Open Schools will expand programmes to serve learners unable to attend a physical school. Which entities are specifically mentioned as being expanded and strengthened for this purpose?
NIOS and State Open Schools
Kendriya Vidyalayas
Indian Institutes of Technology
Private coaching centers
The National Education Policy 2020 states that NIOS and State Open Schools will offer A, B, and C levels. These levels are equivalent to which grades in the formal school system?
Grades 3, 5, and 8
Grades 1, 4, and 7
Grades 6, 9, and 12
Grades 2, 5, and 9
As per the policy, secondary education programmes offered by NIOS and State Open Schools are equivalent to which grades?
Grades 10 and 12
Grades 8 and 9
Grades 11 and 13
Grades 5 and 6
States are encouraged to promote regional languages in open schooling by which action described in the National Education Policy 2020?
Establishing or strengthening State Institutes of Open Schooling (SIOS)
Mandating English-medium instruction in all subjects
Eliminating language courses from open schooling
Replacing NIOS with private providers
To enable innovation in school models, the National Education Policy 2020 emphasizes that requirements for schools will be made less restrictive, with a focus on learning outcomes. Which regulatory shift is highlighted?
Less emphasis on inputs and greater emphasis on output potential concerning desired learning outcomes
Greater emphasis on inputs such as infrastructure and less emphasis on outcomes
Exclusive focus on standardized testing inputs
Uniform input regulations for all schools with no outcome measurement
The policy describes involving community and alumni in volunteer efforts to enhance learning. Which of the following activities is specifically mentioned?
One-on-one tutoring
Mandatory weekend classes
Fee subsidies for private tuition
Residential schooling for all
The policy notes that databases of literate volunteers, retired scientists/government/semi-government employees, alumni, and educators will be created. What is the primary purpose of these databases?
To suitably garner support of active and healthy senior citizens, school alumni, and local community members for enhancing learning
To track student attendance across states
To manage school infrastructure procurement
To centralize teacher payroll processing
School education will be guided by a 5+3+3+4 design. Which grades are included in the Middle Stage under this design?
Grades 6–8
Grades 3–5
Grades 1–2
Grades 9–12
Under the 5+3+3+4 design, what age range does the Foundational Stage cover when combining 3 years of Anganwadi/pre-school with 2 years of primary school (Grades 1–2)?
Ages 3–8
Ages 8–11
Ages 11–14
Ages 14–18
Which grades are included in the Secondary Stage, as described in the National Education Policy 2020?
Grades 9–12, in two phases (9–10 and 11–12)
Grades 6–8
Grades 3–5
Grades 1–2
The Foundational Stage will consist of five years of flexible, multilevel, play/activity-based learning guided by ECCE. Which features are emphasized for this stage? Select all that apply.
Play-based learning
Activity-based learning
Exclusive reliance on heavy textbooks
Multilevel learning
The Preparatory Stage will build on the play, discovery, and activity-based pedagogy of the Foundational Stage and begin to incorporate light textbooks and interactive classroom learning. Which goal is highlighted for this stage?
Laying solid groundwork across subjects including reading, writing, speaking, physical education, art, languages, science, and mathematics
Focusing only on mathematics and science
Eliminating physical education and arts from the curriculum
Introducing specialized subjects with no experiential learning
The Middle Stage introduces subject teachers and discussion of more abstract concepts across sciences, mathematics, arts, social sciences, and humanities. Which approach is emphasized?
Experiential learning within each subject and exploration of relations among different subjects
Memorization-only learning with no cross-subject exploration
Early specialization into a single subject
Removal of arts and humanities
The Secondary Stage comprises four years of multidisciplinary study building on the subject-oriented style of the Middle Stage. Which statements are consistent with this stage? Select all that apply.
Greater depth and critical thinking
Greater attention to life aspirations
Greater flexibility and student choice of subjects
Mandatory exit after Grade 10
According to the National Education Policy 2020, what option regarding programme duration is available to students in the Secondary Stage?
Students may choose to exit after Grade 10
Students must continue until Grade 12 without exception
Students may exit only after Grade 8
Students must complete a compulsory preparatory year after Grade 12
According to National Education Policy 2020 (Page 8), secondary school students will have increased flexibility and choice of subjects so they can design their own paths of study and life plans. Which statement best describes how subject boundaries are treated in this vision?
Hard separations will be maintained between curricular, co-curricular, and extracurricular areas
Streams will be strictly divided into vocational and academic with limited crossover
There will be no hard separation among curricular, extracurricular, or co-curricular areas, or among arts, humanities, and sciences
Students must select from a fixed set of subjects with no variation year to year
Page 8 states that subjects like physical education, arts and crafts, and vocational skills will be incorporated throughout the school curriculum alongside science, humanities, and mathematics, with consideration for what is interesting and safe at each age. What is the intended benefit of this inclusion?
To reduce exposure to non-academic activities
To enable holistic development and wider course choice across grades
To track students early into specialized career paths only
To standardize identical subject lists for all regions
On Page 8, the policy notes that each of the four stages of school education may consider moving towards systems such as semesters or alternate-day teaching to allow inclusion of shorter modules and greater subject exposure. What overarching aim do these methods seek to achieve?
Increase teaching hours without changing pedagogy
Provide greater flexibility and enjoyment across a wider range of subjects
Eliminate vocational subjects from the timetable
Ensure uniform national timetables for all schools
Page 8 emphasizes multilingualism and the power of language. Up to which grade is the medium of instruction to be the home language/mother tongue/local language wherever possible, with a preference stated for extending further?
Up to Grade 3 only
Up to Grade 5, preferably till Grade 8 and beyond
Only in the Foundational Stage
Only for private schools
When home language/mother tongue textbooks are not available, Page 8 specifies that the language of transaction between teachers and students should remain the home language/mother tongue wherever possible. What additional approach are teachers encouraged to use in such cases?
Monolingual instruction in the national language
A bilingual approach, including bilingual teaching–learning materials
Complete switch to English-medium instruction
Use only oral explanations without textbooks
Page 8 explains that high-quality textbooks, including in science, will be made available in home languages/mother tongue and that efforts will bridge any gaps between the child’s language and the medium of teaching. What is the stated principle about language and medium of instruction?
A language must be the medium of instruction to be taught and learned well
Languages will be taught only if they match the school’s official medium
A language does not need to be the medium of instruction to be taught and learned well
Only regional languages can serve as mediums of instruction
The policy on Page 8 cites research that children pick up languages extremely quickly between ages 2 and 8 and that multilingualism has cognitive benefits. What implementation strategy follows from this finding?
Delay exposure to additional languages until Grade 6
Expose children to different languages early, with particular emphasis on the mother tongue starting from the Foundational Stage
Restrict early grades to a single language to avoid confusion
Teach foreign languages only after primary school
As described on Page 8, how will all languages be taught to young students to ensure high quality learning?
Through rote memorization with minimal interaction
In an enjoyable and interactive style, with plenty of conversation, early reading, and subsequent writing in the mother tongue in early years
Only via digital modules without classroom discussion
By focusing solely on grammar drills in later grades
Page 8 outlines a major effort by governments to invest in language teachers across regional languages in India, particularly for languages mentioned in the Eighth Schedule of the Constitution. What additional measure is suggested to meet teacher demand across States?
Centralized assignment of teachers without State coordination
Bilateral agreements among States to hire teachers from each other
Closure of language programs with low enrollment
Importing teachers only from non-Indian institutions
To promote multilingualism, Page 8 mentions that States may encourage the study of Indian languages across the country and that the three-language formula will be satisfied. What role is highlighted for technology in this context?
Limiting access to language resources to reduce screen time
Replacing teachers with automated systems
Using technology to teach and learn different languages and to popularize language learning
Standardizing one national language platform while discouraging regional content
According to the National Education Policy 2020, under the three-language formula, what is required about the languages learned by children?
At least two of the three languages must be native to India
All three languages must be foreign languages
Exactly one of the three languages must be native to India
Under the policy’s flexible three-language formula, when may students change one or more of the languages they are studying, and what condition must they meet?
In Grade 6 or 7, provided they demonstrate basic proficiency in three languages (including one language of India at the literature level) by the end of secondary school
In Grade 3, with no proficiency requirements
Only in Grade 10, provided they demonstrate fluency in one language
What is the stated purpose of preparing high-quality bilingual textbooks for science and mathematics?
To enable students to think and speak about these subjects in their home language/mother tongue and in English
To eliminate the use of English in science and mathematics
To replace subject teaching with translation exercises
What broader educational and cultural point does the policy make about India’s languages and literature?
They are among the richest, most scientific, most beautiful, and most expressive, helping form India’s national identity and wealth
They are primarily utilitarian and lack aesthetic value
They should be minimized to promote a single national language
For purposes of cultural enrichment and national integration, what should all young Indians be aware of, according to the policy?
The rich and vast array of languages of their country and the treasures those languages and their literatures contain
Only the language spoken in their immediate region
Primarily foreign languages and literatures
In the fun project/activity ‘The Languages of India’ (under the ‘Ek Bharat Shrestha Bharat’ initiative) scheduled sometime in Grades 6–8, what is the stance on assessment?
It is a joyful activity and would not involve any form of assessment
It requires formal examinations at the end of each term
It is graded strictly on memorization tests
In ‘The Languages of India’ activity, which elements of the unity and diversity of Indian languages are students expected to learn?
Their common phonetic and scientifically-arranged alphabets and scripts
Their common grammatical structures and origins
Sources of vocabularies from Sanskrit and other classical languages
Beyond structural features, what additional learning is included in ‘The Languages of India’ activity?
Learning commonly spoken phrases and sentences in every major language of India, and learning about the rich and uplifting literature of each (through suitable translations as necessary)
Studying only the mother tongue with no exposure to other languages
Memorizing isolated word lists without context
Which constitutional listing is explicitly cited to underscore Sanskrit’s status as an important modern language?
The Eighth Schedule of the Constitution of India
The Directive Principles of State Policy
The Seventh Schedule of the Constitution of India
How does the policy compare the volume of Sanskrit’s classical literature with that of Latin and Greek?
Sanskrit’s classical literature is greater in volume than that of Latin and Greek put together
It is comparable only to Latin
It is smaller than the combined literature of Latin and Greek
At what educational levels will Sanskrit be offered according to the policy, and in what way?
At all levels of school and higher education as an option in the three-language formula
Only at the university level as a compulsory subject
Only in primary school as a casual club activity
Which approach and materials are specified to make Sanskrit study interesting, experiential, and relevant, particularly in pronunciation?
Use of Sanskrit Knowledge Systems, with foundational and middle school textbooks written in Simple Standard Sanskrit (SSS) to teach Sanskrit through Sanskrit (STS)
Use of exclusively English explanations with no Sanskrit texts
Elimination of phonetics from the curriculum
Which of the following are named in the policy as classical languages of India with extremely rich literature?
Tamil
Telugu
Kannada
Gujarati
Which set of additional classical languages is named for preservation due to their richness and for the pleasure and enrichment of posterity?
Pali, Persian, and Prakrit
Hindi, Punjabi, and Marathi
Urdu, Sindhi, and Kashmiri
According to the National Curriculum Framework for School Education (NCFSE) described in the passage, which body will undertake its formulation based on NEP 2020 and frontline curriculum needs, and make it available in regional languages with revisions every 5–10 years?
State Education Departments
NCERT after consultations with stakeholders
University Grants Commission
National Assessment Centre (PARAKH)
The section on National Textbooks with Local Content and Flavour states that school textbooks should contain essential core material important at the national level while allowing for local nuances and supplementary material. What is the primary instructional emphasis that accompanies this change in textbooks?
Memorization of facts through end-of-term exams
Constructive learning rather than rote learning
Exclusive focus on international content
Removal of examples and applications
In the textbook policy described, schools and teachers will have choices among a set of textbooks that contain requisite national and local material. What is the stated purpose of this choice?
To standardize pedagogy across all schools
To ensure teachers use only centrally printed books
To allow teaching suited to their pedagogical styles and their students’ and communities’ needs
To eliminate supplementary materials entirely
The passage outlines measures to provide high‑quality textbooks at the lowest possible cost. Which combination of actions is explicitly mentioned?
Using high‑quality materials developed by NCERT with SCERTs
Funding through public‑philanthropic partnerships and incentivized crowd sourcing
States preparing their own curricula and textbooks incorporating State flavour
Restricting availability to English‑language editions only
What priority regarding language availability of textbooks is emphasized in the passage?
Availability in regional languages will be a top priority
Textbooks will be translated only upon request
Only bilingual editions will be provided
Language availability is left to private publishers
What accessibility and environmental measure related to textbooks is specified?
All textbooks will be hardcover to increase durability
Access to downloadable and printable versions will be provided by all States/UTs and NCERT to help conserve the environment and reduce logistical burden
Schools must purchase digital licenses from private vendors
Printed textbooks will be phased out completely within two years
The passage states that efforts will be made to reduce the weight of school bags and textbooks. Who will undertake these concerted efforts through suitable changes in curriculum and pedagogy?
Only private schools
NCERT, SCERTs, schools, and educators
Parents’ associations
International agencies
Under Transforming Assessment for Student Development, what is the described shift in the culture of assessment?
From regular formative to primarily summative
From competency‑based assessment to rote memorization
From summative tests of rote memorization to more regular, formative, competency‑based assessment that promotes learning and tests higher‑order skills
From national standards to school‑level discretion only
According to the passage, what is identified as the primary purpose of assessment within the schooling system?
Ranking students for university admissions
Providing grades for report cards only
Guiding learning for students and teachers and enabling the system to revise teaching‑learning processes to optimize development
Detecting cheating during exams
What redesign of student progress reporting is proposed, and under whose guidance will it be carried out?
A brief term‑end mark sheet designed by individual schools under private consultancy
A holistic 360‑degree, multidimensional progress card reflecting progress and uniqueness, redesigned by States/UTs under guidance from the proposed National Assessment Centre, NCERT, and SCERTs, and communicated by schools to parents
An international standardized score report issued by UGC
A single numeric proficiency index generated by automated testing firms
According to the policy, promotions and salary increases for teachers will be based on outcomes of performance appraisal rather than on length of tenure or seniority.
Length of tenure
Seniority
Outcomes of performance appraisal
Age of the teacher
Professional standards for teachers will be reviewed and revised in 2030 and thereafter at intervals of ten years.
Reviewed in 2025 and every five years
Reviewed in 2030 and every ten years
Reviewed in 2030 and every five years
Reviewed annually beginning in 2022
The policy notes an urgent need for additional special educators for certain areas of school education, including teaching children with disabilities/Divyang children at the Middle and Secondary school level and teaching for specific learning disabilities.
Early childhood education only
Children with disabilities at Middle and Secondary level and specific learning disabilities
Gifted education exclusively
Adult education programmes
Such special educators are expected to have subject-teaching knowledge along with the relevant skills for understanding the special requirements of children.
Only broad administrative skills
Only subject knowledge without pedagogy
Subject-teaching knowledge plus skills to understand special requirements
Focus on tenure-based progression
These areas for special educators could be developed as secondary specializations for subject teachers or generalist teachers during or after pre-service teacher preparation.
Mandatory primary specialization only
Secondary specializations for subject or generalist teachers
Outsourced short workshops only
Non-academic volunteer programmes
Courses for special educator preparation 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, at multidisciplinary colleges or universities.
Only full-time residential programmes
Only in-service weekend seminars
Certificate courses offered in pre-service and in-service, full-time or part-time/blended, at multidisciplinary institutions
Online self-study modules without accreditation
Teacher education will gradually be moved by 2030 into multidisciplinary colleges and universities, which will aim to house outstanding education departments offering B.Ed., M.Ed., and Ph.D. degrees in education.
Remain in single-purpose teacher training institutes
Move by 2030 into multidisciplinary colleges and universities with strong education departments
Shift entirely to online-only platforms
Be centralized under a national academy only
By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. that includes strong practicum training in the form of student-teaching at local schools.
A 2-year diploma in education
A 3-year Bachelor of Arts
A 4-year integrated B.Ed. with strong practicum
Only a Master’s degree without practicum
The 2-year B.Ed. programmes will be offered by the same multidisciplinary institutions that offer the 4-year integrated B.Ed. and are intended for those who already have Bachelor’s degrees in other specialized subjects.
For students without any prior degree
For those with Bachelor’s degrees in other specialized subjects
For in-service teachers only
For international students only
The 1-year B.Ed. programme is intended for those who have completed the equivalent of 4-year multidisciplinary Bachelor’s degrees or who have a Master’s degree in a specialty and wish to become a subject teacher in that specialty.
For early school leavers
For those with no prior higher education
For those with a 4-year multidisciplinary Bachelor’s equivalent or a relevant Master’s degree
For administrative staff seeking certification
All B.Ed. degrees will be offered only by accredited multidisciplinary higher education institutions, including those offering the 4-year in-class integrated B.Ed. and having accreditation for ODL to offer high-quality B.Ed. programmes in blended or ODL mode for remote students or in-service teachers aiming to enhance qualifications.
By any private training center without accreditation
Only by accredited multidisciplinary higher education institutions, including blended or ODL where appropriately accredited
Exclusively by single-discipline teacher colleges
Through informal apprenticeships without degree awarding
B.Ed. programmes will include strong practicum training in the form of in-classroom teaching at local schools.
No practicum requirement
Virtual simulations only
In-classroom teaching at local schools
Observation hours without teaching
B.Ed. programmes will emphasize pedagogy, including foundational literacy and numeracy, multi-level teaching and evaluation, teaching children with disabilities, teaching children with special interests or talents, use of educational technology, and learner-centered and collaborative learning.
Foundational literacy and numeracy
Teaching children with disabilities
Eliminating educational technology
Learner-centered and collaborative learning
While teaching any subject or performing any activity, B.Ed. programmes will emphasize the practice of the Fundamental Duties under Article 51A of the Indian Constitution along with other Constitutional provisions.
Only memorizing Constitutional articles without practice
Emphasis on Fundamental Duties (Article 51A) while teaching or performing any activity
Ignoring Constitutional provisions in pedagogy
Focusing solely on examination preparation
B.Ed. programmes will appropriately integrate environmental awareness and sensitivity towards conservation and sustainable development so that environment education becomes an integral part of school curricula.
Exclude environmental topics from school curricula
Treat environment education as an optional club activity
Integrate environmental awareness and sensitivity into school curricula
Delay environment education until university level
According to the policy text, where will special shorter local teacher education programmes be made available for eminent local persons to teach as master instructors for promoting local professions, knowledge, and skills such as local art, music, agriculture, business, sports, carpentry, and other vocational crafts?
At BITEs, DIETs, or school complexes themselves
Only at central universities
Exclusively through online platforms
At private coaching centers
The policy states that shorter post-B.Ed. certification courses will be made widely available at multidisciplinary colleges and universities. Which purpose is explicitly mentioned for these courses?
To specialize in teaching students with disabilities
To replace foundational teacher training entirely
To focus solely on sports coaching
To certify teachers only for primary grades
According to the text, shorter post-B.Ed. certification courses may help teachers move into leadership and management positions in the schooling system.
True
False
The text notes that shorter post-B.Ed. certification courses can help teachers move from one stage to another between foundational, preparatory, middle, and secondary stages.
True
False
What role will NCERT play with respect to varied international pedagogical approaches for teaching particular subjects, as recognized in the policy document?
Study, research, document, and compile approaches and make recommendations
License foreign curricula directly for all Indian schools
Ban the use of non-Indian pedagogies
Publish only textbook solutions without pedagogical study
By 2021, which body will formulate a new and comprehensive National Curriculum Framework for Teacher Education (NCFTE) based on the principles of the National Education Policy 2020, and in consultation with which institution?
NCTE in consultation with NCERT
NCERT in consultation with UGC
UGC in consultation with AICTE
State Governments in consultation with NIOS
Which of the following are stated as stakeholders to be consulted in developing the NCFTE 2021 framework?
State Governments
Relevant Ministries/Departments of Central Government
Various expert bodies
Private tutoring companies
The text specifies that NCFTE 2021 will be made available in all regional languages and will also factor in requirements of teacher education curricula for vocational education.
True
False
How frequently will the NCFTE be revised thereafter, according to the text?
Once every 5–10 years
Every year
Only once every 25 years
Never revised
To fully restore the integrity of the teacher education system, what action does the policy state will be taken against substandard stand-alone Teacher Education Institutions (TEIs) running in the country?
Stringent action, including shutting them down if required
Provide unconditional financial support
Convert all TEIs into universities
Ignore quality concerns
In Section 6.1, what does the policy identify as the single greatest tool for achieving social justice and equality, and for enabling every citizen to contribute to the nation?
Education
Tax reforms
Industrialization
Digital marketing
Section 6.1 emphasizes the need to bridge social category gaps in which areas of school education?
Access
Participation
Learning outcomes
Uniform design
According to Section 6.1, the education system must aim to ensure that no child loses any opportunity to learn and excel because of circumstances of birth or background.
True
False
Section 6.2 states that large disparities remain especially at which level of school education, particularly for socio-economically disadvantaged groups?
Secondary level
Pre-primary level
Doctoral studies
Teacher training institutes
Which of the following are included among Socio-Economically Disadvantaged Groups (SEDGs) as categorized in Section 6.2?
Gender identities (particularly female and transgender individuals)
Socio-cultural identities (such as Scheduled Castes, Scheduled Tribes, OBCs, and minorities)
Geographical identities (students from villages, small towns, and aspirational districts)
Individuals with disabilities (including learning disabilities)
Section 6.2 lists socio-economic conditions among SEDGs. Which examples are explicitly mentioned?
Migrant communities
Low income households
Children in vulnerable situations, victims or children of trafficking, orphans including child beggars in urban areas
High-net-worth families
What trend in enrolments is noted in Section 6.2 despite overall steady increases from Grade 1 to Grade 12?
Declines are more pronounced for many SEDGs, with even greater declines for female students within these groups
Enrolments decline only for elite urban schools
Enrolments increase uniformly for all groups without exception
Male enrolments decline while female enrolments always increase
According to Section 6.2, the decline in enrolments for SEDGs is described as even steeper in which part of education?
Higher education
Foundational stage only
Vocational certifications exclusively
Informal community learning
