GOVERNMENT OF ANDHRA PRADESH
SCHOOL EDUCATION DEPARTMENT
Cir.No.172/A&I/2020, Dated:31/05/2021
Sub:
–
School Education – National Education Policy 2020 – Implementation
plan for School Education – Universal provisioning of quality ECCE by
2030 – Roll-out of Early Childhood Care and Education (ECCE) in a
phased manner in Anganwadis and primary and upper primary
schools – Transformation from 10+2 academic structure to 5+3+3+4
structure – Certain guidelines – Issued – Regarding.
Ref: National Education Policy 2020
Educational Ofcers in the State are aware that, the Government of India
have approved National Education Policy 2020 on 29th July, 2020. The NEP
envisaged the priorities of the Government of India duly aiming to achieve
the Sustainable Development Goal (SDG)- 4. The policy envisages the
education system rooted in Indian ethos that contributes directly to
transforming India, that is Bharat, sustainably into an equitable and
vibrant knowledge society, by providing high-quality education to all, and
thereby making India a global knowledge super power.
2. The policy has come up with recommendations for both school
education and higher education. In case of school education, the policy
has identified eight areas i.e., Early Childhood Care and Education,
Foundational Literacy and Numeracy, Curtailing Dropout Rates and
Ensuring Universal Access, Curriculum and Pedagogy in Schools, Teachers,
Equitable and Inclusive Education: Learning for All, Efficient Resourcing
and Effective Governance through School Completes and Regulation and
Accreditation of School Education.
3. GoI has released NEP implementation plan for School Education,
named Students’ and Teachers’ Holistic Achievement through Quality
Education (SARTHAQ) on 8th April, 2021. SARTHAQ has been prepared as
an evolving and working document and is broadly suggestive/indicative in
nature and is updated from time to time based on the inputs/feedback
received from the stakeholders. The implementation plan also keeps in
mind the concurrent nature of education and adheres to the spirit of federalism. States and UTs are given the feasibility to adopt this plan with
local contextualization and also modify as per their needs and
requirements. This implementation plan delineates the roadmap and way
forward for implementation of NEP 2020 for the neet 10 years, which is
very important for its smooth and effective implementation.
4. NEP 2020 envisages that over 85% of a child’s cumulative brain
development occurs prior to the age of 6 and hence the policy suggested
universal provisioning of quality ECCE by 2030 to ensure that all children
entering into Grade I are school ready. In order to ensure the same, the
policy suggested a fourfold strategy i.e a) Stand-alone Anganwadis b)
Anganwadis co-located with primary schools. c) Pre-primary
schools/sections covering at least age 5 to 6 years co-located with existing
primary schools d) Stand-alone pre- schools. The policy further suggested
for providing high quality infrastructure, curriculum in two parts, up
gradation of qualifications of Anganwadi workers and also a preparatory
frst class for the age group of 5+ before they join class I.
5. Various global studies have also revealed longer-term impacts:
quality preschool education is strongly correlated with higher incomes and
rates of home ownership, and lower rates of unemployment, crime, and
arrest. In terms of the growth of the national economy, it has been
estimated that the development of a strong ECCE program is among the
very best investments that India could make, with an expected return of
Rs.10/- or more for every Rs.1/- invested. In summary, it is recognized that
investment in ECCE gives the best chance for children to grow up into
good, moral, thoughtful, creative, empathetic, and productive human
beings. Three vital reasons for making pre-primary education an
immediate priority i.e,., quality pre-primary education sets a strong
foundation for learning, pre-primary education helps make education
systems more effective and efficient and equitable pre-primary education
is an effective strategy for promoting economic growth.
6. The Government of Andhra Pradesh has already put in a number of
dedicated eforts to bring in a radical transformation of school education
and a number of activities have already been taken up in line with the
recommendations of NEP 2020. Government is implementing fagship
programs such as Jagananna Ammavodi, Jagananna Vidya Kaanuka,
Jagananna Gorumudda which are indirectly supporting to the students to ensure class specifc learning outcomes. Now it is time to transform
from schooling to learning. Learning outcome is a clear statement of
what a learner is eepected to be able to do, know about and/or value at
the completion of a unit of study, and how well they should be expected to
achieve those outcomes. Currently there is a learning crisis. Children
in the primary schools have not attained the age appropriate
learning outcomes as has been pointed out by various studies.
7. In view of the above the Hon’ble Chief Minister of Andhra Pradesh has
convened a convergence meeting with School Education Department and
Women Development & Child Welfare Department and discussed the
modalities to be eeercised. He further requested the departments
concerned to come up with an eeecutable and ideal plan of action so as to
implement the NEP 2020 recommendations for strengthnig the eeisting
primary schools as foundational schools with efective ECCE and also for
developing the high schools into efective school compleees and as
centers of eecellence.
8. In compliance to the directions of Hon’ble Chief Minister, the Principal
Secretary to Govt., School Education department has convened a virtual
meeting with all stakeholders on 28.05.2021 and disseminated the
ideology of NEP 2020 as well as the line of thinking of the government of
Andhra Pradesh and requested all the stakeholders to be a part of thought
process in this regard.
9. As all the regional level, district level, mandal level and institutional
level functionaries are aware of the eeisting pattern of academics as well
the status of educational institutions in the state, the following guidelines
are issued to eeercise the possibilities and to propose the best mapping of
eeisting schools to transform to the new structure of 5+3+3+4 duly
focusing on Early Childhood Care and Education and Foundational
Learning.
New set up of schools
a. There will be three types of institutions i.e Pre Primary Schools (PP1
and PP2), Foundational Schools ( PP1, PP2, Preparatory Class I,
Classes 1 and 2) and Secondary Schools ( Classes 3 to 10/12) under
government sector
YSR Pre primary schools and Foundational Schools
b. All the eeisting Anganwadi Centers will function as YSR Pre Primary
Schools with PP1 and PP2.
c. The eeisting primary schools will have Preparatory 1st class, Class I
and Class II and will be called Foundational Schools.
d. As far as possible, the Anganwadi centers will be colocated in the
schools. The colocation may be
a) within the school building,
b)
within the school premises,
c) adjacent to the school,
d) within 1 KM
from the location of the school building. In all such cases, the PP1
and PP2 of AWC (YSR Pre Primary Schools and the Preparatory 1st
class, Class I and II of the Primary School will be the combined unit of
a foundational school.
e) In each foundational school there will be one SGT and he will look
after class I and II and in case the preparatory 1st class is introduced
in the school, the manpower deployment will be separate.
High Schools
f. The children now studying Class III to V in the eeisting primary
schools will now move to the nearest UP school or High School. For
this purpose, the nearest UP/High School within 3 KM radius of the
eeisting primary school be identifed.
g. An eeercise should be done to fnd out the eeisting capacity of the
UP School/ high school to accommodate such an additional intake
from the primary schools. If the eeisting accommodation is not
sufcient, how many additional class rooms are required to
accommodate such additional intake (of class III to V) to be worked
out. Such additional class rooms will be considered to be sanctioned
under Manabadi: Nadu Nedu.
h. After taking into such an additional intake, and if the strength is
going to be more than 150 in case of a UP school, such UP school
shall be upgraded in to High School.
i. If secondary schools is functioning with parallel media with in vicinity
of 5 KMs, may be proposed for eeclusively English Medium/ Telugu
Medium based on the enrolment in the particular medium.
j. All the SGTs teaching Class III to V in the primary school will now be
reapportioned to the high school, where the children from Class III to
V are going to be shifted.
Junior Colleges
k. With respect to the secondary schools, schools with high enrolment and adequate infrastructure may be proposed to upgrade as
secondary schools with 12th standard ( @ one or two per mandal)
and such potential schools to be identified.
School Complexes
l. All schools which are constituted as Pre Primary, Foundational and
Secondary schools should be mapped with a school compleet (existing or newly proposed).
Parameters to be followed
m. Every pre primary school will be at the doorstep, the foundational school
within a radius of 1 km and the secondary school within a radius of 3 KM
from the habitation.
n. The student pupil ratio shall be as far as possible 1:30 in case of
primary, 1:35 in case of middle level and 1:40 in case of secondary
level.
Non negotiables
o. In this process, no school shall be closed and no anganwadi center
be closed.
p. No student shall have to move beyond 3 KM in case he or she has to
move to an existing upper primary or high school.
10. In view of the above proposed restructuring, the District Education
Ofcers are requested to undertake the following detailed school mapping
exercise:
a. Already the anganwadi centers have been mapped with the schools
by the Mandal Education Ofcers and the Project Officers of ICDS.
Based on the data, please identify, how many AWCs can be located
in the school premises or adjacent or within 0.5 KM and if site is
available (minimum 0.02 Acs), how many buildings can be taken up.
b. Map the primary schools with the existing UP schools and High
Schools and identify how many students of class III to V can be
shifted to the existing accommodation in the UP schools and high
schools during 2021-22 (current academic year) and how many
additional class rooms are required for shifting the remaining
students in a period of two years (2022-23 and 2023-24).
c. If the existing school completes to be reorganized duly selecting the
high school as the central school, the details of those schools.
d. If Class XI and XII to be introduced in the secondary schools @ 2 per mandal the details of those schools. For this purpose, those
secondary schools where additional class rooms sanctioned under
NABARD assistance under MBNN Phase I to be selected in the first
instance.
e. Identify a Cluster Level Team consisting of CRP, Supervisor of ICDS
and 2 or 3 strong teachers within the cluster to guide, mentor the
Anganwadi teachers for handling PP sections effectively.
11. A google link/online services is being created separately for furnishing
the details of the above exercise. The same may be furnished by 2-6-
2021
Chinaveerabhadrudu Vadrevu
Director, School Education
