National Policy on Education, first introduced in 1986 and later updated in 1992, has served as a foundational document guiding India’s educational direction. However, evolving national and global contexts have highlighted the need for a renewed policy that responds to contemporary challenges and aspirations.

Recognizing this, the Government of India aims to formulate a new National Education Policy that aligns with current demographic needs and focuses on delivering high-quality education, promoting innovation and research, and addressing gaps in science, technology, academia, and industry. The ultimate goal is to position India as a global knowledge leader by empowering learners with the skills and understanding necessary for the future.

Curricular Reforms and Cultural Integration

The 1986 Policy emphasized revising school curricula across educational stages. A key recommendation was to incorporate diverse cultural elements into education to nurture children’s aesthetic awareness, sensitivity, and appreciation for harmony and beauty.

In response, the National Council of Educational Research and Training (NCERT) developed the National Curriculum Framework for Primary and Secondary Education (1985). This framework emerged from comprehensive evaluations of existing syllabi and extensive consultations involving working groups, steering committees, and national-level seminars. It was built on constitutional principles, socio-cultural realities, and pedagogical insights.

Key Features of the 1985 National Curriculum Framework

Emphasis on Constitutional Values
Promotes personal development and social responsibility in line with the values enshrined in the Constitution.

Human Resource Development
Education is viewed as a tool for preparing individuals to contribute meaningfully to national progress.

Comprehensive General Education
Encourages a wide-ranging academic foundation at both primary and secondary levels.

Student-Centric Learning
Focuses on active learner engagement rather than traditional teacher-driven methods.

Flexible Content Delivery
Allows adaptability in content and learning processes to better support individual learning outcomes.

Inclusive Curriculum Design
Ensures that the curriculum accommodates all learners, regardless of their learning styles or environments.

Minimum Learning Resources
Recommends the provision of essential academic resources across formal and non-formal learning spaces.

Stage-Wise Educational Structure

Pre-Primary Education

At this foundational level, learning should revolve around play-based activities, such as language and number games, hands-on tasks, and activities fostering environmental awareness. The emphasis is on creating a joyful learning atmosphere, with no formal subject instruction.

Lower Primary Level (Grades I–V)

Upper Primary Level (Grades VI–VIII)

Secondary Level (Grades IX–X)

Implementation Strategies and Institutional Support

Effective execution of the national curriculum relies on creating a supportive educational environment, both internally within schools and externally in the wider community. Strengthening the current administrative setup—both academically and managerially—is essential for achieving this.

Specialized groups must be formed to oversee implementation, providing professional guidance, planning, coordination, and assessment. A network of institutions should be identified and empowered to offer technical expertise and educational support at various levels.

Curriculum Delivery and Resource Development

Bringing the curriculum to life requires the use of well-designed teaching materials, appropriate instructional strategies, and robust assessment frameworks. National and state education authorities must show strong commitment and active involvement in this endeavor.

To aid implementation, NCERT is producing curriculum guides, model syllabi, and sample teaching resources. These materials are continuously reviewed and updated to ensure they meet evolving educational needs and standards.