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New National Education Policy 2022

Feb 23, 2022

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A new education policy has been introduced by the minister of human resources management. ISRO Chief Doctor K Kasturirangan supervised this change to improve education. The purpose of this article is to provide you with all the information you need regarding New Education Policy 2022 India, including objectives, characteristics, changes, and all other aspects.<br><br>

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A new education policy has been introduced by the minister of human resources management. ISRO Chief Doctor K Kasturirangan supervised this change to improve education. The purpose of this article is to provide you with all the information you need regarding New Education Policy 2022 India, including objectives, characteristics, changes, and all other aspects.

Before the national education policy was launched, India’s education system was only nationalized. Because of this, the learners of India are unable to use their skills on a global scale. • As a result, the Indian government revised its old education policy into the National Education Policy. To bring India’s education system to a global level, this policy has as its main objective. • Through a national education policy, this scheme aims to universalize education. A lot of modifications have been made to the old education policy.

• Launching a National Education Policy is aimed at enhancing India’s educational system.• Children will benefit from the NEP scheme by getting a better education.

What is National Education Policy (NEP)? • The national education policy is India’s new education policy replacing the old one from 1986. As part of the national education policy, primary and vocational education in rural and urban areas are given the highest priority. • The goal of introducing the government new education policy is to improve the education system from 2021 onwards. By establishing a national education policy, all Indian students will acquire a top-notch education.

We will focus on the mother tongues and regional languages preferred by the different states. • Instead of 10+2, there will be a 5+3+3+4 structure that includes foundational, preparatory, middle, and secondary stages. • To become a successful teacher, one must have a four-year bachelor’s degree.

Major Reforms In New Education Policy 2022 • For grades 3, 5, and 8, students are required to take a school exam that is conducted by the appropriate authority. • The 10th and 12th-grade board exams will continue, however, they will be redesigned to promote holistic development. • PARAKH will establish a new national assessment platform. • From the sixth grade onward, students will be able to code scientific temper with mathematical thinking.

Vocational education will begin in 6th grade and include internships as well. • In latest education policy in India,10+2 will be replaced by 5+3+3+4. • With the new system, students will spend 12 years in school and 3 years in pre-school/Anganwadi • This policy emphasizes local language/regional language/mother tongue for the first five grades. • School and higher education students will have the option of taking Sanskrit at all levels, which will include three language formulas.

There will also be the option of studying literature from India and other classical languages. • Students will not be propelled to study any language. • Students can choose any subject in higher education. • Entry and exit points for higher education will be multiple and accompanied by appropriate certifications.

Students can complete UG programs in three or four years, with a range of exit options and certifications, such as a certificate after one year, a diploma after two years, a degree after three years, and a bachelor’s degree with research after four years.

In the Academic Bank of Credit (ABC), academic credits earned through different HEIs will be stored digitally and transferred to the final degree. • Curricula for all subjects have been streamlined to its core requirements. • In order to achieve this, they emphasize critical thinking, discovery, inquiry, discussion, and teaching that utilizes • analysis and holistic learning methods. • Regulations are expected to be light but tight in higher education. • Focus on e-learning to reduce textbook dependence

With the new policy, education will receive 6% of GDP, up from 1.7% previously. This will positively affect the education system. • By 2040, they aimed for all HEIs to be multidisciplinary and each to have at least 3000 students. • All college affiliations will be phased out over the next 15 years. • By 2030, every district should have a large multidisciplinary HEI. • Ensure 100% literacy for youth and adults by 2030. • For admission to HEIs, the NTA will offer a common entrance exam

Features Of New Education Policy • A new national education policy has been enacted by the ministry of education. • It became the ministry of education from the Ministry of Human Resource Management. • Under the national education policy, education will now be universal, except for medical and law studies. • The Science, Commerce, and Arts streams have been discontinued. • They can choose a subject as they wish, for example, they can study accounting and physics or arts

Students will study coding from the sixth grade onward • Digital learning will be a part of all schools • There will be a translation of all types of content into regional languages as well as the creation of virtual labs. • 6% of GDP will be spent on implementing the New Education Policy 2022. • Students can study Sanskrit and other ancient Indian languages if they wish • In order to reduce the burden on the student, the board exams will take place twice a year. • To make learning easier, artificial intelligence software will also be utilized. • M. Phil’s from higher education will be eliminated.

Students will learn three languages that will be determined by the state • The National Council for Education Research and Training will prepare the national curriculum framework • A number of institutions will be established to carry out the National Education Policy. • Special attention will be paid to the children’s education and skills.

Vision Of New Education Policy • The NEP 2022 aims for an India-centric education system that contributes to India enduring into a vibrant, equitable, and knowledge-based society by providing world-class education. • Our country’s research and education facilities will be strengthened because of this NEP and students who have spent thousands of dollars studying abroad will be provided with global standards in India.

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Indian National Education Policy-2020

2020, PPT on NEP-2020 India

The PPT is based on National Education Policy-2020, launched in India after 34 years. The earlier one was in 1986, followed by POA in 1992. I tried to highlight salient features of the Policy.

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Education Policy Outlook

Education policy outlook 2022.

The annual comparative reports of the Education Policy Outlook monitor the evolution of policy landscapes mainly among the education systems of OECD Countries. The Education Policy Outlook follows the premise that knowledge of education policy is as valuable as the capacity to use it. Covering selected topics from early childhood education to adult education, the reports aim to provide a comparative understanding of how priorities and policies are evolving, and how policies can be best implemented or improved over time in their specific contexts.

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Transforming Pathways for Lifelong Learners

The effects of Russia’s invasion of Ukraine (with its dramatic impact on energy and food prices), the continuation of the COVID-19 pandemic, and extreme weather events in some parts of the world in 2022 are expected to reverberate into 2023. International implications for education and training include economic uncertainty and tight labour markets, ongoing digital transformation, and continued growth and influence of mass information. These trends challenge education policymakers to transform existing pathways in their countries and economies, so people can become effective lifelong learners to navigate change. Building on the OECD’s Framework of Responsiveness and Resilience in Education Policy, as well as analysis of international policies and practices from over 40 education systems implemented mainly since 2020, this report identifies three areas of policy effort that education policymakers can undertake in 2023: 1) enhancing the relevance of learning pathways; 2) easing transitions throughout learners’ pathways; and 3) nurturing learners’ aspirations. Lessons emerging from recent policy efforts are synthesised into key policy pointers for 2023. The report has been prepared with evidence from the Education Policy Outlook series—the OECD’s analytical observatory of education policy.

21 Nov 2022 126 pages English

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Author(s): OECD

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Study Material

Latest Changes in the National Education Policy 2020 for 2023 onwards Academic Sessions

How national education policy (nep) will transform indian education system.

On December 30th 2022 , the New Education Policy (NEP) , which aspires to embrace education from pre-school to secondary school, was approved by the Union cabinet in July 2020. NEP-2020, is a comprehensive framework that covers all levels of education from elementary to higher education in the country. It replaced the education policy made in 1986. 

National Education Policy 2020

The National Education Policy 2020 is the first education policy of the 21st century which aims to create a new system which is aligned with the goals of 21st century and SDG4.

Global Education Development Agenda (Goal 4) seeks an inclusive and equitable quality education and promotes lifelong learning opportunities for all by 2030. 

It emphasises the creative development of each individual including vocational and technical education. However, it also ensures that not only cognitive capacities but all these skills will also include:

• Foundational capacities of literacy and numeracy
• Higher-order cognitive capacities, such as critical thinking and problem solving
• Social, ethical, and emotional capacities and dispositions

The teacher should be in the centre of the fundamental reforms in the education system. The new education policy helps in re-establishing teachers at all levels, because they truly shape the future of our next generations. In the given table below, check all the basic details regarding NEP 2020.

Vision of National Education Policy

The National Education Policy envision a education system which is: 

• rooted in Indian ethos that contributes directly to transforming India;
• sustainable into an equitable and vibrant knowledge society and provide high-quality education to all;
• envisaging curriculum and pedagogy of our institutions must develop among the students a deep sense of respect towards the Fundamental Duties and Constitutional values;
• bonding with one’s country, and a conscious awareness of one’s roles and responsibilities in a changing world; and
• instilling a deep-rooted pride in being Indian among the learners, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions that support responsible commitment to human rights, sustainable development and living, and global well-being, thereby reflecting a truly global citizen.

Difference Between Existing and New Academic Structure

After 34 years the education policy was launched in 2020. Many changes were brought in pedagogies and curriculum. The major changes were around 23, and some of the them are given below:

• Education in early childhood care
• Education for ST, SC, OBC
• Technical and management Education
• Sports, physical education and youth
• Management of education
• Teacher and training

The focus of the education policy is to prepare students as a quality product not as a factory output. This will be totally based on experiential learning, students can choose different fields to study in a particular field or do some research work. Check all the differences between National Policy of Education (NPE) 1986 and National Education Policy (NEP) 2020.

Difference between National Policy of Education (NPE) (1986) and National Education Policy (NEP) (2020)

New changes in national education policy (nep 2023).

In a program jointly organised by Indian Council of Historical Research (ICHR) and RSS-affiliated Akhil Bharatiya Itihas Sankalan Yojana, the Union Education Minister Dharmendra Pradhan announced that from January 26th, 2023 (also Vasant Panchami), the new “corrected’ syllabus of history will be implemented across all schools.

It will be very helpful to increase the use of our mother tongue rather than English. When NEP 2020 was introduced, schools started following it on a smaller level and with time, it has worked out well.

On December 28th, Parliament recommended four sacred texts (Vedas) and Bhagavad Gita to be a part of corrected history under NEP 2020. They also suggested that the contribution of many unsung heroes, especially from the North-East, should also be incorporated equally in NCERT textbooks.

National Education Policy Outcomes

The expected outcomes from NEP are to:

• Universalisation of access from ECCE to Secondary education. 
• Ensure equity and inclusion in schools as well as in classrooms
• Improve quality and achievement of Learning Outcomes through using Foundational Literacy & Numeracy (FLN)
• Focused on 21st century skills in teaching, learning and assessment.
• Common standards for public and private schools.

Structure of National Education Policy

New Transforming Curricular & Pedagogical Structure of School Education (5+3+3+4):3 years in Anganwadi/pre-school and 12 years in school is explained below. The current existing academic structure 10+2 are now revised to 5+3+3+4.

According to the New pedagogical and curricular structure of school education (5+3+3+4)

• Foundational Stage

The starting 5 years are divided into two parts. This stage is called the Foundational stage. In starting years (age 3 to 6 years), children spend time in Anganwadi/ Pre-school/ Balvatika. At (Age of 6-8) children spend their time in Grade 1 & 2.

• Preparatory Stage

The next stage is the Preparatory stage . This stage is for 3 years. Under this stage children are now cover grade 3 to 5 and their age should be 6 to 11.

In this stage, the different pedagogy which a teacher can use in the teaching learning process are play-way method, discovery, activity based and interactive classroom learning.

• Middle Stage

Coming on to the next stage is the Middle stage . Which is also for 3 years. In this students are now at grade 6 to 8 and their age group should be 11 to 14. During this stage, educators should follow the following pedagogy in their teaching learning process.

Experiential learning in the Sciences, Mathematics, Social Science and Humanities.

• Secondary Stage

The last is the Secondary stage . This stage is for 4 years which cover grade 9 to 12 . At this point the students must be 14 to 18 years of age.

The correct pedagogy for this stage is teaching with multidisciplinary studies, critical thinking, flexibility and students choice of subject.

The NEP 2020 is a revolutionary policy, which aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multi-disciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student.

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NEP 2020: ppt, aims and objectives, highlights

National education policy (NEP) 2020 is a comprehensive policy. It was approved by an indian government in July 2020. It is the first education policy of the 21st century.  NEP 2020 aims to bring about significant changes in the Indian education system from the pre-primary level to the higher education le vel.

Aims and objectives of NEP 2020

The main aims and objectives of the NEP 2020 are as follows:

1. To promote multilingualism . 2. To enhance the quality of education and research in India. 3. To make India a global education hub . 4. To provide equitable quality education to all students irrespective of their social, cultural, and economic backgrounds. 5. To make the curriculum flexible and to the reach of children. 6. To make overall development of children i.e; physical, social, emotional and, cognitive development. 7. To foster critical thinking and ethical values among learners. 8. To prepare the children for the future.

Highlights of NEP 2020

NEP 2020 is the third educational policy of India. It has replaced 34 year old education policy, NEP 1986 ( modified as POA 1992). K. Kasturirangan was the chairman of national education policy 2020 committee. Important highlights and key recommendations of NEP 2020 are:

1. NEP 2020 structure

The old education structure 10+2 has been replaced by 5+3+3+4 structure. This 5+3+3+4 format covers foundational stage, preparatory stage, middle stage, secondary stage, and higher secondary stage.

● Foundational stage: It is the first and most crucial stage of child education. As its name suggests it provides a strong foundation for learning. It is aimed at children aged between 3-8 years. There is a provision of early childhood care and education (ECCE) under this stage.

● Preparatory stage: It covers children between the age group of 9 to11 years. At this stage, the main focus is on activity- based learning.

● Middle stage: It covers children between the age group of 12 to 14 years. The main focus is on skill development. Basic coding and vocational education will be introduced at this stage. Students will be enrolled in 10 days internship programs. These programs will be run with local vocational experts such as carpenters, gardeners, potters, etc.

● Secondary stage: It is the last stage of 5+3+3+4 format. It is aimed at children aged between 15 to 18 years. It covers the 9th, 10th, 11th and 12th classes. There will be no hard separation among the arts, commerce, and science streams.

2. Three language formula  

The three-language formula will continue but no language would be imposed on anyone.

🔘 First language:  mother tongue or regional language.

🔘 Second language: (i) In hindi speaking states: english or modern Indian language.

(ii) In non-hindi speaking states:  english or hindi

🔘 Third language:  English or modern english language.

3. Holistic progress card

The progress (report) card of the students will be holistic, 360 degree, and multidimensional. It will include self assessment, peer assessment, and teacher assessment.

4. Gender inclusion fund

The NEP 2020 Inclusion Fund has been constituted by the Government of India to ensure that equitable quality education is provided to all students, especially those from Socio-Economic Empowerment (SEDGs).

PARAKH is a national assessment center. Its full form is Performance Assessment, Review, and Analysis for Holistic development. It is used to assess all school boards.

6. Higher education

NEP 2020 proposes a multi-disciplinary under graduation program. Graduation programs will be run with multiple entry and exit option . It will be of either 3 or 4 years. Students will get a certificate after each year.

● 1st year: students will get certificate.

● 2nd year: Students will get advance diploma.

● 3rd year: students will get Bachelor’s degree.

● 4th year:  students will get Bachelor’s degree with research.

Post graduation (PG) program will be of either 1 or 2 years.

Academic bank of credit:

Academic bank of credits (ABC) is a virtual credit system. Credits will be awarded to students during their learning process. With the use of these credits, students can leave or join the institutions. The validity of these credits will be upto 7 years.

7. Research programs

M.phill program has been discontinued. Now students can pursue Ph.D. after post graduation or four year graduation program.

8. Expenditure

NEP 2020 has set the target to increase public investment in the education sector to reach 6% of GDP.

This policy is expected to bring about significant changes in the Indian education system. The successful implementation of the policy will require  the involvement of all stakeholders.

NEP 2020 PPT

This ppt covers the main point of NEP 2020 related to:

● School education 

● Higher education 

● Technology 

● Financing and implementation 

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Global education trends and research to follow in 2022

Subscribe to the center for universal education bulletin, emily gustafsson-wright , emily gustafsson-wright senior fellow - global economy and development , center for universal education helen shwe hadani , helen shwe hadani former brookings expert kathy hirsh-pasek , kathy hirsh-pasek senior fellow - global economy and development , center for universal education maysa jalbout , maysa jalbout nonresident fellow - global economy and development , center for universal education elizabeth m. king , elizabeth m. king nonresident senior fellow - global economy and development , center for universal education jennifer l. o’donoghue , jennifer l. o’donoghue deputy director - center for universal education , senior fellow - global economy and development brad olsen , brad olsen senior fellow - global economy and development , center for universal education jordan shapiro , jordan shapiro nonresident fellow - global economy and development , center for universal education emiliana vegas , and emiliana vegas former co-director - center for universal education , former senior fellow - global economy and development rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development.

January 24, 2022

• 12 min read

As the third calendar year of the pandemic begins, 2022 promises to be an important one—especially for education. Around the world, education systems have had to contend with sporadic closures, inequitable access to education technology and other distance learning tools, and deep challenges in maintaining both students’ and teachers’ physical and emotional health. At the same time, not all of the sudden changes precipitated by the pandemic have been bad—with some promising new innovations, allies, and increased attention on the field of global education emerging over the past three years. The key question is whether 2022 and the years ahead will lead to education transformation or will students, teachers, and families suffer long-lasting setbacks?

In the Center for Universal Education, our scholars take stock of the trends, policies, practices, and research that they’ll be closely keeping an eye on this year and likely in the many to come.

More than ever, in 2022 it will be critical to focus on strengthening the fabric of our global education system in order to achieve positive outcomes—particularly through an increased focus on data-informed decisionmaking. We have seen a renewed focus on different forms of data that are critical to enhanced education outcomes, such as real-time performance data, which allow teachers and other decisionmakers to course-adjust to the needs of learners to better support their educational journeys. Additionally, high-quality program cost data are needed for decisionmakers to plan, budget, and choose the most cost-effective interventions.

One way we are seeing these areas strengthened is through innovative financing for education, such as impact bonds , which require data to operate at full potential. This year, pooled funding through outcomes funds—a scaled version of impact bonds—should make a particularly big splash. The Education Outcomes Fund organization is slated to launch programs in Ghana and Sierra Leone, and we also expect to see the launch of country-specific outcomes funds for education such as OFFER (Outcome Fund For Education Results) in Colombia, the Back-to-School Outcomes Fund in India, and another fund in Chile. At the Center for Universal Education, we will be following these innovations closely and look forward to the insights that they will bring to the education sector.

As we look ahead to 2022, one continued challenge for many families is navigating the uncharted territory of supporting children’s learning with a growing number of school closures . But while the pandemic forced an abrupt slowdown in modern life, it also provided an opportunity to reexamine how we can prioritize learning and healthy development both in and out of school. Moreover, the cascading effects of the pandemic are disproportionally affecting families living in communities challenged by decades of discrimination and disinvestment—and are very likely to widen already existing educational inequities in worrisome ways.

One innovative approach to providing enriching learning opportunities beyond school walls that address the inequities in our current systems is Playful Learning Landscapes (PLL) —installations and programming that promote children and families’ learning through play in the public realm. A current focus for PLL at Brookings is measuring the impact of these spaces to show that PLL works and to garner greater investment in them. To that end, Brookings and its partners developed a framework and an initial set of indicators from both the learning science and placemaking perspectives to help assess the positive effects of PLL on learning outcomes , as well as its potential to enhance social interaction and public life in revitalized spaces. The framework will continue to evolve as we learn from communities that are testing the expansion and adaptation of PLL—this important work is just beginning.

The pandemic highlighted several trends in education that promise to be the focus of future policy and practice in 2022 and beyond: the importance of skills that supplement the learning of content, systemic inequities in education systems, and the role of digital technology in the education of the future. It has become increasingly clear that the memorization of content alone will not prepare children for the jobs and society of the future. As noted in a Brookings report “ A new path for education reform, ” in an automated world, manufacturing jobs and even preliminary medical diagnoses or legal contracts can be performed by computers and robots. Students who can work collaboratively—with strong communication skills, critical thinking, and creative innovation—will be highly valued. Mission statements from around the globe are starting to promote a “whole child” approach to education that will encourage the learning of a breadth of skills better aligning the education sector with needs from the business sector.

The past year also demonstrated weaknesses and inequalities inherent in remote learning that I’ll be closely tracking in the years to come. In fact, the Centers for Disease Control and Prevention suggested that virtual learning presents risks to social-emotional learning . Further, research suggests that academic progress during the pandemic slowed such that students demonstrated only 35 to 50 percent of the gains they normally achieve in mathematics and 60 to 68 percent in reading. The losses are not experienced uniformly , with children from underresourced environments falling behind their more resourced peers.

The failure of remote learning also raises questions about the place of digital learning in the classroom. Learning will become more and more hybrid over time, and keeping an eye on advances in technology—especially regarding augmented reality and the metaverse—will be particularly important, as both have real consequences for the classrooms.

In 2022, I’ll be focusing on one group of children in particular–refugees–who are among those children who have historically had the least access to preprimary education. The pandemic has affected them disproportionally , as it pushed them and their families into poverty and deprived them from most forms of education during the school closures.

While much more investment in early childhood education research and evaluation is needed to improve evidence and channel scarce resources effectively, there are a few important efforts to watch. A report commissioned by Theirworld last year provided an overview of the sector and focused on a critical gap and opportunity to address the inequity of access to early childhood education in refugee settings by better supporting teachers and community workers. This year, Theirworld and partners will pursue two of the report’s recommendations–making the science of early childhood brain development widely accessible in refugee communities and building the evidence base on what works in supporting early childhood education teachers and the young refugee children they teach.

The report was informed by existing initiatives including Ahlan Simsim, which in 2017 received the largest known grant to early education in a humanitarian context. While the evaluation of Ahlan Simsim will not be complete until two more years, the Global Ties for Children research center, Sesame Workshop, and the International Rescue Committee will share critical insights into their learning to date in a forthcoming episode of the podcast the Impact Room .

This coming year I’ll be focused on how education systems can prepare for future disruptions, whatever the cause, with more deliberateness. The past two years of the COVID pandemic have seen education systems throughout the globe struggle to find ways to continue schooling. Additionally, there have been other public health crises, natural disasters such as earthquakes, floods, and severe storms, and wars and terrorism in different parts of the world that have gravely tested school systems’ ability to minimize the cost of catastrophes on students and teachers. Finding safer temporary learning places outside the school and using technologies such as radio, TV broadcasts, and online learning tools have helped, but quick fixes with little preparation are not effective approaches for sustaining and advancing learning gains.

In the age of broadcast and digital technologies, there are many more ways to meet the challenges of future emergency situations, but life- and education-saving solutions must be part of the way school systems operate—built into their structures, their staffing, their budgets, and their curricula. By preparing for the emergencies that are likely to happen, we can persevere to reach learning goals for all children.

By the close of 2021, a number of studies began to document the impact of COVID-19 on girls’ educational trajectories across the Global South. These studies point to promising trends –lower than expected dropout rates and reenrollment rates similar to (if not greater than) those of boys–while still highlighting the particular challenges faced by adolescent girls and girls living in poverty , conflict, and crisis .

In 2022, it will be critical to continue to generate more nuanced evidence—carefully considering questions such as “for which girls,” “where,” “when,” and “why.” And then we must put this knowledge to use to protect and promote girls’ and young women’s rights not just to education, but to participate and thrive in the world around them. Ensuring that marginalized girls and young women become transformative agents in improving their lives and livelihoods—as well as those of their families and communities—requires us to develop new strategies for learning and acting together.

At the Center for Universal Education, this means strengthening our work with local leaders in girls’ education: promoting gender-transformative research through the Echidna Global Scholars Program ; expanding the collective impact of our 33 Echidna alumni; and co-constructing a learning and action community to explore together how to improve beliefs, practices, programs, and policies so that marginalized adolescent girls’ can develop and exercise agency in pursuing their own pathways.

Going into year three of COVID-19, in 2022 I’m interested to see whether countries will transform their education systems or largely leave them the way they are. Will leaders of education systems tinker around the edges of change but mostly attempt a return to a prepandemic “normal,” or will they take advantage of this global rupture in the status quo to replace antiquated educational institutions and approaches with significant structural improvement?

In relation to this, one topic I’ll be watching in particular is how countries treat their teachers. How will policymakers, the media, parent councils, and others frame teachers’ work in 2022? In which locations will teachers be diminished versus where will they be defended as invaluable assets? How will countries learn from implications of out-of-school children (including social isolation and child care needs)? Will teachers remain appreciated in their communities but treated poorly in the material and political conditions of their work? Or will countries hold them dear—demanding accountability while supporting and rewarding them for quality work?

I’m interested in learning more about how pandemic lockdowns have impacted students. So far, we’ve only gotten very general data dealing with questions that are, in my opinion, too simple to be worthwhile. It’s all been about good and bad, positive and negative, learning loss and achievement. But I’ll be watching for more nuanced studies, which ask about specific ways increased time away from school has impacted social-emotional development. How do those results differ between gender, race, socioeconomic status, and geographic location? I suspect we’re going to learn some things about the relationship between home environment and school environment that will challenge a lot of our taken-for-granted assumptions.

In 2022, I’ll be tracking emerging evidence on the impact of the COVID-19 school closures on children and youth. Several researchers, including my co-authors and me , have provided estimates of the school closures’ impact on student learning losses, unemployment, future earnings, and productivity globally. But only recently are researchers analyzing actual evidence of learning losses , and an early systematic review finds that “Although robust and empirical research on COVID-19-related student learning loss is limited, learning loss itself may not be.”

Likewise, there is little rigorous reviews of remote learning tools’ and platforms’ impact on student learning during the school closures. After the pandemic, it is almost certain that remote and hybrid learning will continue—at a minimum occasionally and often periodically—in primary, secondary, and post-secondary education. It is urgent that we build the evidence base to help education decisionmakers and practitioners provide effective, tailored learning experiences for all students.

Finally, a key issue for education is how to redesign curricula so that this generation (and future generations) of students gain a key set of skills and competencies required for technologically-advancing labor markets and societies. While foundational literacy and numeracy skills continue to be essential for learning, a strong foundational knowledge of science, technology, engineering, and mathematics is ever more important in the 21st century, and I look forward to contributing research this year to help make the case for curricula redesign efforts.

I will be interested to see how parent-teacher relationships progress after the pandemic has (hopefully) faded into the background. COVID-19 has had an inescapable impact on the way we deliver education globally, but none more so than on how education leaders and teachers interact with students and their families.

For the past three years, I have been studying family-school collaboration. Together with my colleagues and partners, we have surveyed nearly 25,000 parents and 6,000 teachers in 10 countries around the world and found that the vast majority of teachers, parents, and caregivers want to work together more closely. Quality family-school collaboration has the potential to significantly improve educational outcomes, spur important discussions on the overall purpose of school, and smooth the path for schools and families to navigate change together. From community schools in New Mexico  to text message updates from teachers in India , new innovations are popping up every day—in every corner of the world. I’m excited to see what the future holds for family-school collaboration!

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August 23, 2024

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August 22, 2024

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