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FACT SHEET: How the Biden- ⁠ Harris Administration Is Advancing Educational   Equity

As Schools Reopen, Vital PK-12 Investments Will Address Disparities, Build Back Our Schools on a Stronger and More Equitable Foundation, and Enable America to Compete Globally

The last year and a half have been extraordinarily challenging for America’s students. As we prepare for the 2021-2022 school year, the Biden-Harris Administration is committed to helping every school safely open for full-time, in-person instruction; accelerate academic achievement; and build school communities where all students feel they belong.    At the same time, President Biden understands that addressing the immediate impact of the pandemic is not enough. For too many Americans—including students of color, children with disabilities, English learners, LGBTQ+ students, students from low-income families, and other underserved students—the promise of a high-quality education has gone unfulfilled for generations. Studies show the remarkable benefits of preschool programs , but such programs are too often out of reach for children of color and low-income children. Dramatically unequal funding between school districts means some children learn in gleaming new classrooms, while students just down the road navigate unsafe and rundown facilities . Amid a nationwide teacher shortage , high-poverty school districts struggle to attract certified staff and experienced educators. And students of color and children with disabilities face disproportionately high rates  of school discipline that removes them from the classroom, with lasting consequences. With 53 percent of our public school students now students of color, addressing these disparities is critical for not only all our children, but for our nation’s collective health, happiness, and economic security. Consistent with the President’s Executive Order , the Administration is committed to advancing educational equity for every child—so that schools and students not only recover from the pandemic, but Build Back Better. As First Lady Dr. Biden says, “Any country that out-educates us is going to outcompete us.” We will meet the challenges of the coming decades only by harnessing the full potential of every young person. Taken together, the unprecedented investments already made in the American Rescue Plan—along with those proposed in the Build Back Better Agenda—will devote historic and vitally-needed resources that unlock opportunity for millions of Americans. These investments in evidence-based approaches will shore up schools struggling with the aftermath of COVID-19, tackle inter-generational educational disparities, address the holistic needs of children, and incentivize states to help our schools rebuild on a stronger and more equitable foundation. To support the equitable education of every child at every step, the Administration will:

• Safely reopen schools and support students, particularly those disproportionately impacted by the pandemic;
• Invest in high-quality early childhood education, including providing universal pre-school for all three and four-year-olds and access to affordable child care;
• Address the national teacher shortage by improving teacher preparation, strengthening pipelines for underrepresented teachers, and supporting current teachers;
• Upgrade and build new public schools and child care centers;
• Expand college and career pathways for middle and high school students;
• Make a historic $20 billion investment in high-poverty Title I schools;
• Fund additional transformational investments to support the needs of the whole child, including community schools that provide wraparound services like afterschool programs, and hiring more counselors, social workers and school psychologists.

ADVANCING EDUCATIONAL EQUITY IN THE AMERICAN RESCUE PLAN The President made clear on Day One of this Administration that safely reopening schools was a national priority, signing an Executive Order that launched a comprehensive effort across the White House, Department of Education, and Department of Health and Human Services to safely reopen schools. The Department of Education has worked to support states and school districts in implementing CDC guidance for safe operations, and engaged education leaders across the country to collect and share best practices. The Administration has prioritized K-12 educator, staff, and child care vaccinations, and increased access to and awareness of vaccines among adolescents and their parents. States, school districts, and schools are supported in this work by the American Rescue Plan’s historic and needed investment in our schools. This included $130 billion to support the safe reopening of schools and address the academic, social, emotional, and mental health needs of students—including $122 billion through the American Rescue Plan’s Elementary and Secondary School Emergency Relief Fund (ARP ESSER). This funding is being used to help schools safely operate, implement high-quality summer learning and enrichment programs, hire nurses and counselors, support the vaccination of students and staff, and invest in other measures to take care of students. Thanks to these efforts—combined with the Administration’s aggressive vaccination push and the hard work of state, district, school leaders, educators, and parents—the percentage of K-8 schools offering only remote instruction dropped from 23 percent in January to only 2 percent in May. The American Rescue Plan recognizes and addresses the disproportionate impact of the COVID-19 pandemic on underserved students . Districts and states must spend a combined minimum of 24 percent of total ARP ESSER funds on evidence-based practices to address lost instructional time and the impact of the coronavirus on underserved students, such as summer learning and enrichment programs, comprehensive afterschool programs, and tutoring. School and district leaders must ensure that these efforts respond to students’ social and emotional needs as well. ARP ESSER includes a first-of-its-kind maintenance of equity requirement to ensure that high-poverty school districts and schools are protected from funding cuts. The American Rescue Plan also includes additional funding for students with disabilities, students experiencing homelessness, Tribal education, nutrition security, broadband access, and child care for low-income families. ADVANCING EDUCATIONAL EQUITY IN THE BUILD BACK BETTER AGENDA The resources in the American Rescue Plan, however, are not enough to address the deep educational inequities that have existed in our country since its founding. President Biden’s Build Back Better Agenda directly addresses longstanding educational inequities and will revitalize our education system so that students have the opportunities to learn and prepare for jobs in tomorrow’s economy, which includes ensuring the needs of the whole child are addressed. Make a historic investment to support students in high-poverty schools . To ensure that every student—including those from underserved and under-resourced communities—can learn and thrive, the President’s discretionary budget request provides an additional $20 billion in funding for Title I schools. These investments will help address long-standing funding disparities between under-resourced school districts and wealthier districts:

• Providing meaningful incentives to examine and address inequalities in school funding systems. There is a $23 billion annual funding gap between white and nonwhite districts, and gaps between high- and low-poverty districts as well. A 2018 report from The Education Trust found that the highest poverty districts receive 7 percent less per pupil in State and local funding than the lowest poverty districts.
• Promoting competitive teacher pay. In 2017, public school teachers earned 18.7 percent less in weekly wages than their peer group of college educated workers, up from only 1.8 percent less in 1994. In many states, teachers with ten years of experience who head a household of four may qualify for public assistance.
• Increasing preparation for, access to, and success in rigorous coursework. Black and Native American students participate in AP coursework at half the national average . While 87% of low-poverty schools provide calculus, only 45 percent of high-poverty schools do. Lack of access to and preparation for success in mathematics and science coursework ultimately has a negative impact on the outcomes achieved by Black and Latino students in high-paying, in-demand STEM fields .   

Boost early childhood care and education The President’s Build Back Better Agenda makes historic investments in our youngest learners, so that every child can succeed, paving the way for the best-educated generation in U.S. history. Establishing universal preschool Preschool is critical to ensuring that children start kindergarten with the skills and supports that set them up for success in school. However, children of color are less likely to have access to high-quality preschool programs, resulting in disparate educational outcomes before students even enter kindergarten . Research shows that kids who attend preschool programs are more likely to take honors classes and less likely to repeat a grade, do better in math and reading , and are more likely to graduate from high school and enroll in college . Impacts are particularly strong for children from low-income families , and children with disabilities benefit from inclusive, accessible preschool programs with their peers . President Biden’s plan would establish a national partnership with states to offer free, high-quality, accessible, and inclusive preschool for all three-and four-year-olds. This will benefit five million children, and save the average family $13,000 a year on preschool tuition. This historic investment in America’s future will prioritize high-need areas first, establishing universal programs in these communities, so that all students can access them, facilitating the creation of diverse classrooms that are best for all students. It will also enable communities and families to choose the setting that works best for them, whether that’s a preschool classroom in a public school, family child care provider or child care center, or a Head Start program. The President’s plan supports low student-to-teacher ratios, high quality standards, and inclusive classroom environments. Make high-quality child care affordable and accessible High-quality early care and education helps ensure that children can take full advantage of education and training opportunities later in life, especially for children from low-income families and children of color, who disproportionately lack access to good child care options and who face learning disparities before they even can go to preschool. President Biden’s proposal will ensure that low- and middle-income families can access affordable, high-quality, child care. The most hard-pressed working families would pay nothing, and families earning 1.5 times their state’s median income would spend no more than 7 percent of their income on child care for their young children. The plan will also provide families with a range of inclusive and accessible options to choose from, from child care centers to family child care providers to Early Head Start programs. Child care providers will receive funding to support the true cost of quality early childhood education, which will allow them to provide care that is accessible and inclusive of children with disabilities. The President’s investments in child care and preschool will also support early childhood educators, more than nine in ten of whom are women and more than four in ten of whom are women of color. One report found that nearly half rely on public income support programs. The President’s plan establishes a $15 minimum wage for these educators and ensures those with similar qualifications as kindergarten teachers receive comparable compensation and benefits. And the President’s proposal will extend the American Rescue Plan’s expanded Child and Dependent Care Tax Credit so that families can instead choose to get a credit for up to half of their child care expenses, saving up to $8,000 per year. Invest in our teachers.  Few people have a bigger impact on a child’s life than a great teacher. Unfortunately, the U.S. faces a large and growing teacher shortage . Before the pandemic, schools needed an estimated additional 100,000 certified teachers , resulting in key positions going unfilled, the granting of emergency certifications, or teachers teaching out of their certification area. Shortages disproportionately impact students of color and rural communities. In schools with the highest percentage of students of color, the percentage of teachers who are uncertified is more than three times as large as in schools with the lowest percentage of students of color. The percentage of teachers in their first or second year of teaching is 70 percent higher . While access to teachers of color benefits all students and has a particularly strong impact on students of color , only around one in five teachers are people of color, compared to more than half of public school students. The Build Back Better Agenda will increase support for teacher preparation and invest in Grow Your Own programs and year-long, paid teacher residency programs. These programs have a significant impact on student outcomes and teacher retention , and are more likely to enroll underrepresented teacher candidates, including candidates of color . The plan would also invest in teacher preparation at Historically Black Colleges and Universities, Tribal Colleges and Universities, and Minority-Serving Institutions. The President has also called for increased investments in certifications in high-demand areas like special education and bilingual education, and is urging Congress to invest in programs that leverage teachers as leaders, such as high-quality mentorship programs for new teachers. These investments will improve the quality of new teachers, increase retention rates, and grow the number of teachers of color—all of which will improve student outcomes like  academic achievement and  high school graduation rates , resulting in higher long-term earnings, job creation, and a boost to the economy . As more teachers stay in the profession, districts will save money on recruiting and training, and can invest more in programs that directly impact students. Expand career pathways for middle and high school students. Strong dual enrollment programs increase college enrollment, and graduation. High-quality career and technical education models have significant positive effects on high school graduation, increase college enrollment, and improve wages . The President’s plan would provide more students with access to high-quality career and technical education programs that expand access to computer science; connect underrepresented students to careers in STEM and in in-demand, high-growth industry sectors; that include partnerships with institutions of higher education, employers, and other stakeholders; and that allow students to engage in quality work-based learning opportunities, earn a credential, and/or earn college credit. Eliminate inequitable school infrastructure conditions . According to one national study, there is a $38 billion gap between the current infrastructure spending on schools and actual infrastructure needs. The American Society of Civil Engineers gives American school infrastructure a grade of D+. Students of color are more likely to attend schools with rundown and unsafe facilities . Poor physical school conditions are associated with increased rates of student absenteeism, with one study finding poor ventilation associated with a 10 to 20 percent increase in student absences . While the American Rescue Plan provides critical resources for improving ventilation systems, it does not provide sufficient resources to address all health and safety needs, let alone long-overdue investments to increase energy efficiency, ensure our schools have the technology and labs to prepare students for jobs in tomorrow’s economy, or build new buildings where needed. President Biden’s plan supports investments to upgrade and build new public schools, ensuring that all our children have equal access to healthy learning environments that prepare them for success. It also invests in upgrading child care facilities and increasing the supply of child care in areas that need it most. Addressing lead in schools . There is no safe level of lead exposure for children. Lead can slow development and cause learning, behavior, and hearing problems in children, as well as lasting kidney and brain damage. Communities of color are at a higher risk of lead exposure. The Bipartisan Infrastructure Framework would make significant investments towards the elimination of all lead pipes and service lines in the country, and reduce lead exposure in our schools and child care facilities, improving the health of our country’s children, including in communities of color. Increasing broadband access for students and families . Broadband internet is critical to learning. Yet, by one definition, more than 30 million Americans live in areas where there is no broadband infrastructure that provides minimally acceptable speeds. In urban areas, there is a stark digital divide: a much higher percentage of white families report having a home broadband internet than Black, or Latino families . Native families in their tribal communities also lack sufficient access to high-speed internet. One Michigan study found that 47 percent of students who lived in rural areas had broadband access at home, compared to 77 percent of those in suburban areas. The last year made painfully clear the cost of these disparities, particularly for students who struggled to connect while learning remotely. The Bipartisan Infrastructure Framework would make historic investments in building “future proof” broadband infrastructure in unserved and underserved areas, so that we finally reach 100 percent high-speed broadband coverage. Electrifying school buses for safe student travel . One study finds that when children ride buses with clean air technologies, they experience lower exposures to air pollution, less pulmonary inflammation, and reduced absenteeism. The Bipartisan Infrastructure Framework would make a down payment on electrifying our yellow school bus fleet. Increase support for children with disabilities. All children, including those with disabilities, should be provided the services and support they need to thrive in school and graduate ready for college or a career. The discretionary request provides an historic $2.6 billion increase for Individuals with Disabilities Education Act (IDEA) grants that support special education and related services for children with disabilities in grades preschool through 12. This funding would, for the first time in eight years, increase the federal share of the cost of providing services to children with disabilities, and is a significant first step toward fully funding IDEA. The discretionary request also includes an additional $250 million for IDEA Part C, which supports early intervention services for infants and toddlers with disabilities or delays, and funds services that have a proven track record of improving academic and developmental outcomes. This increase in funding would be paired with reforms to improve access to these vital services for underserved children, including children of color and children from low-income families. Prioritize the physical and mental well-being of students. The discretionary request provides $1 billion to increase the number of counselors, nurses, and mental health professionals in schools, prioritizing high-poverty schools. Support full-service community schools. Community schools play a critical role in providing comprehensive wrap-around services to students and their families, from afterschool to adult education opportunities to health and nutrition services. The discretionary request increases funding for these schools from $30 million to $443 million, an over ten-fold increase. Foster diverse schools. Schools play vital roles in bringing communities together. But, too many of the nation’s schools are still largely segregated by race and class , mirroring their communities. The discretionary request includes $100 million for a new voluntary grant program to help communities develop and implement strategies to build more diverse student bodies. As part of their application, applicants would be required to demonstrate strong student, family, teacher, and community involvement in their plans. Applicants would have flexibility to develop and implement school diversity plans that reflect their individual needs and circumstances, and improve educational opportunities and outcomes for students.

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10 Ways to Tackle Education’s Urgent Challenges

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To America’s resilient educators:

Take a moment to reflect on your many accomplishments during the pandemic, as well as the challenges you have faced.

You’ve supported your teams, your students, your school families and communities, all while balancing your own lives. In spite of every obstacle, you pushed through because that’s what you do. Every day.

And then, this spring, the sun seemed to shine a bit brighter. The safe and reliable vaccines that were slowing the spread of the virus forecasted a return to a normal-ish school year ahead. But COVID-19 had another plan, and its name was the Delta variant.

So here we are. And it’s complicated.

The cover of this year’s Big Ideas report from Education Week and the 10 essays inside reflect this moment and the constellation of emotions we know you’re experiencing: hope, excitement, grief, urgency, trepidation, and a deep sense of purpose.

In the report, we ask hard questions about education’s big challenges and offer some solutions. Keep scrolling for a roundup of these challenges and some new ways to think about them.

The report also includes results from an exclusive survey on educator stress, what you did well during the pandemic, and more .

Please connect with us on social media by using #K12BigIdeas or by emailing [email protected] . May the year ahead be a safe and fruitful one for you.

1. Schools are doing too much

We’re asking schools to accomplish more than what their funding allows and we’re asking their employees to do far more than they’ve been trained to do. Read more.

2. Student homelessness

The pandemic has only made student homelessness situation more volatile. Schools don’t have to go it alone. Read more.

3. Racism in schools

Born and raised in India, reporter Eesha Pendharkar isn’t convinced that America’s anti-racist efforts are enough to make students of color feel like they belong. Read more.

4. Teacher mental health

The pandemic has put teachers through the wringer. Administrators must think about their educators’ well-being differently. Read more.

5. Educator grief

Faced with so many loses stemming from the pandemic, what can be done to help teachers manage their own grief? Read more.

6. The well-being of school leaders

By overlooking the well-being of their school leaders, districts could limit how much their schools can flourish. Read more.

7. Remote learning

Educators in schools who were technologically prepared for the pandemic say the remote-learning emergency has provided new opportunities to explore better ways to connect with students and adapt instruction. Read more.

8. Setting students up for success

Educators know a lot more about students’ home learning environments than before the pandemic. How might schools build on that awareness and use it to improve their future work? Read more.

9. Parent engagement

When school went remote, families got a better sense of what their children were learning. It’s something schools can build on, if they can make key cultural shifts. Read more.

10. Knowing your purpose

We can’t build resilient schools until we agree on what education’s core role should be. And right now, we don’t agree. Read more.

A version of this article appeared in the September 15, 2021 edition of Education Week as Editor’s Note

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The Biden presidency and a new direction in education policy

Subscribe to the brown center on education policy newsletter, kenneth k. wong kenneth k. wong nonresident senior fellow - governance studies , brown center on education policy.

December 17, 2020

Within the first moments of his speech acknowledging the news that he won the presidential election, Joe Biden heralded a good day for educators. He took the opportunity to acknowledge the educational contribution of Dr. Jill Biden, community college professor and soon-to-be first lady. Biden’s commitment to education is visibly displayed in many of the 49 action plans posted on his website.

But the incoming Biden-Harris administration faces major policy and political challenges in the education realm, many of which stem from President Trump’s unilateral action to reduce federal involvement in American schooling. The Trump team primarily pursued a strategy of rolling back initiatives launched by the Obama administration that promoted systemic racial equality, protected student rights, and strengthened state and district capacity.

President Trump’s disengagement has created broader policy challenges for the Biden administration as well. The nation’s schools are stretched beyond their capacity to deliver remote instruction and ensure student safety during the pandemic. State budgetary shortfalls will need timely federal assistance. Across thousands of local communities, the Black Lives Matter movement has inspired a racial justice agenda, with clear ripple effects on public schools. Political support for the Biden agenda seems unpredictable as the public sends mixed signals on divided governance.

Taking into account candidate Biden’s policy platform, the current policy challenges, and the governing landscape in 2021, I see the Biden-Harris administration likely to focus on several priority areas related to American schooling.

Tame the pandemic and invest in innovation

Confronting the pandemic is Biden’s primary education issue beginning on Jan. 20, 2021. Biden has repeatedly announced that he wants to shut down the virus so he can safely reopen schools and the economy. The Biden administration has relied on the nation’s top health experts to develop effective anti-pandemic strategies and establish national guidelines to restore the nation’s economic and social life. The new administration will need to strengthen its partnership with states and districts to ensure school safety and to implement strategies that narrow the widening learning gap associated with the pandemic—especially in racially or economically marginalized communities.

Recent research found a significant gap in mathematics arising during the pandemic. Clearly, the Biden administration will need to act swiftly to work with states and districts to start addressing the gap in teaching, connectivity, resources, social-emotional well-being, and student engagement. In the absence of federal support, the achievement gap and children’s nonacademic needs are likely to grow. Drawing on lessons from the State Fiscal Stabilization Fund of the 2009 American Recovery and Reinvestment Act, the Biden administration may launch an education-focused package to ensure school safety, stabilize teacher employment, strengthen bandwidth for remote and hybrid learning, and prioritize educators to receive vaccines.

The Biden team is well positioned to simultaneously manage the next few months of the pandemic and the next generation of learning systems through investments in governmental capacity. The Biden administration may incentivize health and education agencies to share data, coordinate resource allocation, streamline communications, engage parents and communities, and deploy rapid response teams to combat hot spots. Equally important, Biden is well positioned to make significant investment in remote and hybrid learning, pilot new schooling models with flexible schedule and spatial design, and, at the secondary and postsecondary levels, promote cross-institutional collaboration to meet the educational challenge of the global system in the 21 st century. These investments may potentially transform teaching and learning by lessening the constraints bounded by place and time. The post-pandemic period may usher a new system of schooling delivery to address inequality of access by zip code and income and racial segregation.

Fight systemic racism

The Biden presidential campaign is closely connected to the hopes and strength of the Black community as articulated in the overwhelming Black support that Biden received throughout the presidential race. The Biden presidency is likely to use executive and administrative tools to reverse the erosion of systemic oversight in civil rights and diversity issues. During the Trump years, the Department of Education’s Office for Civil Rights has reduced its reporting requirements and its enforcement activities. It withdrew Obama-era guidelines designed to reduce racial and other discrimination in the implementation of school disciplinary actions. The Trump administration sought to restrict the ability of student borrowers to sue loan-service contractors under state law, and it rescinded Obama-promulgated regulations to penalize for-profit vocational schools that had failed to attain employment targets for their graduates.

The Biden presidency has the opportunity to collaborate with historically Black colleges and universities (HBCUs), Hispanic-serving institutions (HSIs), and tribal colleges to address systemic inequality. In this regard, Trump’s effort was piecemeal. With support from Congress, the Trump administration wrote off loans incurred by several HBCUs to repair damages caused by Hurricane Katrina and made federal STEM funding in HBCUs permanent. The Biden administration is likely to adopt a more comprehensive approach that links K-12 and postsecondary opportunities for the Black community. As a graduate of Howard University, Vice-President-elect Kamala Harris is uniquely positioned to shape federal investment in Black-focused initiatives, including medical education and research, legal training, workforce development, and business and social work.

Human capital investment strategies

Biden’s agenda calls for new strategies in human capital investment. First, the federal government can scale education initiatives that are embraced by a number of states and districts. For example, several governors and mayors implement pre-K programs; strengthen the quality and the range of skills-based programs in community colleges; invest in STEM education; and partner with higher ed institutions to ensure teacher education programs adopt high-quality standards that are meeting the needs of a growingly diverse population.

Second, the federal government can lead and incentivize innovative practices. In this regard, a critical area that matters in the long run is evidence-based research, which has historically received modest federal support. However, well-executed research has contributed to high-impact strategies and practices in teacher quality, student applications for college financial aid, special education, early childhood education, and charter schools, among other areas. Consistent with multilateralism, the Biden team can take a leading role in international benchmarking. The Biden presidency has an opportunity to narrow the research-practice gap by investing in the R&D functions of the Department of Education.

Deliver new legislation in higher education

Trump’s general lack of interest in higher education has further delayed the reauthorization of the Higher Education Act, which has been due since 2014. To be sure, building a legislative coalition is complicated by limited federal authority and strong nonpublic partners in higher education. Reauthorization efforts were stalled even when the Senate HELP Committee’s chair, Lamar Alexander (R-Tenn.), and its ranking member, Patty Murray (D-Wash.), demonstrated bipartisan cooperation. Clearly, presidential leadership is needed. Biden seems ready to apply his legislative skills and coalition-building experience to craft a bipartisan, omnibus bill.

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September 29, 2020

The Biden administration is likely to propose an omnibus higher education bill that improves access, affordability, inclusion, and accountability. Access and affordability would require an expansion of Pell Grants, which currently are set at $6,345—not nearly enough to cover the average cost for tuition and fees at a public institution. These policy aims will call for federal loan forgiveness based on income eligibility, veterans’ support, teacher education enhancement, and investment in HBCUs, HSIs, and tribal colleges. New guardrails will be needed to ensure student borrowers’ rights—including about 350,000 borrowers with disabilities—civil rights, gender equity, and victims’ rights for those who have endured sexual harassment or assault on school campuses. Potentially new federal funding will focus on diversity and STEM, while FAFSA application and verification will be more customer friendly.

Biden’s proposal on student loan forgiveness is likely to be favorably received by the higher educator sector , as many colleges and universities have already put in place loan-free programs based on income eligibility. The Biden administration is likely to form multilateral partnerships to promote freely accessible two-year colleges, scaling similar programs that are implemented in Rhode Island and several states. Community colleges, as critical pathways toward economic mobility, will receive particular attention given Dr. Jill Biden’s decades of experience in this area.

Return to responsible governance

The Trump presidency had an adversarial and chaotic relationship with the education community. For example, Secretary Betsy DeVos or her Department of Education have been sued in 455 lawsuits—the most ever in the history of the department, according to an analysis by The 74 . This includes eight multistate suits. Most of the complaints focused on student borrowers’ rights, gainful employment, and civil rights. As a comparison, there were 356 cases brought against the Education Department or the secretary of education during Obama’s two terms combined, including zero multistate lawsuits.

Recognizing an urgency to restore responsible governance to address multiple crises, the incoming Biden presidency signals a strong commitment to engage diverse stakeholders and subject-matter experts. Biden’s education agenda will need a broad coalition beyond the Beltway that includes civil rights leaders, governors, mayors, teachers’ unions, state legislative leaders, innovative practitioners, higher education leaders, and civic and business stakeholders. Guided by a clear moral compass to serve all students and their families, president-elect Biden will be able to steer the nation toward educational progress.

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7 Education Policy Issues That Need to Be Solved in 2020

The greatest challenge facing educators—and the rest of the world—in 2020 is defeating the coronavirus. All of today’s pressing education policy issues relate directly to fulfilling educators’ mission to provide students with the most effective teaching possible. As the pandemic rages, that mission becomes more important than ever.

Educators’ short-term focus is on establishing distance learning procedures that serve all students. However, the long-term impact of the pandemic remains unclear. Issues related to school funding, teacher training and retention, workforce development, and providing safe and welcoming education environments are too important to be shunted aside as the world focuses on combating the coronavirus.

The times of greatest challenge can also be the times of greatest opportunity for effecting lasting, positive change. Educators and education leaders must face this catastrophe head-on and prepare to reimagine how communities can best serve the education needs of their children.

#1: Education’s Response to the Coronavirus

The initial response to the shift from classroom instruction to distance learning has highlighted the disparity in online access that threatens to widen the digital divide between rich and poor students. The Associated Press reports that 17 percent of US students do not have access to computers at home, and 18 percent do not have broadband internet access from their homes.

The problem extends beyond ensuring students have the necessary computers and internet access. Even when students have access to online learning resources via internet-connected devices, family circumstances may hinder their ability to complete coursework remotely.

The New York Times recounts the experiences of students in the same political science class at Haverford College in Pennsylvania. One student was able to log into the videoconferencing app the college relied on for its online classes from her parent’s vacation home in Maine, while another had to turn her full attention to helping her parents operate the family food truck in Florida. This student told the professor for whom she worked as a teaching assistant that keeping the family business running jeopardized her return to school.

The National Conference of State Legislatures describes the response of state governments to school closures related to the coronavirus:

• The US Department of Agriculture has exempted states from prohibitions against large gatherings so schools can continue to provide students with meals they would have received in school.
• The US Department of Education is considering one-year waivers on assessment and accountability requirements that are intended to identify low-performing schools.
• Many colleges have announced they will remove ACT and SAT testing requirements for admissions and instead will consider the test scores optional.

#2: K-12 Funding

Funding for public education faced serious pressures prior to the coronavirus outbreak, and as the Brookings Institution reports, those pressures will only become worse as the full impact of the pandemic hits funding sources. States anticipate steep declines in the revenue they will collect from income and sales taxes to fund the 2020-2021 school year.

K-12 schools will be competing for funding with emergency public health efforts, higher education, and Medicaid, which is expected to experience a big jump in enrollment as the economy falters. The funding shortfall is exacerbated by schools’ increased reliance on state funding as local property taxes continue to represent a smaller share of their total need. School districts are even more vulnerable to economic downturns than other public institutions because many are committed to multiyear teacher pay raises, according to the Brookings Institution.

#3: Training and Retaining Qualified Teachers

While long-term commitments to teacher salary increases may put added pressure on school district finances, the failure to compensate teachers fairly threatens schools’ ability to ensure their students receive the quality education they need to serve their families and communities in the future. New America points out that the negative effects of low teacher salaries have gained the attention of the public, but other factors can be just as vital to attracting and retaining quality teachers.

A report from the Economic Policy Institute found that the gap between the supply of teachers and the demand increased from 20,000 per year in 2012-2013 to 64,000 per year in 2016-2017 and 110,000 in 2017-2018. The rate of teachers leaving the profession and declining enrollments in teacher education programs are only two of many factors contributing to the shortage. The disparities in teacher quality and the uneven distribution of highly qualified teachers in schools serving low-income students make the critical shortage of teachers even more dire.

#4: Ensuring Safe and Nurturing Education Environments

For students to reach their full potential, schools must provide them with a learning environment that is free from threats, fear, intimidation, bullying, violence, and crime. The National Association of Secondary School Principals (NASSP) states that creating and maintaining a warm, welcoming, and orderly school setting is principals’ top priority. However, school leaders, teachers and other staff, and the community at large also play important roles in ensuring safe, well-run schools.

Keeping schools safe and allowing students to learn without fear of violence requires establishing trust. The NASSP calls for increased funding and support for mental health services, crisis identification programs, and enhanced school safety programs. The National School Climate Center has created a school climate improvement process that supports leadership shared by school districts, individual schools, individual classrooms, students, and the community.

#5: Childcare and Universal Pre-K Education

Universal preschool starting at age three is gaining the support of a growing number of politicians after being championed by former Democratic presidential candidates Senator Elizabeth Warren and Senator Bernie Sanders. However, resistance to extending free public education from age five to age three centers on concerns of higher taxes and the belief that three- and four-year-olds are too young to be in school.

The New York Times reports that both government-subsidized childcare and universal pre-K education are winning more support as research shows the benefits of high-quality care and education to the development of very young children. In addition, children in low-income families currently have “significantly less access” to these services. As childcare becomes more expensive, it is believed that expanding pre-K education would allow more women to join the workforce while alleviating the growing burden on families of escalating childcare costs.

#6: Readying Students for Tomorrow’s Workforce

A primary goal of educators at all levels is to provide students with the skills they will need to thrive and succeed once they enter the workforce. However, We Are Teachers cites a McKinsey study that found 40 percent of employers struggle to find qualified candidates to fill their open positions. One approach to ensuring students learn the skills necessary to qualify for the in-demand jobs of the future is to encourage more collaboration between private companies and educators.

AT&T proposes five strategies for developing the twenty-first-century workforce:

• Start developing workforce skills in K-12 education by focusing on competencies rather than on grade levels and by increasing hands-on training programs.
• Implement mentoring programs that connect students with professionals in various fields via partnerships with organizations such as Girls Who Code.
• Give students first-hand experience with workforce technologies through internships and other programs that immerse them in technology environments.
• Encourage collaboration that benefits students and employers by sharing research and practice in data science and other cutting-edge technologies.
• Help bridge the gap between technology haves and have-nots by connecting public school teachers with donors willing to fund creative educational projects.

#7: Charter Schools vs. Traditional Public Schools

Few education policy issues are more polarizing than the debate about the benefits of charter schools vs. traditional public schools. The Brookings Institution defines charter schools as tuition-free, publicly funded institutions whose leaders “accept greater accountability in exchange for greater autonomy.” While public school students are typically assigned to a school based on where they live, charter schools accept students regardless of location.

Teachers’ unions are among the staunchest opponents to charter schools, only 11 percent of which employ unionized teachers. Opponents claim that charter schools take funds away from traditional public schools, and they object to for-profit management, which currently represents about 12 percent of charter schools.

Whether charter schools offer quality education equal to or greater than that provided by traditional public schools remains unsettled. However, a study conducted by Stanford University’s Center for Research on Education Outcomes found that students in charter schools and public schools perform about equally in similar tests, although students in urban charter schools outperform their counterparts in public schools, and students enrolled in online charter schools underperform public school students with comparable demographic characteristics.

Preparing Students to Become Education Policy Makers

The role of education leaders has never been more critical to students’ success. American University’s online Doctorate in Education Policy and Leadership (EdD) program is geared to teaching the practical skills education leaders need to drive policy that improves education outcomes in the most vulnerable communities. The program emphasizes strategic budgeting, collaborative inquiry, talent development, partnership building, and other key education leadership skills.

Learn more about the benefits of the American University online Doctorate in Education Policy and Leadership for educators who aspire to leadership roles in schools, school districts, and communities.

EdD vs. PhD in Education: Requirements, Career Outlook, and Salary

Teacher Retention: How Education Leaders Prevent Turnover

Education Policy Issues in 2020 and Beyond

American Association of State Colleges and Universities, “Top 10 Higher Education State Policy Issues for 2020”

Associated Press, “3 Million US Students Don’t Have Home Internet”

AT&T, “Leading the Future for Students, for Educators, and in Technology”

Brookings Institution, “Education May Be Pivotal in the 2020 Election. Here’s What You Need to Know.”

Brookings Institution, “How the Coronavirus Shutdown Will Affect School District Revenues”

Brookings Institution, “What Are Charter Schools and Do They Deliver?”

Economic Policy Institute, “The Teacher Shortage Is Real, Large and Growing, and Worse Than We Thought”

Economic Policy Institute, “U.S. Schools Struggle to Hire and Retain Teachers”

EdSource, “California Education Issues to Watch in 2020 — and Predictions of What Will Happen”

Education Commission of the States, 2020 Trending Topics in Education

Education Week , “Districts Brace for Crash in State K-12 Revenue Due to Coronavirus”

Education Week , “12 Critical Issues Facing Education in 2020”

Education Writers Association, “History and Background: School Safety & Security”

Lumina Foundation, “Six Predictions for Higher Ed in 2020 w/ Jesse O’Connell”

National Association of Secondary School Principals, School Climate and Safety

National Conference of State Legislatures, Public Education’s Response to the Coronavirus (COVID-19) Pandemic

National School Climate Center, Shared Leadership Across Contexts

New America, “How the Presidential Candidates Fare on Education Policy Issues”

New York Times , “College Made Them Feel Equal. The Virus Exposed How Unequal Their Lives Are.”

New York Times , “Public School Is a Child’s Right. Should Preschool Be Also?”

Southern Regional Education Board, “Top Five State Education Issues for 2020”

WeAreTeachers, “3 Ways Industry & Education Can—and Are—Collaborating to Prepare Students for the Workforce”

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Education Policy

A new policy landscape for k-12 education.

Jazmyne Owens

Jan. 28, 2021.

The weeks leading up to the inauguration of Joseph R. Biden and Kamala D. Harris to the Offices of President and Vice President of the United States were particularly significant. Not just because of the COVID-19 pandemic that continues to rage, but also because of the historic Senate runoff in Georgia, and the siege of the Capitol by violent domestic terrorists, and consequent second impeachment. All of which is set within the context of extremely polarized politics, a shifting political landscape, and uncertainty about the future.

This is especially consequential for the K-12 education space, considering the deep impacts that the pandemic has had on students, teachers, and families. The continued debate about how to safely reopen schools and how to provide high quality educational opportunities in remote and hybrid learning spaces will all be substantially impacted by the changes happening at the federal level.

A New Congress and Administration

The January runoff race in Georgia brought Jon Ossoff and Raphael Warnock to the U.S. Senate. Kamala Harris nominated former California Secretary of State, Alex Padilla , to her seat, bringing a slim Democratic majority to the Senate for at least the next two years. A Democratic Senate releases a grip of power from now-minority leader Mitch McConnell, who created a backlog of COVID relief and other legislation and oversaw what was being reported as the least productive Congress in recent history . While the House lost seats in the November election , it still holds a Democratic majority, and that is going to be extremely important for the new Biden-Harris administration to push their agenda through.

The Biden-Harris administration stands at stark contrast with the Trump administration on a number of important issues, but especially in education . President Biden himself has made reopening schools within the first 100 days among his top priorities The day after inauguration he signed an Executive Order directing the Secretaries of Education and Health and Human Services to collaborate on guidance for both in person, virtual, and hybrid learning. The nomination of Miguel Cardona for Education Secretary fulfills the Biden campaign promise that the Secretary would be a public school teacher. As a former English Learner himself , Cardona is more likely than his predecessor to support greater research and resources for dual language learners .

Funding Packages and Priorities

At the end of December, Congress passed a combined COVID-19 stimulus relief and omnibus spending bill.The Consolidated Appropriations Act, 2021 included $900 million in stimulus relief and $1.4 trillion for the 2021 federal fiscal year , but was most known for providing $600 direct payments to adults and children, as well as $300 unemployment benefits through March. The provisions in the package included $82 billion for education funding, with $54.3 billion for K-12 schools. Generally delivered through the Title I formula, this is approximately four times what Congress appropriated under the CARES Act (detailed breakdown of comparison to CARES funding by Edunomics lab here ). The education funding also included an additional $4 billion for governors to spend at their own discretion, with $2.75 billion of those funds set aside for private K-12 schools. The legislation also included a Maintenance of Effort (MOE) provision that requires elementary and secondary education spending levels to be maintained until fiscal year 2022 .

In addition to specific education funding, the Consolidated Appropriations Act, 2021 also provided $13 billion in SNAP benefits, $7 billion for broadband internet (plus an Emergency Broadband benefit for families and unemployed workers), $10 billion to stabilize the child care industry , and $250 million for Head Start .

A few weeks into the new year, and ahead of inauguration, President Biden released his COVID relief proposal, the American Rescue Plan . The package would appropriate an additional $1.9 trillion including $130 billion in K-12 education funding. Within this, funds will also be set aside for a COVID-19 Education Equity Challenge Grant, which would “support state, local and tribal governments in partnering with teachers, parents, and other stakeholders to advance equity- and evidence-based policies to respond to COVID-related educational challenges and give all students the support they need to succeed.” The grant is in addition to $350 billion in aid to state, local, and territorial governments.

President Biden’s plan also includes $50 billion for COVID-19 testing in schools, long term care facilities, and prisons, $25 billion for the Emergency Child Care Stabilization Fund, $15 billion for the Child Care and Development Block Grant, a one-year boost to the child care tax credit , $5 million to the “hardest-hit” governor's fund, $4 million for federal behavioral-health services, $3 million for the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), and $1 million for the Temporary Assistance to Needy Families (TANF) program.

The Biden administration and 117th Congress have their work cut out for them in the coming year. In the short term, the public can expect to see draft legislative language for the Biden proposal as committee and administration staff positions are filled and cabinet positions are confirmed. Minority Leader McConnell will continue to push back where he can , especially as Congressional leadership determines the best legislative vehicle for COVID relief. But throughout the changing landscape, advocates and other stakeholders must continue to ensure that K-12 students needs are prioritized by policymakers.

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Five challenges that would shape the outcome of NEP 2020

Author : Niranjan Sahoo

Expert Speak India Matters

Published on nov 26, 2021.

The path to successfully execute NEP is riddled with hurdles; the Centre and states need to work closely to overcome them

Major milestones

The Education Minister, Dharmendra Pradhan, called NEP 2020 a visionary education policy for the 21 st century through which India is harnessing the capabilities of each student, universalising education, building capacities, and transforming the learning landscape in the country.

Five major challenges  

Creating a shared responsibility and ownership amongst key stakeholders, including the private sector, at the state and district levels that have extraordinary diversity is going to be a major challenge for the education leadership.

A number of Opposition-ruled states have been raising strong objections to several key provisions of the NEP and the manner in which they are being rolled out.

The NEP has stated that to realise the goals of the new policy, the country has to raise public spending on education to 6 percent of GDP.

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Niranjan Sahoo

Niranjan Sahoo, PhD, is a Senior Fellow with ORF’s Governance and Politics Initiative. With years of expertise in governance and public policy, he now anchors ...

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International affairs, apr 26, 2024.

China debates the current churn in the South China Sea

Common challenges and tailored solutions: How policymakers are strengthening early learning systems across the world

Melissa kelly, alisa currimjee, martin galevski.

As access to early childhood education (ECE) services expands at an exponential rate globally, policymakers face challenges to ensure they are equitable, affordable, and of quality. These challenges, such as fragmented and underfinanced systems, insufficient workforce capacity, inadequate monitoring, and inappropriate teaching and learning strategies, persist universally across countries and regions. There is immense opportunity for countries to learn from one another to develop customized solutions aligned with their respective contexts.

Helping policymakers and practitioners deepen their skills

The World Bank’s Early Childhood Education Policy Academy offers open and free self-paced courses for policymakers and practitioners seeking to deepen their ECE skills, as well as a cohort modality that engages policymakers from select countries in identifying policy goals and constraints, learning from expert insights on relevant ECE themes, and problem solving with peers facing similar challenges.

This cohort modality is designed progressively through consultations and feedback loops and leverages a global network of experts to share best practice and theory via courses, workshops, and bespoke technical assistance. Policymakers also participate in learning exchanges within and across multisectoral country delegations to build working relationships and co-create solutions.

Five solutions to address common policy goals

The first cohort of 100 policymakers and World Bank staff from 12 countries graduated in late 2022. Policymakers told us that the program was timely and equipped them with skills to strengthen their early learning systems. Below, we delve into how the policy academy helped delegations craft tailored solutions addressing five common policy goals.

1.       Build effective ECE systems and coordination – A course on Building Effective Early Learning Systems, learning exchanges, and individualized technical assistance with a few countries helped delegations address a systems-level challenge to towards coordinated policy programming and investments in ECE. As a result, Liberia reestablished a national ECD coordination body, Central African Republic drafted a national integrated ECD policy, and Paraguay revised their national regulation guidelines to align with international best practices, ensuring their successful implementation in the Paraguayan context through a shorter, user-friendly format.

2.       Strengthen the ECE workforce – Through a series of workshops and learning exchanges inspired by the World Bank’s work on Quality Early Learning: Nurturing Children’s Potential , delegations discussed the importance of attracting, preparing, supporting, and retaining their ECE workforce. Cambodia subsequently strengthened national capacity building activities to address the persistent shortage of ECE teachers, modernize teacher training facilities, and improve teacher trainers’ capacity. Morocco finalized a new national training program for preschool educators and developed a roadmap for its operationalization. In the transition of early childhood to the National Department of Basic Education, South Africa reviewed strategies from other countries and made priorities on national training, qualifications, and career progression systems for ECE teachers to inform a human resource development plan.

3.       Measure ECD outcomes and ECE quality – Delegations reflected on the why, what, who, and how of measurement through two courses and documentation through blogs . Because effective monitoring is key to informed policymaking, many delegations opted to focus the policy academy’s bespoke technical assistance on designing national measurement strategies and tools. For instance, Liberia developed a school readiness assessment system, Senegal conducted a study to inform a national information system for ECE , Türkiye piloted a user-friendly tool to understand school needs, and Uganda is adapting Teach ECE , a classroom quality measurement tool, to the local context.

4.       Improve curricula, materials, and learning environments and promote play – Policymakers engaged in several workshops on learning through play, play-based classrooms, transforming learning through curriculum and pedagogy, and physical spaces to facilitate quality learning, as well as attended the LEGO Idea Conference held in June 2022. As a result, Türkiye updated their ECE curriculum and accompanying teacher training to have greater focus on early literacy, numeracy, and play-based methodologies, El Salvador revised their ECE curriculum to support the application of their ECD learning standards, and Paraguay incorporated provisions in their 2024 education budget to promote age-appropriate learning environments.

5.       Strengthen parent and community engagement – Through workshops and learning exchanges, delegations discussed the key role families and communities play in ECE systems and elements of quality parenting programs. North Macedonia used the program technical assistance to design and pilot an inclusive parent engagement program, and Senegal developed parent-child intervention guides and materials, as well as strengthened capacity to implement the National Parental Education Program.

Taking an adaptive approach

The adaptive approach of this inaugural cohort has proven to be a key ingredient to ensuring that the demand-driven content support policymakers to build confidence and impact early childhood policy and practice. We are applying these lessons learned as we launch a second cohort, this time focusing on investing in quality affordable childcare .

The case studies below provide more detail on specific ways that the Policy Academy supported policymakers to strengthen their early childhood systems.

• Cambodia: English  |   Español  |   Français  |   العربية
• Central African Republic: English   |  Español   |  Français   |  العربية
• El Salvador: English   |  Español   |  Français   |  العربية
• Liberia: English   |  Español   |  Français   |  العربية
• Morocco: English   |  Español  |  Français   |  العربية
• North Macedonia : English   |  Español   |  Français  |  العربية
• Paraguay: English   |  Español   |  Français   |  العربية
• Senegal: English   |  Español   |  Français   |  العربية
• South Africa: English   |  Español   |  Français   |  العربية
• Türkiye: English   |  Español   |  Français   |  العربية
•   Uganda: English   |  Español   |  Français   |  العربية

The Early Childhood Education Policy Academy is managed by the World Bank’s Early Learning Partnership (ELP), a multi-donor trust fund associated under the Foundational Learning Compact (FLC) umbrella trust fund, that provides resources and technical assistance to support early childhood development and early learning around the world. 

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Global Education Coalition: Innovating to accelerate the transformation of learning

Worldwide, 250 million children and youth are out of school and there remains a global shortfall of 44 million teachers, including 15 million in sub-Saharan Africa. Meanwhile, only 40% of primary schools and 50% of lower-secondary schools are connected to the internet. And, even after receiving training, only 45% of lower secondary school teachers feel prepared to use technology to teach.

Opening the event, Ms Stefania Giannini, UNESCO’s Assistant Director-General for Education, reiterated that “Partnerships are the best way - indeed, the only way - to achieve SDG 4.” 

“Today, more than ever, we need to develop creative solutions and build sustainable partnerships to overcome [these global challenges],” said Ms Giannini. “Establishing trust and a mutual understanding of our diverse needs and approaches is crucial.”

Supporting digital transformation in education

During the event, the Coalition, which now has 222 members working across 112 countries, launched its 2024 annual report -  United for SDG4: the Global Education Coalition in action.  The  report highlights how the Coalition , through its Missions – Global Skills Academy, Global Learning House and Global Teachers Campus - and the Digital Transformation Collaborative (DTC) is facilitating multi-stakeholder collaboration to achieve education goals.

The DTC is a group of experts in education technology from the Global Education Coalition, representing multilateral organizations, the private sector, Telcos, NGOs, funds and foundations. Following a recent workshop in Egypt , hosted by the DTC in partnership with the country’s Minister of Education and Technical Education, Dr. Ahmed Daher, the Deputy Minister for Technology Development, joined the event online to share insights on digital education in Africa. He noted the importance of a mechanism, similar to the DTC, to help coordinate efforts around digital transformation in education between partners and government sectors.

“As a decision maker from the government perspective, we need a common language,” said Dr. Daher. An entity such as the DTC can provide this common language, he explained, as well as involve more partners from the private sector and help replicate the successes of other countries in areas such as financing technology.

Ms. Adeleh Mojtahed, Giga Programme Coordinator for the UNICEF-ITU global initiative to connect every school to the Internet, added that a “common vision” is important to unify collaboration. In some countries, government entities still work in silos, she cautioned, but “build[ing] a cross-communication collaboration between the ministers [and] also including the private sector in the discussion could have a major impact.” 

New challenges and opportunities

Throughout the day, sessions and workshops addressed various themes of education transformation, including sustainable transformation, innovative financing for education, an international alliance of EdTech coalition for SDG 4, and artificial intelligence in education. 

While AI-powered tools are increasingly being integrated into education services and digital learning platforms and applications, the digital divide restricts the transformative potential of AI in education. Globally, 2.6 billion people remain offline, while one in four primary schools still lack electricity.

Discussions centered on how the Coalition can support the establishment of guidance and principles for the use of AI in education, as well as build the capacities of governments in adopting these technologies while ensuring solutions are representative and affordable in all countries.

However, there remains a significant lack of research and evidence around education technology tools, noted Dina Ghobashy, Global Lead on Education Transformation at Microsoft. She called for greater dissemination of research and knowledge sharing of both the pitfalls and successes.

"We could collaborate together on some of these research initiatives to actually explore the impact of AI learning on our future education,” said Ms. Ghobashy, “[then] we can have [a greater] evidence base on the ways for us to leverage artificial intelligence in an effective way for education.”

The Coalition in 2024

Since 2020, the Coalition has helped over 850,000 youth develop skills for employment through the Global Skills Academy, while nearly 800,000 teachers have been trained through the Global Teacher Campus. Meanwhile, the Global Learning House has provided resources and support to more than one million learners, and over two million women and girls were reached through the Gender Mission. 

As the Coalition progresses with its 2024 work plan, the Missions aim to renew and scale upon successful initiatives, while forging new strategic partnerships. With the Summit of the Future coming up in September 2024, and the forthcoming Global Digital Compact, the Global Education Coalition will also work this year to align with these critical milestones for education, seeking out additional opportunities for collaboration and further solidifying its commitment to the transformation of education.

• More on UNESCO’s  Global Education Coalition  

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New National Education Policy 2024: Issues And Challenges

Pallavi Pradeep Purbey ,

Apr 3, 2024

Share it on:

The Union Cabinet of India approves the new education policy and focuses on delivering high-quality education and empowering students with job-centric skills.

The New Education Policy (NEP) was approved by the Union Cabinet of India with the aim to reform India's education system by reducing school curriculums and eliminating MPhil programs. 

The policy also aims to develop both theory and creative potential among children. It aims at the overall development of individuals with more emphasis on practical learning and skill development. 

Table of Contents

New Education Policy: Overview

What is New Education Policy?

Objectives of New Education Policy

Requirement of new education policy, important highlights of the new education policy .

• Challenges Regarding National Education Policy

Exam Structure as per New Education Policy

The government has adopted a new education policy, eliminating the 10 + 2 structure. The curriculum was reorganised into five parts: primary to second grade, third to fifth grade, sixth to eighth grade, and ninth to 12th grade.

The new education policy aims in positioning India as a International Education Hub and superpower in the world. Candidates can go through the new education policy overview stated below. 

Also Read: 15 Key Things Regarding New Education Policy

The Indian government's original National Education Policy (NEP) was drafted in 1986, was last modified in 1992. The government realising the setbacks of the old policy aimed to create a new education policy to modernise the education system. In July 2020, the Union Cabinet approved the New Education Policy to make India a global knowledge superpower.

The Ministry of Education was renamed in response to the New Educational Policy. The policy is designed to align with the 2020 Agenda for Sustainable Development and is based on the Access, Equity, Quality, Affordability, and Accountability pillars.

It aims in overall development of students including, sports, creativity and science. Candidates will be able to choose subjects based on their interest rather than blindly following the stream structure. 

Also Read: Indian Education System vs Foreign Education System

The new education policy 2024 aims to bring holistic learning, practical oriented syllabus, job centric skill development, technology, quality education in the classroom environment. Candidates csn go through the objectives of the New Education Policy stated below. 

• Recognize and grow each child's potential
• Design literacy and numeracy learning among children
• Present flexible learning options
• Fund in a public education system
• Strategize quality education
• Bind children to Indian culture
• Execute top-notch research
• Teach reasonable control and empower students
• Develop a transparent Education Policy
• Emphasize the application of technology
• Emphasise evaluation of students' performance
• Introduce different languages
• Develop student's creativity and logical thinking abilities

Also Check: What is Quality Education? Meaning and Importance

The New National Education Policy in 2020 addressed the shortcomings of the Indian education system. It highlighted setbacks, like memorization over understanding concepts and multiple boards with different learning methods. 

A primary objective of the policy was to bridge the gap between formal and informal education, addressing the lack of focus on vocational skills and the prioritisation of traditional subjects. A comprehensive and effective education system was intended to address these issues.

Thus, a new education policy came into existence, which focused on creative development and interest-based learning curricula. 

Also Check: Importance of Adult Education

There are several changes in the new education policy that has been implemented in the Indian education system. Candidates can go through the changes stated below. 

1. Children can Start Schooling Early

 The new system will consist of 12 years of formal education and three years of Anganwadi/pre-school education. The 10+2 school curriculum framework will be replaced with a 5+3+3+4 curricular structure, emphasising Early Childhood Care and Education (ECCE). Previously, children received three years of unofficial schooling called pre-schooling in the education system.

2. Mother Tongue is the Medium of Instruction

The New Educational Policy (NEP) emphasises native language learning as the primary teaching medium but doesn't promote compulsory language learning. The policy suggests using the mother tongue as an instruction medium rather than being mandatory. 

The home language, mother tongue, local language, or regional language will be used until Grade 5 or Grade 8 and beyond, after which the home or local language will be taught as a language. The mother tongue as the primary medium of instruction for students was not mandatory previously. 

3. No UGC, AICTE, NCTE Boards

The Higher Education Commission of India (HECI) is established as a single umbrella body for all higher education in India, excluding medical and legal education. Regulation, accreditation, and academic standards will all be controlled by the same rules for public and private higher education institutions.

The government will phase down college affiliation in 15 years and establish a stage-by-stage procedure for giving colleges graded autonomy.

4. No More Science, Arts, and Commerce Streams

The new education policy aims at no formal distinctions between arts and sciences, curricular and extracurricular activities, or vocational and academic programs. Candidates can select from a variety of disciplines throughout various streams. Students will get internships and vocational training in sixth grade. 

5. FYUP Programme Returns & No Dropouts Scheme

Under the New Educational Policy, undergraduate degrees will last three or four years, with several certificate exits or diplomas available. Colleges must award certificates, diplomas, or bachelor's degrees after one year of study in a topic or field, including vocational and professional fields.

Academic credits earned at different HEIs will also be stored digitally in an Academic Bank of Credit so they can be transferred and counted toward a degree.This policy implements necessary adjustments, eliminating a uniform system and promoting transparency.

It establishes a single national agency to oversee the entire education system, ensuring common access at all school-level education. New Education Policy aims to provide universal access to school education, ensuring holistic student development.

It tracks progress and learning capacity, allowing students to access formal and informal teaching methods. The policy also mandates vocational education courses from preschool to 12th standard, emphasising the inclusion of trained counsellors and social workers in the schooling system. This policy extends beyond knowledge and skills.

6. Attaining Foundational Literacy and Numeracy Early

The New Educational Policy (NEP) has directed states to implement FLN in primary school curriculums by 2025. The policy focuses on experiential learning, equipping students with 21st-century skills and reducing course content. Vocational education will be available in 6th-8th grade, along with internship opportunities. 

The New Educational Policy also targets to increase the graduate enrollment ratio, aiming for 50% by 2035 from 26.3%, respectively. It is in response to a recent decrease in students opting for higher education. 

The New Educational Policy also aims to reduce student dropout rates by offering multiple exit options in higher education. Overall, Foundational Literacy and Numeracy are vital prerequisites for holistic student development.

Also Check: Ancient Education vs Modern Education - Which is Better?

7. Standard Improvement of Open and Distance Learning

The government initiated distance learning programmes to par with regular courses. The government has taken measures like online courses, digital repositories, funding for better student services and research, and credit-based honour of MOOCs, among others.

8. Technical Innovation in Education

As a free exchange of ideas related to technology usage in enhancing the academic experience, the National Educational Technology Forum (NETF) will be started as an independent body by the government. Technology integration is anticipated to improve classroom procedures, enhance teachers' professional development, and facilitate better education planning for children.

9. Indian Education Internationalisation 

New Educational Policy aims to promote the internationalisation of Indian education. It seeks to encourage global collaborations between institutions and universities. It has introduced faculty exchange programs, and supports top world universities to open campuses in India.

10. Education as a Profitable Investment

The New Education Policy aims to bring together the central and State governments to collaborate to promote educational awareness among citizens. The collaboration seeks to boost the education sector by 6% of GDP to enhance the educational infrastructure in the country.

Also Check: Different Types Of Educational Technology for Highly-Engaged Classroom

Challenges Regarding New Educational Policy

The New Educational Policy has brought revolutionary change in the Indian Education System in the time period. Yet, there are certain limitations in the New Educational Policy. Candidates can go through the challenges in the New Educational Policy stated below.

• High Enrollment Targets: Building a new curriculum is challenging for most instructors because the New Educational Policy aims to double the gross enrollment ratio by 2035.
• Lack of Qualified Teachers: India needs a sizable pool of qualified teachers familiar with the new pedagogical approach to effectively incline children with the upgraded curriculum.
• Lack of Financial Sources: Adequate funding and resources are needed to implement the New Educational Policy properly. Not all institutions can gather proper financing for implementing the New Educational Policy.
• Lack of Adaptive Mindset among Educators: As teachers generally share a disciplinary anchoring culture, it is challenging to have educators with exceptional skills. The New Educational Policy challenges institutions to hire multi-tasking and diverse-minded educators for holistic student development.

Also Read: Modern Education System: Purpose, Benefits, Challenges

Previously, the exams were six months and yearly. But now they will be held as three milestones, at the end of the class 2nd, 5th and 8th. Candidates can go through the New Educational Policy exam structure stated below. 

1. Revamped Examination Structure

An updated educational framework, the 5+3+3+4 structure, presents a transformation and adaptation of the traditional learning system based on the needs of learners. It emphasizes foundational learning, middle schooling, secondary education, and high school stages. It aims to develop a holistic pedagogical atmosphere. 

It will ease the burden and periodicity of assessments that keep children under pressure. The New Education Policy 2024 aims to reduce students' curriculum burden and promote inter-disciplinary and multilingual learning through significant changes to board exams, focusing on objective-descriptive formats and biannual mode.

2. Importance of Mother Tongue

The New Education Policy 2023 emphasises the importance of education in one's mother tongue, with the medium of instruction up to class 5 and potentially extended to class 8 in some schools. 

This move reflects the linguistic foundation of education and aims to enhance students' comprehension, communication with teachers, and cultural connections. The policy aims to improve language proficiency and bridge cultural gaps despite the national debate on English as the primary medium of instruction.

Also Read: Importance of Drama and Art in Education in India

3. Interdisciplinary Curriculum

New Educational Policy encourages interdisciplinary and multilingual education. It aims to foster a flexible curriculum that nurtures diverse skills and promotes the seamless achievement of knowledge. 

4. Coding and Experimental Education

In 6th grade, coding will become a crucial curriculum element. It will focus on practical and experiential understanding by integrating experiential learning methods. Thus, students will be more practical and exploratory rather than too inclined toward theoretical learning. 

5. Focus on Students' Health 

The New Educational Policy 2023 expands the mid-day meal scheme to include breakfast. It will incorporate counsellors and social workers to enhance students' health and mental well-being.

Also Check: 10 Benefits of Online Education

6. Multidisciplinary Bachelor's Degrees

A flexible 4-year undergraduate program with multiple exit points (certificate, diploma, bachelor's) that help students gain proficiency in a particular skill set.

7. No more M.Phil. Courses

The new education policy discontinues the M.Phil courses in universities and colleges. It focuses on introducing futuristic and career-centric courses. 

8. Higher Education Commission

 New Education Policy will establish a Higher Education Commission of India to regulate and manage higher education. It focuses on proactively enhancing enrollment ratios and ensuring higher academic standards.

9. Regulatory Councils

The New Educational Policy 2023 establishes a National Higher Education Regulatory Council to oversee higher education. The Higher Education Grant Council to financially support universities and colleges.

10. Internationalisation

 The New Educational Policy encourages international collaboration. It will enable foreign universities and institutes to establish campuses and educational centres in India, thereby enhancing student exposure.

Also Check: 5 Advantages And Disadvantages Of Online Education

11. Fee Regulation

Both private and public universities will implement regulated fees to ensure equal access to quality education. Every student will get access to good faculty and better learning scopes. 

12. College Affiliation

The policy will be phased out within 15 years, granting colleges autonomous status. Therefore, all the colleges will be able to provide high-quality education.

13. District-level Universities

By 2030, every district in the country will have at least one high-quality multidisciplinary institute of excellence. The New Educational Policy will expand education access.

14. Multidisciplinary Universities

Indian universities will become major multidisciplinary institutions by 2040, becoming places for holistic education. The colleges will consist of multi dimensional high tech classrooms, and diverse curriculum for students. 

Also Read: What Is Educational Counselling And Why Do You Need It?

What are the challenges in New Education Policy?

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Commentary: New education policy: shifting gears toward the future of India

Higher Education Evaluation and Development

ISSN : 2514-5789

Article publication date: 1 November 2022

Issue publication date: 1 November 2022

Kumar, A. (2022), "Commentary: New education policy: shifting gears toward the future of India", Higher Education Evaluation and Development , Vol. 16 No. 2, pp. 136-139. https://doi.org/10.1108/HEED-12-2022-082

Emerald Publishing Limited

Copyright © 2022, Avanish Kumar

Published in Higher Education Evaluation and Development . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http:// creativecommons.org/licences/by/4.0/legalcode

Introduction

After 34 years, issues of quality, inequity and governance have been gathered together under the integrative framework of New Education Policy (NEP) 2020 ( Sahni, 2020 ). India, like most of the developing countries to reap the advantage of the global market, is in an urgent need to empower the young population with cutting-edge knowledge and skills. In line with SDG 4 – to ensure inclusive and equitable quality education and to promote lifelong, learning opportunities for all the government aims to convert India into “Vishwa Guru” – a goal of internationalization at home, to promote Indian education institutions/universities and attract international top universities and students to retain brain drain. To achieve the goal, it envisages an overhaul shift in governance to re-energies. The policy recognizes the wicked problem that has impeded India to reap the desired demographic dividend. Including concerns of regulation of higher education that has been too heavy-handed for decades.

The paper is an attempt to analyze popular policy narratives ( Gasper and Anthorpe, 1996 ) on the development of the NEP of India for developing operational directions. The paper attempts to assimilate the purpose of policy and practice to be adopted by practitioners across the disciplines in overcoming multidimensional challenges. The paper is an outcome of an online panel discussion on the policy. Participant observations used is to analyze the pattern in policy narratives on the content and context. With the use of content analysis, the paper analyzes the framing of concepts and their explicit and implicit rules of validation. The findings of the paper suggest that converting the aim of the policy into practice toward collective and coordinated efforts by public and private educations institutions will require integrations at five levels: regulatory, regional, resource, resilience and research.

Shifting gear

The policy adopts education as an instrument to drive demographic advantage with the global agenda toward becoming a knowledge economy and society. It states given the 21st-century requirements, education must aim to develop good, thoughtful, well-rounded and creative individuals. Especially, higher education must enable the development of an enlightened, socially conscious, knowledgeable and skilled nation that can find and implement robust solutions to its problems. This vision of higher education will require an understanding of what constitutes or what higher education institutions (HEI) should constitute. During 2018–2019, India attracted 47,427 foreign students, while more than 750,000 Indian students went abroad for higher education. For education, the top four destinations for Indian students were Canada, the USA, Australia, the UK and New Zealand. Despite its critical importance for higher education, the research and innovation investment in India is, at the current time, only 0.69% of GDP as compared to 2.8% in the United States of America, 4.3% in Israel and 4.2% in South Korea ( NITI Aayog, 2021 , p. 17).

To turn around the higher education ecosystem in India, the policy constructs a vision that teaching universities and autonomous degree-granting colleges gradually move toward an evolutionary approach to acquire a status of a research university. Single-stream HEIs will be phased out over time, and all will move toward becoming vibrant multidisciplinary institutions. By moving toward liberal art, it aspires from ancient Indian literary works such as Banabhatta's Kadambari that entails a good or sustainable education as knowledge of the 64 Kalaas or arts; an opportunity to blossom science with a song or vice-versa (NEP 2020). Catalyzing the quality of academic research in all fields through a new National Research Foundation is a noble idea; however, its institutionalization to cross-fertilize in solving social problems will entail success. The policy plans to treat all HEIs, be it public or private, on par within one regulatory regime. There is an attempt to develop common national guidelines that will enable all acts to establish and regulate HEIs, thus enabling common standards for private and public HEIs. These common guidelines will cover four key parameters; good governance, financial stability and security, educational outcomes and transparency of disclosures. HEIs will have the autonomy and freedom to move gradually from one category to another, based on their plans, actions, and effectiveness. Though the policy has taken feedback from approx. 2.5 lakh stakeholders and two parliamentary level committees, the demand for operational clarity exists. The ambitious goal of the policy has resulted in an unprecedented demand for dialog to evolve operational clarity. Merely by the scale and scope, this inquisitiveness for clarity from an ambitious policy is natural. However, it is important to be reminded of what the Bhore Committee report on health stated way back in 1946 stated […] “it is desirable to plan boldly, avoiding, on the one hand, extravagant programs which are incapable of fulfillment and on the other hand halting and inadequate schemes which could have no effect on general standards and which will bring little return for the expenditure involved”. Furthermore, taking a clue from findings of policy challenges for the next 50 years by OECD report titled “ Shifting Gears”; three broad critical areas are pertinent for NEP to address: (1) growth will slow and economic activity will shift, with skills being crucial and wage inequality rising; (2) sustaining growth while addressing rising inequality will be a major policy challenge; and (3) more international cooperation will be needed in an increasingly multipolar world. Though the intent of NEP addresses all the three fundamental concerns that the Indian education system face, what makes it challenging for policymakers to establish a new integrative governance paradigm by deinstitutionalizing the old rigid administrative structure. This is expected to promote administrative ease, research and development available to every citizen with equitable choices.

Toward the future of India

To attain the NEP goal, it would entail five elements of integration; regulatory integration, regional integration, resource integration, resilience and research integration.

Regulatory integration : The policy thrust on institutional restructuring and consolidation for graduating from standalone institution to Multidisciplinary Education and Research Universities (MERU). Apart from internal regulation to transform, it is equally important to manifest focus on external governance – between the regulators and the regulated. The Indian education system is marred with rigid rules often not in sync with changing policy paradigms. Institutions remain dwindling between AICTE, UGC, AIU and Education Ministry. Regulatory bodies are essential to ensure quality education; however, to achieve the policy goals, it is critical to instill administrative ease that reduces time and energy on multiple reporting and approvals. Moreover, inconsistent regulatory processes reduce choice for long-term investment in education by private organizations. It is time that regulators assess the average timeframe, subsequent energy and resource consumed by an academic institution in external governance. This needs urgent attention, as ultimately, the cost of inaction of a less-educated society is borne by the nation.

Regional integration: Spatial and social inequality in the education system is a chronic age-old problem that has yet to witness solutions. India remains captured by a low level of educational attainment, marked disparity in rural-urban, males-females and among various social groups. Education infrastructure and facilities make it further difficult to break the vicious cycle of vulnerability. The challenge of these groups and regions is further accentuated with starved faculties and scarce resources in technical and higher education institutions available. To create equitable access, the policy targets to establish one model of education in every district. Or else to convert policy endeavor of the Academic Bank of Credit that entails flexibility with an offer of multiple entries and exits in different design of Master’s program may remain in vain. While Credit Bank will allow flexibility, the desired goals will be a cumulative outcome of education quality, its prospects, more importantly, an ecosystem of due recognition of the skills and talent that improves employability. According to India Skills Report, employability has improved from 37.22% in 2015 to 45.9% in 2021. Reduced scope with the current stereotype examinations and practical system limited to pen and paper may require moving away from “skull to skill test”.

Resource Integration: The idea of developing the capacities that promote student wellness such as fitness, good health, psycho-social wellbeing and south ethical grounding is considered critical for high-quality learning. Irrespective of multidisciplinary teaching and research, enabling infrastructure and facilities for students as well as faculties will be a prerequisite along with the creation of a library, smart classrooms, labs, sports, recreation, dining and auditorium that will require more than one time cost to create and sustain a standard. With mushrooming of private education institutions in metros, starved public and private universities in small towns, and resource scarcity in the states to invest in rural and small towns may fail to reap the demographic dividend.

Resilience Integration: Education institutions across India to attain the policy goals within the stipulated timeframe will require resilience. To apply organizational resilience as defined by BS 65000 standard, “the ability of an organization to anticipate, prepare for, respond and adapt to incremental change and sudden disruptions to survive and prosper”. Drawing learning on organizational science from the Himalayan expedition, Suarez and Monte (2020) in their article on building organizational resilience suggests three broad but essential approaches: (1) organizational routines—efficient when work is predictable, (2) simple rules or heuristics—rules of thumb that help you speed up processes and decision-making and prioritize the use of resources and (3) improvisation—spontaneous, creative efforts to address an emerging opportunity or a problem. While Indian educational institutes/universities are best in setting organizational routine, approach two and three will be more required than ever once the stand-alone institutions' phase out. For every education intuitions across India, to deliver 62 skills is very different than to cocreate valuable opportunities for students to acquire skills, even to create resources for 26 skills by an individual organization will run out of resilience due to the gap between dynamic demand and supply of skills across time and place. Thus, a model to insulate risk and improve appetite for spontaneous improvisation by allowing flexible rules with minimum resource pool is needed (for example, amending current ACITE limitations for institutions to employ adjunct and visiting faculties shall be critical). If the 2020 policy is not to repeat the mistakes that of education policies of 1968, 1986 and 1992, improving the ecosystem that entails education organizational resilience shall be critical to achieving 6% public expenditure or more. While public spending is low, the out-of-pocket expenditure on education is rising drastically. How this ambitious policy that entails massive investments will alter the ecosystem to ensure organizational resilience will be some of the critical upcoming questions for the regulators.

Research Integration: The policy attempts to catalyze quality academic research in all fields through a new National Research Foundation (NFR) for enabling a culture of research through suitable incentives ad recognition to outstanding research. As stated in the policy to competitively fund research in all disciplines may create a “class” stratification based on institutional capacity to fund research ideas. The resource-rich or elite group of institutes will produce more viable competitive research. Therefore, to promote policy goals, the NFR research funding should adopt policy goals to adjudge prerequisite for funding. Promotion of collaborative research that builds equitable research appetite should entail success to win the competition, while consolidation of an elite club of premier institutions should be avoided by NFR.

According to Vivekananda (2019) , The Future of India, “the secret lies in organization, accumulation of power (knowledge and skills of the billion-plus population), and co-ordination of wills”. The holistic policy 2020 is with the right intentions; it requires integrating the regulation, region, resource, resilience and research with operational directions to convert the idea of India – a “Vishwa Guru”.

Gasper , D. and Anthorpe , R. ( 1996 ), “ Introduction: discourse analysis and policy discourse in arguing development policy - frames and discourses ”, in Apthorpe , R. and Gasper , D. (Eds), Frank Cass, and a Special Issue of the European Journal of Development Research , London , Vol. 1996 June pp. 1 - 15 , available at: file:///C:/Users/HP/Downloads/metis_163839.pdf

NITI Aayog ( 2021 ), “ Annual report 2020-21. GoI ”, available at: https://www.niti.gov.in/sites/default/files/2021-02/Annual-Report2020-2021-English_0.pdf ( accessed 16 December 2021 ).

Sahni , U. ( 2020 ), “ The New Education Policy 2020: a reformist step forward? ”, Brookings , available at: https://www.brookings.edu/blog/education-plus-development/2020/10/02/indias-national-education-policy-2020-a-reformist-step-forward/ ( accessed 9 January 2022 ).

Suarez , F.F. and Monte , S.J. ( 2020 ), “ Building organizational resilience ”, Harvard Business Review , available at: https://hbr.org/2020/11/building-organizational-resilience ( accessed 7 January 2022 ).

Vivekananda , S. ( 2019 ), The Future of India in Lectures from Colombo to Almoro , Ramkrishna Math Publication , Kolkatta , pp. 213 - 233 .

Further reading

Government of India ( 2020 ), “ New education policy ”, available at: https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf ( accessed 14 November 2021 ).

OECD ( 2014 ), “ Shifting gear: policy challenges for the next fifty years ”, OECD Economic Department , Policy Note. 24 .

About the author

Prof Avanish Kumar is an anthropologist, currently working as a professor of Public Policy and Governance at the Management Development Institute, Gurgaon. More than one and a half decades in academics, he explores questions at the intersection of policies and practices that promote sustainability and social inclusion. Prior to academics, over a decade he has worked with NGOs and research institution. As advisor, he serves government, large NGO networks, corporate houses and academic institutions.

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NEP 2020: Implementation challenges

– Rajesh Panda, founder, Corporate Gurukul

A well-defined and futuristic education policy is a must for every country because education is the key driver of economic and social progress. Taking into account their respective traditions and culture, different countries have adopted varied education systems. 

Recently, the Government of India took a giant leap forward by announcing its new education policy, the National Education Policy 2020 (NEP 2020), almost three decades after the last major revision was made to the policy in 1986. 

The policy has come at the right time and the objective is very noble. But there lies a world of difference between laying down a policy on paper and following it in spirit. The success of NEP 2020 and the pace of its implementation depends to a large extent on how successfully the government, universities and schools can tide over the practical challenges facing it. 

Highlights of NEP 2020

The new education policy is a positive re-imagination of India’s existing education regime. It has some very impressive and appreciable propositions. The policy envisions a model of holistic learning that is integrated, engaging and immersive. Scientific temper and evidence-based thinking will be inculcated alongside aesthetics and art.  

The main tenets of this policy are: 

• Flexibility, so that learners can choose their learning trajectories; 
• Equal promotion of arts, sciences, physical education and other extra-curricular activities so that learners can pick whatever piques their interests; 
• Multi-disciplinary approach (across the sciences, social sciences, arts, humanities and sports); emphasis on conceptual learning rather than rote learning; creativity and critical thinking; 
• Cultivating life skills like cooperation, teamwork, empathy, resilience; 
• Regular formative assessment for learning rather than the existing summative assessment. 

It encourages peer-tutoring as a voluntary and joyful activity for fellow students under the supervision of trained teachers. NEP seeks to facilitate multiple pathways to learning that will involve formal and non-formal education modes. Formal classroom learning is limited to books and instruction. The new policy aims to take this learning outside of the four walls of a classroom and encourage students to imbibe from the real-world. This is where the concept of ‘learning how to learn’ comes in, another prominent feature of NEP. Abandoning the redundant culture of bookish learning, there will now be a move to real, holistic learning that equips individuals with 21st century skills. 

From the foundational stages, young students will be exposed to multiple languages as multilingualism has great cognitive benefits and in the early years of life children tend to pick up languages very quickly. Keeping in view the importance of rich, classical languages and literature of India, Sanskrit will be offered at all levels of school and higher education as an essential, enriching option for students. While languages like Tamil, Telugu, Kannada, Malayalam and Odia will be possibly offered as online modules for those who are interested in studying them. 

The policy seeks to introduce revolutionary structural reforms at the higher educational level. It promotes a flexible three or four year degree programme structure at the undergraduate level, allowing multiple exit points for the learners.   

There will also be a concerted effort to promote contemporary subjects such as Artificial Intelligence, Design Thinking, Data Analytics, Machine Learning, and Holistic Health which are touted as the career choices of tomorrow. The University Grants Commission is anticipated to be replaced by Higher Education Commission of India as the regulatory body for college education. 

As opposed to the current teacher-centric model, in which teachers decide the subjects, curriculum, and evaluation, a student-centric model will be developed that will give students the right to decide the subjects they want to study.  To make higher education more progressive, exposure to art and design thinking is essential to improve students’ creativity in problem-solving along with science, engineering and mathematics. The new model under NEP, called STEAM, will be an upgrade over the current STEM model in higher education at a bachelor degree level, as it is focused on experiential, application-based learning and research-based internship. As part of a holistic, all-encompassing education, students will be given internship opportunities with local industry, businesses and local communities as well as research internships to improve their employability. 

Impediments to implementation in schools 

Changing the mindset

The current education system is a hangover of the British and Industrial age. The change in mindset will involve two or more generation of parents, teachers, grandparents and educators. A STEM education focused generation has to give way to the NEP. The corporate world also will need to align this and change its recruitment and grooming policies. There will be several challenges in changing this mindset. However, it can be done with lot of soft power play by the government. 

Reimagining and adopting pedagogical changes

Education must not only develop the cognitive skills in learners – both ‘foundational skills’ of literacy and numeracy and the ‘high-order’ cognitive skills like critical thinking – but also ‘social and emotional skills’ known as the soft skills like empathy, grit, perseverance, leadership and teamwork. The NEP calls for such value-based learning along with significant curriculum and pedagogical changes. These pedagogical changes are tough and need to be reimagined for successful implementation.

Re-thinking assessment

The boards that conduct school leaving examinations will have to re-think their assessment parameters for students and also identify the appropriate learning content rubric. School textbooks will have to be accordingly realigned. Formative assessment is virtually absent. How do we adapt and implement it seamlessly? As majority of K-12 learners in India are enrolled in schools with annual tuition fee below Rs 12,000; the proposed changes will have to be conveniently cascaded across different tiers of schools. 

Training educators

Implementing such bold objectives will require training teachers, educators and official staff appropriately along with preparing a pool of excellent, motivating guides. Learning has to be an enjoyable and engaging task rather than an arduous exercise which ultimately churns out unemployable youth. The policy will have to design a learning ecosystem which takes into account the geographical and cultural diversity of our country as well as the varied learning pace of each student. 

Bottom-up approach

As Indians, we are socially programmed to accept top-down approach in all areas of life. This social and educational transformation is only possible with a bottom-up grass-root level intervention. In the grand scheme of things, an important action would be to repair and revamp the system through a bottom-up approach and bring a definitive change in the mindset of the stakeholders, including the office staff and parents, right at the outset. A transformation is needed from ‘what to think’ to ‘how to think’. 

Raising the bar for teachers

We need to hire the very best and brightest to enter the teaching profession at all levels. Also, teachers need to be reinstated as the most respected and essential members of our society, as they are the ones who truly shape our next generation of citizens. Work also needs to be done in removing personal and professional barriers of working in remote, inaccessible locations which is crucial for preparing this workforce and also for making the NEP successful.  

Funding and scaling the new model

Over 250 million students are expected to enrol in schools in India by 2030. With a teacher-student ratio of 1:35, India needs an estimated 7 million plus teachers to address this huge student population. Those teachers need to have graduated in an esteemed B.Ed. programme for a 12th pass, graduates and post-graduates for one, two and four-year respectively. Teaching also happens to be one of the lowest-paid professions in India with an average teacher earning around Rs. 200,000 per year. Due to these constraints, conceptual and experiential teaching will be tough as compared to the prevailing printed content-oriented teaching. More fund allocation is required from the government’s end to overcome this major shortcoming. Also, the current pool of teachers has to be orientated towards the new-age teaching techniques. 

Impediments to implementation in higher education

Learning or certificate/degree

Though flexibility in the higher education model through the concept of multiple exits is an important step for reducing the number of dropouts, a question still arises on the value of such certifications and diplomas. The Indian psyche closely associates jobs with the degrees acquired. Hence, to implement the new system, we first have to dismantle the archaic thinking that only with a degree can one successfully secure a job. This is a dangerous paradigm which undermines and discourages other innate talents of an individual. 

Orientation towards multi-disciplinary education

The existing education regime excludes formal training and orientation towards pedagogy for college and university educators. This urgently calls for an overhaul of the curriculum design to make it flexible and organic for enabling foundational and higher-order thinking and skill inculcation at different levels of education. The policy seeks to establish multi-disciplinary institutions for higher education replacing the single-disciplinary ones. The road to attain this goal has been paved with good intentions. 

It will be a feat to fully implement the proposals of NEP 2020 for higher education given the limited resources at hand. It requires private institutions to offer more scholarships to make admissions possible for students from low-income strata as well, but NEP fails to discuss how this can be achieved. This indicates a need for greater public funding in higher education, which in reality does not sit well within the current scenario. The increase in education budget from 3 percent to 6 percent of GDP  is simply not enough to meet the implementation needs.

Digital connectivity

We require internet penetration in remote areas because e-learning is the way forward, as witnessed during the pandemic. Digital infrastructure for this purpose will include digital classrooms, expertise-driven online teaching models, AR/VR technologies to overcome gaps in physical teaching and lab infrastructure, uniform assessment schemes across schools, career counselling sessions and teacher training to become adept at new-age technologies. This will continue to be a major challenge in the next decade.

Summing it up

The drafting committee of NEP 2020 has made a comprehensive attempt to design a policy that considers diverse viewpoints, global best practices in education, field experiences and stakeholders’ feedback. The mission is aspirational but the implementation roadmap will decide if this will truly foster an all-inclusive education that makes learners industry and future ready. 

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Issues with the NEP- 2020

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Home » Social Justice » Issues related to Education Sector » New Education Policy » Issues with the NEP- 2020

The new policy has tried to please all, and the layers are clearly visible in the document. It says all the right things and tries to cover all bases, often slipping off keel.

• Lack of integration: In both the thinking, and in the document, there are lags, such as the integration of technology and pedagogy. There are big gaps such as lifelong learning, which should have been a key element of upgrading to emerging sciences.
• Language barrier: There is much in the document ripe for debate – such as language. The NEP seeks to enable home language learning up to class five, in order to improve learning outcomes. Sure, early comprehension of concepts is better in the home language and is critical for future progress. If the foundations are not sound, learning suffers, even with the best of teaching and infrastructure. But it is also true that a core goal of education is social and economic mobility, and the language of mobility in India is English.
• Multilingualism debate: Home language succeeds in places where the ecosystem extends all the way through higher education and into employment. Without such an ecosystem in place, this may not be good enough. The NEP speaks of multilingualism and that must be emphasised. Most classes in India are de facto bilingual. Some states are blissfully considering this policy as a futile attempt to impose Hindi.
• Lack of funds: According to Economic Survey 2019-2020, the public spending (by the Centre and the State) on education was 3.1% of the GDP. A shift in the cost structure of education is inevitable. While funding at 6% of GDP remains doubtful, it is possible that parts of the transformation are achievable at a lower cost for greater scale.
• A move in haste: The country is grappled with months of COVID-induced lockdowns. The policy had to have parliamentary discussions; it should have undergone a decent parliamentary debate and deliberations considering diverse opinions.
• Overambitious: All aforesaid policy moves require enormous resources. An ambitious target of public spending at 6% of GDP has been set. This is certainly a tall order, given the current tax-to-GDP ratio and competing claims on the national exchequer of healthcare, national security and other key sectors. The exchequer itself is choked meeting the current expenditure.
• Pedagogical limitations: The document talks about flexibility, choice, experimentation. In higher education, the document recognizes that there is a diversity of pedagogical needs. If it is a mandated option within single institutions, this will be a disaster, since structuring a curriculum for a classroom that has both one-year diploma students and four-year degree students’ takes away from the identity of the institution.
• Institutional limitations: A healthy education system will comprise of a diversity of institutions, not a forced multi-disciplinarily one. Students should have a choice for different kinds of institutions. The policy risks creating a new kind of institutional isomorphism mandated from the Centre.
• Issues with examinations: Exams are neurotic experiences because of competition; the consequences of a slight slip in performance are huge in terms of opportunities. So the answer to the exam conundrum lies in the structure of opportunity. India is far from that condition. This will require a less unequal society both in terms of access to quality institutions, and income differentials consequent upon access to those institutions.
• There is a persistent mismatch between the knowledge & skills imparted and the jobs available. This has been one of the main challenges that have affected the Indian education system since Independence.
• NEP 2020 failed to check this, as it is silent on education related to emerging technological fields like artificial intelligence, cyberspace, nanotech, etc.
• An ambitious target of public spending at 6% of GDP has been set. Mobilising financial resources will be a big challenge, given the low tax-to-GDP ratio and competing claims on the national exchequer of healthcare, national security and other key sectors.
• The policy has also been criticised due to the legal complexities surrounding the applicability of two operative policies namely The Right to Education Act, 2009 and the New Education Policy, 2020. Certain provisions such as the age of starting schooling will need to be deliberated upon, in order to resolve any conundrum between the statute and the recently introduced policy in the longer run.
• it is pertinent to note that past attempts at parliamentary legislations under the erstwhile regulatory set up have not been successful. The failure can be attributed to the role of regulators and the intended legislative changes being out of alignment, as in the case of Foreign Educational Institutions (Regulation of Entry and Operations) Bill, 2010, which lapsed; and the proposed Higher Education Commission of India (Repeal of University Grants Commission Act) Act, 2018 which remained did not reach the Parliament.
• While the Universities Grants Commission and the All India Council for Technical Education have played a major role, questions pertaining to the role of the UGC and AICTE remain unanswered under the new policy.
• Doubling the Gross Enrolment Ratio in higher education by 2035 which is one of the stated goals of the policy will mean that we must open one new university every week, for the next 15 years.
• In higher education, the National Education Policy 2020’s focus on inter-disciplinary learning is a very welcome step. Universities, especially in India, have for decades been very silo-ed and departmentalized.

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School book challenges continue despite new Florida rules

• Jeffrey S. Solochek Times staff

The big story: In recent weeks, Florida officials have taken steps to dampen school book challenges, adopting laws and rules aimed at cutting the number of titles removed from shelves.

The efforts didn’t change the underlying laws that prompted some school districts to pull materials while reviewing content. And they don’t seem to be stopping the flow of community complaints.

The Hillsborough County School Board will hear two on Monday. Hernando County’s board will take up 24 a week later. Author Sonya Sones hopes to convince the Hernando district to leave her book “The Opposite of Innocent” available for teens who might benefit from it. Read more here .

Florida Freedom to Read Project leaders say confusion over what state laws say has led to questions over which books may remain, WGCU reports.

In higher ed

Campus protests: Protests over the Israel-Hamas war arrived at some of Florida’s university campuses , with more planned. The tone has been mostly pro-Palestinian, including demands that schools divest from firms that have interest in Israel’s war efforts. • Florida State University has asked pro-Palestine protesters to remove tents from campus , later turning sprinklers on the site, Florida Phoenix reports. • Here are some photos from UF’s protest from WUFT.

Math lessons: Northwest Florida State College students no longer must take math courses that are not part of their degree plans , the Northwest Florida Daily News reports.

University presidents: Florida Polytechnic University trustees approved a three-year contract with a starting salary of $490,000 for incoming president Devin Stephenson, News Service of Florida reports.

From the court docket ... The state of Florida officially joined Florida State University in its lawsuit against the Atlantic Coast Conference , demanding records that the conference has refused to produce.

K-12 hot topics

Career education: Palm Harbor Middle School in Pinellas County has launched a new medical academy , WFTS reports.

Employee discipline: Three cheer coaches at a Leon County high school were removed after an investigation determined they gave alcohol and drugs to students during a cheer travel trip, the Tallahassee Democrat reports. • The Duval County school district announced plans to overhaul its teacher misconduct policies and procedures, WTLV reports.

Job cuts: Concerns are rising that “massive” job cuts are coming to Duval County schools as the district deals with financial issues, WTLV reports.

Lunch line: Central Florida schools are getting ready for new federal nutrition guidelines that will reduce the amount of sugar and sodium in cafeteria offerings, WMFE reports.

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Security: A national conference on student safety and security came to Orlando, where the latest equipment was on display, Spectrum 13 reports.

Title IX: Florida education commissioner Manny Diaz Jr. told school districts to put off implementing new federal Title IX guidelines protecting transgender students, the Tallahassee Democrat reports. “Florida will fight this,” Diaz wrote. Officials in Louisiana, Oklahoma and South Carolina took a similar stance.

From the police blotter ... A volunteer coach at a Cape Coral charter school was arrested on accusations of sending sexually explicit text messages to a student, WBBH reports. • A former Palm Beach County substitute teacher was arrested on additional charges of sexual battery against a student after another victim came forward, WPTV reports.

Don’t miss a story. Here’s a link to yesterday’s roundup .

Before you go ... Heart plays Tampa tonight. Wonder if they’ll do this classic tribute?

Jeffrey S. Solochek is an education reporter covering K-12 education policy and schools. Reach him at [email protected].

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Pslf transition from mohela to federal student aid at the department of education.

Apr 26, 2024

Information from NASW coalition partner, the National Consumer Law Center

Starting May 1, 2024 the Public Service Loan Forgiveness (PSLF) repayment program will be transitioning servicing from MOHELA to the Department of Education’s StudentAid.gov platform. During this transition from May 1, 2024, through July 31, 2024, all processing of forms and other PSLF information will be paused.

During the pause:

• If you need to recertify your employment, or if you reach 120 qualifying payments, you can still submit your Employment Certification Forms (ECF) but they won't be processed until after the pause is over.
• Borrowers won't see their number of payments changed. They will still count towards PSLF qualifying payments, and the number of payments will be updated after the pause is over.
• Borrowers will not be able to have their questions about their PSLF progress answered during the transition.
• Borrowers will also lose all access to their PSLF data. This includes PSLF tracking information accessible through their online MOHELA account such as qualifying PSLF payment counts and approved employment periods. Once the transition to StudentAid.gov is completed in July, borrowers will regain access to their PSLF data through that platform.

What can borrowers do now?

• Borrowers should download their PSLF records, including payment count and tracking information, by April 30, 2024, to mitigate disruptions during the transition.
• Borrowers should make sure their contact information is up to date with their loan servicers and the Department of Education on StudentAid.gov .

What can borrowers anticipate?

• This transition is not a payment pause. Borrowers should continue making their payments as required during the transition period. Unless a borrower requests a forbearance while their forgiveness application is being processed, they will still be required to make payments until their application is reviewed and approved.
• Your loan servicer could change as a result of the PSLF transition. With this new transition to StudentAid.gov , all loan servicers will be able to service PSLF accounts. Borrowers with MOHELA could experience service changes.
• There may be significant PSLF processing delays after the pause ends.

Should borrowers submit their PSLF Employment Certification Forms (ECF) during the processing pause?

It depends. If borrowers reach 120 qualifying PSLF payments during the pause and need to submit their ECF to apply for forgiveness, they can still do so, but it is best to do so using the Department’s online PSLF Help Tool to reduce the risk of paperwork getting lost in the transition. For borrowers who are not close to forgiveness yet, it may be best to wait to submit the ECF until the pause is over.

Additional resources on the PSLF pause:

• Federal Student Aid (FSA) hub for information on Public Services Loan Forgiveness (PSLF)
• National Consumer Law Center (NCLC): The PSLF Processing Pause – What You Should Know
• Young Invincibles TikTok explainer video

To find out more information on PSLF eligibility follow the resources below:

• Borrowers employed by a government or not-for-profit organization may be eligible for the PSLF Program. The PSLF Program forgives the remaining balance on Direct Loans. Eligibility for forgiveness through PSLF requires borrowers to make 120 payments under an approved payment program to qualify.
• Find out what type of loan(s) you have.
• Learn more about what is considered a qualifying payment for PSLF.

All borrowers can find more information on StudentAid.gov. Borrowers who don’t qualify for PSLF can also consider applying for Income Drive Repayment (IDR) plans, such as the Saving on a Valuable Education (SAVE) plan.

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NASW Advocacy Day on Capitol Hill

Nearly 100 social workers from 44 states and two U.S. territories attended 143 meetings with Congressional offices in the U.S. House and Senate on June 28, 2023

Read about their advocacy work on behalf of social workers and those they serve

Social Work Pioneers Learn about New Challenges and Community Building

The 2023 NASW Social Work Pioneers program honored members who contributed to the evolution and enrichment of the social work profession.

Learn more about the Pioneer program and the social workers who transformed our profession.

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Learn how NASW advocates for social work

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Colleagues remember Delaine Eastin, the only woman to be elected state superintendent

John Fensterwald

April 25, 2024.

Delaine Eastin, the only woman elected as California’s superintendent of public instruction, died Tuesday from complications of a stroke. She was 76.

She assumed the nonpartisan office in 1995, when the superintendent’s main power was persuasion. In a court decision preceding her election, the State Board of Education had wrested sole power to set state education policy from the state superintendent. But admirers said she used the public pulpit and verbal skills to effectively champion issues she cared about. These include raising academic standards, lowering class sizes and instilling the importance of nature in schools.

“Delaine was regarded as one of the great orators of the Legislature,” said Jack O’Connell, a fellow Democrat who served with her in the Legislature and succeeded her as state superintendent. Next to Assembly Speaker Willie Brown, Eastin was the most in demand on the speech circuit, he said. “Few could engender the kind of emotion and passion she delivered in every speech.”

Calling her “a trailblazer in public education who will forever inspire us,” current State Superintendent Tony Thurmond said Eastin “was integral in establishing standards for what students should know and be able to do,” then developing statewide assessments and a school accountability system for the results. She also strengthened the framework for financial oversight of school districts through county offices of education and a quasi-state agency, the Fiscal Crisis and Management Assistance Team.

 “When I came into office, there was no testing. There were no academic content standards. And there was no system of school accountability at all,” Eastin  told the San Francisco Chronicle in 2003 . “And we had the largest class size in America.”

Taking advantage of the state’s financially flush years, she made smaller classes a priority and helped persuade Gov. Pete Wilson and the Legislature to invest $2.3 billion to cut the size of K-3 classes from 30 to 20 students.

In 1995, she called for a garden in every school. With the help of Berkeley restaurateur Alice Waters, she inspired the establishment of gardens in more than 3,000 schools. California became the first state to join the Clinton Team Nutrition effort to improve school nutrition. She oversaw curriculum guides on how to teach the academic content standards through nutrition, gardening, and cooking.

O’Connell called her “fearless in the constant fight for better school funding and put herself in the middle of every battle on behalf of kids.”

She was an early advocate of early childhood education, establishing a preschool task force of educators, business leaders, civil rights and children’s advocates that called for universal preschool. She established the state’s Teacher of the Year program; Thurmond honored her in this year’s state ceremony.

Sen. Dave Cortese, D-San Jose, a former school board member in San Jose, said Eastin left “an indelible imprint” on California’s school system. “Delaine was more than a colleague; she was a mentor and friend,” he said.

Born in San Diego, she moved to San Carlos as a child and was the first in the family to graduate from college, earning a bachelor’s degree from UC Davis and a master’s from UC Santa Barbara in political science. After teaching women’s studies and politics at De Anza College and Cañada College, she worked as a strategic planner for what was then Pacific Telephone before being elected to the City Council of Union City. She served four years in the Assembly in a district representing pats of Alameda and Santa Clara counties.

After serving the maximum two terms as state superintendent, she returned to politics in a brief run for governor as a voice for progressives in the 2018 Democratic primary. She was sixth with 3.4% of the vote. (For a transcript of an interview with then Executive Director Louis Freedberg during that campaign, go here .)  

Eastin recalled to Orange County Register reporter Hanna Kang last year that women legislators were few and “especially close to each other” when she was in the Legislature. “Women did look after one another because we sort of had to, because we would be dismissed or spoken down to in some instances unless we stood up for each other.”

“I remember in the early days, there were people who wouldn’t let me on the members’ elevator because I was a girl, and I couldn’t possibly be a member,” she said.

Plans are underway for a public celebration to be held this summer.

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Cameron Curry 3 hours ago 3 hours ago

And the only elected Superintendent of Public Instruction who tried to outlaw homeschooling in California. This is her earned badge of ridiculousness.

Louis Freedberg 1 day ago 1 day ago

Delaine Eastin was most importantly a wonderful. warm human being and secondarily an amazingly effective superintendent, especially given that she was in office during a period of "divided government" -- when Pete Wilson was governor, and was often at odds with him. But what mostly impressed me about Delaine was her enthusiasm for children -- that was always front and center in every conversation I had with her. And she … Read More

Delaine Eastin was most importantly a wonderful. warm human being and secondarily an amazingly effective superintendent, especially given that she was in office during a period of “divided government” — when Pete Wilson was governor, and was often at odds with him. But what mostly impressed me about Delaine was her enthusiasm for children — that was always front and center in every conversation I had with her. And she was a great story teller too — I recall her hilarious recounting of how she had to implement Pete Wilson’s class size reduction plan with six weeks notice. To get the extra portables needed by schools, she had to request a waiver from the California Highway Patrol to allow trucking companies to transport wide loads on state highways over Labor Day weekend. But somehow it all worked. https://edsource.org/2018/in-push-to-expand-universal-preschool-lessons-to-be-learned-from-californias-class-size-reduction-program/605911 She was, not incidentally, a big fan of EdSource. Rest in Power Delaine.

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A reality check on NEP 2020: 6 major challenges in implementation

The new national education policy (nep) 2020 brings in ambitious changes that could transform the education system. but the key here is good implementation and execution..

Listen to Story

The National Education Policy 2020 is a welcome and ambitious re-imagination of India's education system into a modern, progressive and equitable one. Successful execution of this policy calls for dramatic simplification of decision-making structures and re-prioritization of budgetary resources in months and years to come.

Given that there are around 350 million Indians today in school-going or college-going age groups, the NEP calls for a large-scale implementation of a magnitude never before attempted anywhere in the world.

The search for the University of Arizona’s 23rd president continues this week as some students and faculty push for more transparency in a process they say is leaving them out.

The UA presidential search committee met for the second time on Wednesday, a week after its members were first announced. Members of the Arizona Board of Regents, the body presiding over the state’s public university system, made it clear they wanted to move quickly to replace President Robert Robbins, who said he would step down once a replacement is found or when his term ends in 2026.

The university is looking to replace its leader amid major budget restructuring and a provost search. In the last several months, UA leaders have faced criticism from Gov. Katie Hobbs and their own faculty for what they said has been a lack of transparency. Some community members believe the new committee isn’t doing anything to mend that issue.

Jeremy Bernick, graduate student body president, said elected student leaders who collectively represent more than 60,000 students have asked to be on the board but were ignored.

“But I ask, what else do you want from us at this point?” Bernick said. ‘How else can we expect to be listened to?”

While the committee has stayed the same, the board announced upcoming listening sessions to hear from those outside the chosen representatives.

Coming up: Next University of Arizona president faces challenges as faculty say campus is ready for 'a comeback'

What does UA campus community want in a president?

On Wednesday, multiple members said they wanted a sitting president at another university to come to Tucson, one that would be able to propel UA in a competitive higher education space as the school increasingly relies on out-of-state tuition revenue. Academic leaders pushed for someone with experience at public universities, saying professors there are expected to commit 20% of their time to service.

“Service is not just to each other or to the institution, it’s to our state and the nation,” said professor Joellen Russell. “And we take it incredibly seriously.”

The regents and other members noted the particular importance of this search, saying competing institutions could pose a threat down the line.

“They are sharks, and we are heading into choppy, choppy waters,” Russell said.

At a public town hall later in the day intended to give community members a chance to comment, students and professors not appointed to the board gave feedback. Some students asked the board to prioritize environmental advocacy and others pushed for transparency. Currently, only one member of the board is a UA student, and they do not represent the Associated Students of the University of Arizona.

 UA alumnus Caleb Hayter said the level of urgency in the search concerned him.

“I think the choice you are making is going to be immensely important,” Hayter said. “So, please take your time.”

But university officials will face pressure in their timing, according to a search official. UA will be competing against a variety of accomplished universities searching for a university leader this upcoming school year.

Stepping down: University of Arizona President Robert Robbins to resign in midst of budget crisis, online school controversy

Search firm selected to assist committee

The Board of Regents selected SP&A Executive Search to help with the nationwide search. The school is currently using the firm for its ongoing provost search, and Northern Arizona University previously worked with it to select current President José Luis Cruz Rivera. 

The firm, touted as a woman and minority-owned group, is working with eight other universities, including the University of California, Los Angeles and the University of South Florida. 

Alberto Pimentel, co-founder of the firm, at Wednesday’s meeting said his responsibility is to seek out qualified candidates based on the direction of the search committee, not to make the final decision.

“We want to be clear, we represent you,” Pimentel said.

Pimental said he knows of two president searches that will happen in the fall — with anywhere between six to eight on the horizon. He said the board should not sacrifice quality in favor of speed, but rather use their time efficiently.

“The marketplace is going to be crowded,” Pimentel said. 

But if the committee doesn’t gravitate toward initial candidates, they would still have time to wait for a second round, he said.

A major question for the upcoming search is how public the selected candidates will be. The current provost search involved public visits from each candidate to campus. Some members questioned if the presidential search should look like that, saying some candidates would likely not be publicly looking for a job. Candidates are required to become public at some point during the search, but it’s unclear as to when or how many candidates' names would be shared.

Regents add ways to participate in search

Board Chair Cecilia Mata announced upcoming "listening tours" that will meet with over a dozen university groups, including the Faculty Senate Executive Committee and student government. The board and search committee will hear about the priorities from selected groups on May 1 and 8.

“We are moving purposefully and carefully on this search and want to ensure the campus community has ample time to provide feedback and input before graduation and summer break,” Mata said in a statement. “The board is deeply committed to a search process that reinvigorates the university and brings people together, with the goal of finding the best possible leader for the future.

The UA campus community will also get surveys in their inbox next week seeking input on the presidential search from the board. It will be open to students, staff, faculty and alumni.

The public can comment on the presidential search by sending feedback to [email protected] .

Helen Rummel covers higher education for The Arizona Republic. Reach her at [email protected] . Follow her on X, formerly Twitter: @helenrummel .