NCERT Organises Five-Day NISHTHA Training to Strengthen NEP 2020 Implementation in Schools

NEW DELHI, Nov 11: The National Council of Educational Research and Training (NCERT), in collaboration with the State Council of Educational Research and Training (SCERT), Delhi, has conducted a five day teacher training programme to strengthen the implementation of the National Education Policy (NEP) 2020 and improve classroom teaching practices.

The programme was organised under the Reimagined NISHTHA initiative from November 2 to 6 at Shaheed Hemu Kalani Sarvodaya Bal Vidyalaya in Lajpat Nagar, New Delhi, under the Samagra Shiksha scheme.

The training focused on teachers and school heads working across the foundational, preparatory and middle stages of school education.

The initiative aimed to familiarise educators with the latest curricular developments, updated textbooks and teaching methodologies while providing practical guidance on introducing educational reforms at the classroom level.

The programme also highlighted the importance of improving student participation, developing inclusive learning environments and adopting assessment methods that evaluate children’s overall progress.

NCERT Director Professor Dinesh Prasad Saklani attended the inaugural session as the chief guest, while Jatin Goel, Director of SCERT Delhi, was also present.

The initiative reflects the growing emphasis on teacher preparation as an essential requirement for achieving the objectives of NEP 2020.
Focus on NEP 2020 and updated curriculum
The National Education Policy 2020 seeks to bring significant changes to India’s school education system by encouraging conceptual understanding, practical learning and greater flexibility in teaching methods.

The five-day NISHTHA programme was designed to help teachers understand the policy’s recommendations and connect them with everyday classroom activities.

Participants received guidance on the National Curriculum Frameworks and newly developed NCERT textbooks.

The sessions examined how changes in curriculum design could influence classroom instruction and student learning outcomes.

Teachers were also encouraged to adopt approaches that make lessons more interactive and relevant to the experiences of children.

The emphasis was on moving beyond traditional methods that rely heavily on memorisation and encouraging students to develop analytical thinking, creativity and problem-solving abilities.

The programme addressed the different learning requirements of children at various stages of school education.

At the foundational level, teaching approaches need to focus on early language development, numeracy and basic cognitive abilities.

The preparatory stage requires methods that encourage children to understand concepts through activities and exploration, while the middle stage introduces more structured subject-based learning.

Preparing teachers to respond to these differences is considered important for improving the quality of education.
Teacher training and professional development
Teacher capacity-building is one of the major priorities under the National Education Policy.

The policy recognises that educators require continuous professional development to keep pace with changes in curriculum, technology and classroom practices.

The NISHTHA initiative has been developed to provide structured training opportunities for teachers and school heads.

It aims to strengthen professional knowledge, improve teaching methods and encourage the adoption of learner-centred approaches.

According to NCERT’s NISHTHA framework, NEP 2020 envisages at least 50 hours of continuous professional development opportunities annually for teachers and head teachers.

These opportunities are intended to cover areas such as foundational literacy and numeracy, competency-based learning, formative assessment, experiential education and innovative teaching practices.

The Delhi programme formed part of these wider efforts to strengthen the professional capabilities of school educators.

Participants were encouraged to examine their existing teaching practices and identify areas where improvements could be introduced.

The programme also highlighted the importance of school leadership in creating an environment that supports educational reforms.

School heads play an important role in coordinating teachers, managing academic activities and ensuring that new learning approaches are implemented effectively.
Digital education receives special attention
Digital education was another important area covered during the training programme.

Technology is increasingly influencing the way educational content is prepared, delivered and assessed.

Digital platforms provide teachers with access to educational resources, interactive learning material and training modules that can supplement conventional classroom instruction.

The use of technology can also help teachers explain difficult concepts through videos, presentations, simulations and other visual resources.

However, the effective integration of digital tools requires more than providing computers and internet connections.

Teachers must understand how to select appropriate digital material and use it in ways that support learning objectives.

The training therefore focused on the role of digital education in improving classroom engagement and supporting different learning requirements.

It also highlighted the need to ensure that technology remains accessible to students from different economic and geographical backgrounds.

Schools in areas with limited internet connectivity may face difficulties adopting digital learning methods at the same pace as institutions with better infrastructure.

Addressing these differences will be important for ensuring that educational technology benefits all students.
Inclusive education and student well-being
The programme also placed emphasis on inclusive education and the overall well-being of students.

Inclusive classrooms are designed to ensure that children with different abilities, learning requirements and social backgrounds receive meaningful opportunities to participate in education.

Teachers need to understand that students may learn at different speeds and require different forms of academic support.

A single teaching method may not be equally effective for every child.

The training encouraged educators to adopt flexible approaches that take individual learning needs into consideration.

Inclusive education also involves creating classroom environments in which students feel respected, supported and comfortable expressing their ideas.

Teachers were introduced to approaches aimed at improving student participation and addressing learning difficulties.

Student well-being was another important aspect of the discussions.

Schools are not only responsible for academic development but also contribute to children’s emotional, social and personal growth.

A supportive classroom environment can help students develop confidence, communication skills and positive relationships with their peers.

The programme highlighted the importance of recognising these aspects as part of the broader educational experience.
New assessment methods and Holistic Progress Card
Assessment practices formed another major component of the five-day training programme.

Traditional examination systems have often placed considerable emphasis on written tests and numerical marks.

However, NEP 2020 promotes a broader approach that seeks to evaluate students’ understanding, practical abilities and overall development.

The training included discussions on formative assessment, subject-specific evaluation methods and the Holistic Progress Card (HPC).

The Holistic Progress Card is intended to provide a more comprehensive picture of a student’s development rather than focusing exclusively on examination results.

It encourages the assessment of different areas, including academic performance, creativity, communication, participation and other developmental skills.

Teachers were introduced to ways of using assessment as a continuous learning process.

Regular feedback can help educators identify areas where students require additional support and modify their teaching strategies accordingly.

Such methods can also help students understand their strengths and recognise areas requiring improvement.

The shift towards competency-based assessment is intended to ensure that learners develop the ability to apply knowledge in practical situations.

This approach is particularly important in a rapidly changing environment where critical thinking and problem-solving skills are becoming increasingly valuable.
Classroom activities and practical action plans
An important feature of the programme was the participation of teachers in group activities, presentations and practical exercises.

Instead of limiting the training to theoretical discussions, the organisers encouraged participants to examine how the concepts could be translated into actual classroom practices.

Teachers worked on different educational activities and prepared classroom action plans based on the lessons discussed during the sessions.

These plans were intended to help participants identify practical steps for improving teaching methods and introducing suitable assessment approaches in their schools.

Collaborative exercises also provided opportunities for educators to exchange experiences and discuss common classroom challenges.

Teachers from different academic backgrounds can offer valuable insights into managing classrooms, addressing learning difficulties and encouraging student participation.

The programme sought to use this collective experience to strengthen professional learning.

The preparation of classroom action plans was particularly important because the effectiveness of any training initiative ultimately depends on its application after participants return to their respective institutions.
NCERT stresses mission-mode implementation
The five-day programme concluded with a valedictory session chaired by Professor Sridhar Srivastava, Dean (Coordination), NCERT.

During the concluding session, he emphasised the need to take the Reimagined NISHTHA initiative forward with a focused and mission-oriented approach.

He highlighted the importance of translating the objectives of NEP 2020 into meaningful classroom-level improvements.

The session also provided an opportunity for participants and representatives from different curricular groups to share their experiences and feedback.

Professor Anand Arya and other representatives discussed their observations from the training programme.

Professor Suniti Sanwal presented the report outlining the proceedings and key outcomes, while Dr Sukhvinder discussed the future course of action for the NISHTHA initiative.

A post-training survey was also conducted to collect feedback from participants.

The responses are expected to provide useful information about the effectiveness of the sessions and areas that may require further attention.
Importance of Samagra Shiksha
The programme was organised under the Samagra Shiksha scheme, which seeks to improve school education through an integrated approach covering different stages of learning.

The scheme focuses on strengthening educational infrastructure, improving access, supporting teacher development and enhancing learning outcomes.

It covers school education from the pre-school level through Class XII.

Teacher training is an important component because improvements in infrastructure and curriculum need to be supported by effective classroom instruction.

The collaboration between NCERT and SCERT Delhi also highlights the importance of coordination between national and state-level educational institutions.

While national policies provide an overall framework, their implementation requires institutions at the state and local levels to understand regional requirements and develop suitable strategies.

Such partnerships can help ensure that educational reforms are adapted to different school environments.
Challenges in implementing educational reforms
Despite the introduction of new policies and training initiatives, several challenges remain in improving the quality of school education.

One of the major concerns is the difference in infrastructure and resources available across schools.

Institutions in urban areas may have better access to digital facilities, trained professionals and educational materials than schools in remote locations.

Teacher shortages and large classroom sizes can also affect the implementation of learner-centred teaching methods.

Another challenge involves ensuring that teachers receive continuous support after completing training programmes.

A short-term workshop may introduce new ideas, but educators need regular guidance and opportunities to discuss implementation difficulties.

Schools also require effective academic leadership and sufficient teaching resources to make curriculum changes successful.

Assessment reforms may require additional preparation because teachers need to understand how to evaluate different aspects of student development.

The collection and interpretation of assessment information must also remain practical and useful rather than creating unnecessary administrative responsibilities.

Addressing these issues will be essential for achieving the objectives of the National Education Policy.
Strengthening the future of school education
The NCERT-SCERT initiative demonstrates the importance of preparing teachers for the changing requirements of India’s education system.

As curriculum frameworks evolve and digital technologies become more common, educators will need opportunities to update their knowledge and strengthen their classroom skills.

The Reimagined NISHTHA programme seeks to bridge the gap between educational policy and its practical implementation.

Its emphasis on updated textbooks, inclusive learning, digital education and comprehensive assessment reflects the broader direction of school education reforms.

The effectiveness of these initiatives will ultimately depend on how successfully teachers incorporate the training into their daily work.

Schools will also need to create supportive environments where educators can experiment with new methods, share experiences and continuously improve their teaching practices.

The November training programme is another step towards strengthening teacher preparedness and improving the learning experience for students.

With sustained institutional support, regular professional development and effective monitoring, such initiatives could contribute to building a more inclusive, flexible and student-centred education system across the country.