While we appreciate the intent behind the NEP to reform the education system, we strongly believe that the current implementation process in Goa is misguided, lacks transparency, and fails to address the unique needs and concerns of students in the state of Goa.

Several of the proposed changes seem to contradict the principles outlined in the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023.

 

 

 In brief:

1.     Lack of Stakeholder Consultation

The implementation of NEP 2020 has been rushed without proper consultation with key stakeholders, including parents and teachers. The Directorate of Education has not provided adequate orientation to parents/ students, and schools have not engaged parents through meetings on the policy's implementation.

With school exams expected to conclude by end of March, teachers need time in April for corrections, report preparation, performance evaluations, and planning for the next academic year. If the new academic year begins in April, this will not be feasible, and students would end up spending unproductive hours in school.

The haphazard implementation of timeline has led to severe loss of instructional hours in schools which are exam centers for 12th and 10th standard, at the crucial time before the final exams when teachers would be finishing portion and conducting revisions.  The students have already lost out on instructional hours during the past academic year when the teachers have been sent for the several trainings held and this is planned to continue into the coming academic year.  

2.     No Justification for change in Academic Year

There is no central government mandate requiring the academic year to start in April. NEP 2020 and NCFSE 2023 do not suggest aligning with CBSE/ICSE calendars or increasing instructional hours. NCFSE 2023 sets a 220-day school year with 180 days of instruction, which Goa already meets sufficiently well. The DoE circulars dated 30/01/2025 and 13/02/2025 contradict NCFSE 2023 by mandating an April start and increasing curricular content. The circulars also fail to clarify academic terms and instructional days. Extending instructional time unnecessarily can cause student fatigue, stress, and diminished learning efficiency, making the implementation of NEP 2020 more burdensome than beneficial.  Students have already become anxious about the new system.  The first term being from the month of June to part October prior to the Diwali holidays make 4.5 months approx, and the second term being from part November, to March make 4.5 months approx, thereby distributing a well balanced time line for the first and second terms. 

The month of April would be better utilized by getting teachers prepared to face the new systems which could be better put into place by June, and conducting their training sessions in April as far as possible.

3.     Increased Curriculum Burden on Students

The new curriculum increases curricular content and classroom instruction hours instead of reducing them, contradicting NEP 2020 and NCFSE 2023 guidelines. The DoE circular dated 13/02/2025 mandates 1,200 annual instructional hours, exceeding the recommended 1,045 hours for the secondary stage and 955 hours for the middle stage. This goes against the RTE Act 2009, which prescribes 1,000 hours. NEP 2020 emphasizes reducing content load to foster conceptual understanding, but Goa’s implementation is contradictory and lacks rationalization, increasing student stress, burnout, and mental health concerns. The prolonged hours and increased workload also limits extracurricular activities, social interactions, and rest, undermining holistic development.

4.     Inadequate School Infrastructure

Goa's schools lack the necessary infrastructure, resources, and trained teachers to implement NEP 2020 effectively as on date. Many schools have inadequate washrooms and drinking facilities, posing health risks and contributing to absenteeism, especially among girls. Limited vocational subject choices due to infrastructure constraints restrict students' options, affecting engagement and employability. Teachers and staff deputed to teach the Vocational subjects do not have teaching qualifications and accordingly are unable to manage classrooms, leading to discipline issues in classrooms and schools, and are not suitably efficient in imparting knowledge.   Further the lack of infrastructure has led to insufficient choice of subjects school wise.   Additionally, the Goa Government has not mandated the Teachers Eligibility Test (TET) for recruitment, and teacher training remains substandard, as highlighted in the Legislative Assembly.

It further remains to be seen whether new textbooks are ready for the Academic Year to begin in April. What learning is going to take place in the classroom without text books? The DOE says E-books are ready – this is going to be disastrous as students will have to have continuous access to a device.

5.     Climatic Unsuitability

Goa experiences extreme heat and humidity in April, making conditions uncomfortable and unhealthy for students and teachers, especially as many schools lack cooling facilities. Water scarcity, power cuts, and electricity fluctuations further exacerbate the situation, increasing health risks like dehydration and heatstroke. The abrupt transition to an earlier academic start, without proper research and groundwork disrupts students' and teachers' mental and physical readiness, causing stress, anxiety, and potential harm to their well-being.  

6.     Contradiction to NEP 2020’s Holistic Development Goal

The DoE circular dated 13/02/2025 focuses only on increasing compulsory classroom hours, neglecting essential enrichment programs crucial for student-centric and holistic education under NEP 2020. Students are now deprived of the freedom to choose extracurricular activities, as schools lack the infrastructure to offer diverse options. Previously, students could attend specialized coaching camps or skill-based learning programs in April, even outside Goa or India. The forced increase in classroom instruction contradicts NEP 2020’s emphasis on multidisciplinary learning and holistic development, undermining its core objectives.  Subjects like physical education, are highly theory based and minimally practical thus increasing classroom hours instead of encouraging physical/outdoor activity and sport.  Present syllabus and assessment system needs to be revised.

7.     Unclear Promotion Policy for Class 9 Students

The DoE circular dated 30/01/2025 fails to clarify the fate of Class 9 students who do not pass, causing anxiety among parents and students. Uncertainty about whether students can continue in Class 10 despite failing Class 9 could lead to mental stress and trauma, increasing the risk of suicidal tendencies. The lack of clarity on detention policies further adds to the confusion and emotional burden on students.

8.     Language Policy Contradicts NEP 2020

The DoE circular dated 13/02/2025 restricts students from choosing foreign languages, contradicting NEP 2020’s principles of flexibility and multilingualism. The language scheme prescribed for Grade 6 is:

R1 – Konkani/ Marathi      R2 – English        R3 – Hindi/Any other language native to India. This implies that students will be forced to continue with R1 (Konkani/ Marathi) till Grade 10.  Hindi should necessarily be  included in R1, as the usage of Hindi is wide and necessary for any job options on a central level and necessary too for education/ job options outside the state of Goa.   
Childhood is the optimal stage for language learning, and Goa’s schools have historically provided equal access to foreign languages like French, Portuguese, German, and Arabic. Removing this option limits students' global exposure and career opportunities in international fields such as trade, diplomacy, and foreign services. This decision may reduce Goa’s pool of globally competent professionals, hindering future prospects.

The medium of instruction 

The NEP does not expressly state that the medium of instruction should be the local language. The words used are "wherever possible "(refer to point 4.11 on pg 13 of the NEP doc).  There is however stress on the “familiar language” aspect especially in the foundational stage, so having MOI in local languages being imposed as MOI for the 1st and 2nd standards as Konkani/ Marathi is totally contradictory. 

English/ Konkani/ Marathi along with other languages are all widely spoken in Goa, and it makes sense to continue with the existing system where parents can choose the medium of instruction based on the home language/ mother tongue/ familiar language of the child.

9.     Disastrous Planning for implementation of NEP for Class 9 (2024-25)

The sudden implementation of NEP 2020 for Class 9 in 2024-25 was poorly planned, with inadequate orientation for parents and students. Training sessions were disorganized, and resource personnel lacked competency. The SCERT failed to rationalize content, differentiate between learning objectives and outcomes, and prepare Goa-specific learning outcomes. Question papers lacked quality, containing grammatical errors, and syllabi were sent late, highlighting mismanagement.
Overall, the implementation of NEP 2020 for Class 9 in 2024-25 was a disaster, marked by poor planning, inadequate preparation, and mismanagement, ultimately compromising the quality of education in Goa.

In light of all of the above, we want a change and request:

• Revoke the circular to start the academic year in April and retain the traditional June start for the academic year allowing adequate time for students to refresh their minds and come fully prepared for a new year.
• Modify the circular increasing the curricular content/hours to avoid increasing the curricular burden of the student which could have irreversible repercussions causing mental stress and trauma to the students.
• Provide OPTIONAL Additional Enrichment Programmes to bring about holistic development of the student as envisaged in the NEP 2020 in the month of April like coaching camps in various sports/disciplines and skill based learning courses which are purely optional with no compulsory curricular classroom instruction.
• Include Hindi in R1 as the centralized language as usage of Hindi is wider than Konkani/ Marathi.
• Continue to provide students their right to study the foreign languages that have been offered so far - French, Portuguese, German, Arabic etc.
• Continue with the MOI as as in the existing system.
• Adhere to the NCFSE 2023 prescribed annual hours, annual number of 220 days school going days with 180 instruction days, 20 days for assessment/examinations, 20 days for activities including 10 bag less days, 29 hours instruction per week and 5 and half hours of instruction per day to ensure a balanced and sustainable approach to education.
• Number of assessments and mode of assessment in the foundational level and primary level to be modified to reduce the pressure and burden of monthly written and oral exams on children on younger age groups, play way methods to be encouraged.
• Clear instructions on all these aspects should be notified to the schools.
• Resource persons should be sent to all schools to spread awareness to the parents on exactly how the NEP profits our children, what are the additional facilities being provided and how it will be implemented.