As a teacher in Kashmir, I have witnessed several waves of change in our education system. But none have been as profound, inclusive, and learner-friendly as the transformation we are currently experiencing under the National Education Policy 2020 (NEP 2020). Grounded in this policy, the integration of School-Based Assessment (SBA), Holistic Progress Cards (HPC), and the implementation of the National Curriculum Framework (NCF) is reshaping the way we teach, assess, and understand our students.
This transformation is not just a policy directive—it is a personal journey for educators like me, who are now discovering new meanings in teaching and learning.
SBA: Redefining Assessment in Real Terms
The old system of summative, high-stakes examinations often left little room to understand a child’s true potential. With School-Based Assessment, the narrative has changed. Today, my assessments are not just about marks—they are about observing a child’s curiosity, creativity, and comprehension in real classroom settings.
In my school, I now use activities, projects, group work, storytelling, and observation as tools to gauge student learning. The impact is visible—students who were once shy and fearful of exams now participate with enthusiasm. SBA has given me the flexibility to recognise and nurture every learner’s unique abilities, especially those who were previously overlooked in traditional testing systems.
HPC: Seeing the Child Beyond Academics
One of the most powerful tools NEP 2020 has gifted us is the Holistic Progress Card. It allows me to present a complete picture of a student’s development—not just their academic scores, but their skills, values, behaviour, interests, and participation.
For the first time in my career, I can assess and record aspects like empathy, collaboration, physical well-being, and artistic expression. The feedback from parents has been overwhelmingly positive. They no longer ask, “How many marks did my child get?” but instead, “What new skill did my child learn this term?”
This shift in mindset is encouraging, and I feel proud to be a part of it.
NEP 2020 in Kashmir: Rooted and Relevant
The National Education Policy 2020 came with a promise—to create an inclusive, flexible, and learner-centric system. In Kashmir, this promise is gradually becoming a reality. Our classrooms are seeing reforms not just in assessment, but in pedagogy and curriculum as well.
We are encouraged to use the mother tongue in foundational learning, which helps children relate better and retain more. The NIPUN Bharat Mission has strengthened early grade literacy and numeracy, and tools like play-based learning, bag-less days, and vocational exposure have made school more engaging and meaningful.
As a teacher, I feel more empowered, better equipped, and more connected to my students than ever before.
NCF: A Framework that Reflects Our Culture and Needs
The National Curriculum Framework, developed in alignment with NEP 2020, is no longer just a policy document—it is our everyday guide in the classroom. The State Curriculum Framework (SCF) in J&K is helping us localise learning by integrating Kashmiri stories, folk art, environmental issues, and local wisdom into the curriculum.
This has added depth and meaning to our lessons. My students are now learning not just about the world, but also from their own surroundings. This place-based education is creating stronger roots in identity and culture, while also preparing students for global challenges.
Challenges and Collective Hope
Like any transformation, this one, too, has its hurdles. Rural schools face challenges of infrastructure, digital access, and sometimes even teacher shortages. Continuous teacher training is a need we all recognise.
Yet, I am hopeful.
I see my fellow teachers adapting, innovating, and learning together. I see students enjoying school like never before. I see parents becoming active partners in their children’s education.
Conclusion: A New Chapter in Kashmiri Education
As a teacher standing at the frontline of this change, I feel fortunate to be part of this historic shift. The integration of SBA, HPC, NEP 2020, and NCF is not just about policy—it is about creating compassionate, confident, and capable citizens.
Our classrooms in Kashmir are becoming spaces of joy, discovery, and growth. And as educators, we are not just teaching lessons—we are helping shape the future, one child at a time.
The writer is a teacher at Government Girls Middle School, Rawoocha, Rafiabad
Peerzada Tariq Ahmad
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