'Mark-sheets-CGPA-high scores' is now a thing of the past. We may get rid of these limiting criteria of judgement sooner than we thought. In foretime, professionals were judged on the basis of their colossal grades, inflated percentages, irrespective of the practical experience in a particular field. Not anymore! The revised National Education Policy - 2020 suggests prepping the future generations, right from the level of schools and colleges with the provision of vocational and experiential learning. In the present context of ultra- modern and high-tech era, we need to carve out holistically developed personalities to meet the impending challenges and requirements to stand neck and neck with one another. The New Education Policy (NEP) hits the bull’s eye, having proposed various ways and methods to work in this direction so as to develop the ‘Human Resource’ from a more applicative and result-oriented approach. It’s the dire need of the hour to equip the youth with right knowledge, robust attitudes, everlasting values as well as apposite employable skills that would enable them to contribute to India’s social, economic and political transition. The NEP-2020 draft envisions an unprecedented transformation of the nation drifting sustainably towards an equitable, vibrant and a well-informed society by providing a basic level of education, alongside empowering them with tools to pursue their core interests. The lacunae of qualified and trained teachers, substandard pedagogy are proposed to be revamped into a set and standardized course, based on its application for the overall development of the learners and the society as a whole. Pertinently, the Right to Education Act, 2009 (RTE) recommends free and compulsory education to all the children from the age of 6 to 14 years. However, the NEP-2020 draft suggests implementing it right from the age of 3 to 18 years. It further suggests ‘No Detention’ of children until class Eighth, whereby, schools need to ensure that the pupils achieve age-appropriate learning levels. NEP 2020 proposed a curriculum framework which consists of a 5+3+3+4 design, incorporating 5 years of foundational stage (3 years of pre-primary+ classes 1 & 2); three years of preparatory stage (classes 3 to 5); three years of middle stage (classes 6 to 8); and 4 years of secondary stage (classes 9 to 12). This new structure divides the existing structure as per the cognitive developmental stages of a child. These are early childhood, school years, and secondary stage. It also should be noted that this change in structure does not change the years that a child spends in formal education. They remain the same as before. It also recommends restructuring of board examinations to test only core concepts, skills and higher order capacities. Establishing a higher number of primary schools to encourage learning in the most far-flung and underprivileged areas is also a very significant recommendation of NEP-2020. Policy recommends the three-language formula to be vigorously implemented, which includes the regional language, in particular; therefore, the medium of instruction has been emphasised upon to be most preferably in regional languages. The introduction of this policy is also in line with the NEP’s aim of increasing the Gross Enrollment Ratio in higher education. It has been found that the inability to cope with languages like English as the cause for dropping out. The NEP aims to reduce the curriculum content to its core essentials, focussing on key concepts and ideas in order that children are able to practice more critical thinking and among other things, more analysis-based learning. It also states that there will be no hard separation among ‘curricular’, ‘extra-curricular’, or ‘co-curricular’ areas, among ‘arts’, ‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’ streams. The policy also highlights 10 bag less lessons for the students. During grades 6-8, students will be required to take a course which will provide hands-on experience of a number of important vocational crafts as well. In fact, children will also be given increased flexibility in the choices of subjects they wish to study, especially in the secondary stage. Once the NEP is imposed, the compartmentalization of students post 10th into Arts, Science and Commerce will be blurred. Now students will be allowed to take up courses from varied streams depending on their interests. For e.g., a student interested in physics will be able to do so by also taking up subjects like economics and politics. This was one of the most lauded moves of the NEP. Furthermore, Bachelor’s programs too will be multidisciplinary in nature with no rigid separation between arts and sciences. Furthermore, the policy recommends the Ministry of Human Resources and Development (MHRD) be termed as the Ministry of Education in order to bring back the focus on education. There's hope, enthusiasm and acceptance in this new policy. And we're in no doubt that it will change the face of the Indian education, fine-tuning of the pupils to the universal formats in practice. The complete policy, however, is meant to transform the education system by 2040. Final judgment on the extent of its success can only be made on its execution. Hopefully, it doesn’t take till 2040. In my opinion, this revolutionary change can only be brought about with our sincere and combined efforts as a team. Let’s join our hands to bring about the positive changes and the most awaited development in the field of education…!