Exploring Competencies: From Policy to Practice

Abstract

This paper examines the evolution and implementation of competency-based education reforms in India, highlighting the gradual shift from traditional, content-heavy curricula to a more holistic and learner-centred approach. It analyses how clearly defined learning standards—namely Minimum Levels of Learning (MLLs), learning outcomes, and competencies—have been introduced through key policy documents such as the National Curriculum Frameworks (NCF), the Right to Education (RTE) Act, and the National Education Policy (NEP) 2020. The paper further outlines the defining characteristics of competencies, their implications for pedagogy and assessment, and their role in promoting equity, inclusivity, and meaningful learning. It concludes with strategic recommendations for strengthening implementation, including sustained teacher professional development, supportive infrastructure, and collaborative professional learning communities.