The implementation of the Holistic Progress Card (HPC) in Nagaland marks a significant milestone in the State’s journey towards educational transformation.
The implementation of the Holistic Progress Card (HPC) developed by PARAKH, NCERT in Nagaland marks a significant milestone in the State’s journey towards educational transformation. By moving beyond the traditional examination-centred system, HPC seeks to redefine the purpose of assessment—from merely measuring academic performance to understanding and supporting the holistic development of every learner.
PARAKH, the National Assessment Centre established by NCERT, has designed the Holistic Progress Card as a learner-centred assessment framework that captures a child’s progress in a comprehensive and continuous manner.
Nagaland’s adoption of this framework reflects the State’s commitment to aligning school education with the vision of NEP 2020, which emphasizes conceptual understanding, skill development, critical thinking, and socio-emotional growth.
The shift from earlier assessment practices
For decades, school assessment in India has largely been dominated by marks, grades, and year-end examinations. The traditional system primarily evaluated a student’s ability to recall and reproduce information in written tests. While this method provided a standardised measure of academic achievement, it often overlooked important aspects of learning such as creativity, problem-solving, communication, collaboration, and emotional well-being.
The HPC introduces a fundamental shift in assessment practices. Instead of focusing solely on examination scores, it evaluates learners against clearly defined learning standards and developmental indicators. The emphasis is placed on what a child understands, applies, creates, and demonstrates in real-life situations.
Advantages of HPC
The implementation of HPC offers several advantages for learners, teachers, parents, and the education system as a whole.
Holistic development: HPC recognises that education is not confined to academic achievement alone. It records progress in cognitive, social, emotional, physical, and creative domains, thereby supporting the overall development of the child.
Reduced examination stress: By emphasising on continuous assessment rather than one-time high-stake examinations, HPC can help reduce anxiety and pressure among students.
Improved learning outcomes: The focus on conceptual understanding and application encourages deeper learning, enabling students to connect classroom knowledge with real-life situations.
Timely identification of learning gaps: Continuous assessment allows teachers to identify students who need additional support at an early stage and provide targeted interventions.
Meaningful feedback: Descriptive feedback helps learners understand their strengths and areas for improvement, making assessment a tool for learning rather than merely a judgment of performance.
Parental involvement: HPC provides parents with a more comprehensive picture of their child’s progress, encouraging greater participation in the learning process.
Alignment with NEP 2020: The framework supports the national vision of developing confident, creative, and capable learners equipped with 21st-century skills.
Challenges for Implementation of the HPC
Despite its promising potential, the implementation of HPC is not without challenges. A comprehensive analysis requires acknowledging the limitations and difficulties that may arise during the transition.
Need for extensive training and Awareness Programmes: Effective implementation requires teachers to be adequately trained in learner-centred pedagogy, assessment techniques, and the use of HPC. Likewise, there is a need for extensive awareness and sensitisation programs to make parents and the public clearly aware of the shift in the assessment practices through the HPC.
Subjectivity in assessment: Unlike standardised examinations, continuous assessment may sometimes lead to variations in evaluation if clear criteria and moderation mechanisms are not established.
Infrastructure and digital constraints: In remote and rural areas, limited access to digital resources, internet connectivity, and technical support may hinder the smooth implementation of digital HPC systems.
Resistance to change: Parents, teachers, and even students who are accustomed to the traditional marks-based system may initially find it difficult to adapt to the new assessment approach.
The road ahead for Nagaland
For HPC to succeed in Nagaland, implementation must go beyond policy adoption and become a sustained educational practice. Continuous teacher training, regular monitoring, adequate technological support, and community awareness are essential components of this process.
Every stakeholder has an important role in ensuring that teachers are empowered to use HPC effectively. Parents and communities must also be sensitized to understand that a child’s progress cannot be measured solely by marks but by the development of knowledge, skills, values, and attitudes.
The success of HPC will ultimately depend on whether it can create classrooms where assessment becomes an integral part of learning—guiding, motivating, and supporting every child to achieve his or her full potential.
Conclusion
The implementation of HPC in Nagaland represents a bold and forward-looking reform in school education. It signifies a transition from an examination-centred culture to a learner-centred system that values understanding, application, creativity, and holistic development.
While challenges such as training needs, and infrastructural limitations must be addressed with seriousness, the long-term benefits of HPC have the potential to outweigh its disadvantages. If implemented with commitment and support, this reform can help Nagaland build an education system that not only measures learning but also nurtures capable, confident, and compassionate citizens for the future.
Department of School Education,
Government of Nagaland