Kiranmanonmani
Introduction
Education is considered one of the important factors of human development, which contributes to the rise in the standard of living of a family as well as a nation. In order to achieve the highest possible potential of human resources, there should be provision of quality education and skill sets relevant to today’s world. The National Education Policy 2020 (NEP 2020) was formulated with this objective in mind.
The National Education Policy was released on 30th July 2020 by the Ministry of Human Resources Development, Government of India. The main objective of the policy is to instill the students with 21st-century skills. This is the first education policy to be implemented in India in the past decades. The last policy was implemented in 1986.
Objectives
The main pillars of the policy are:
● Access
● Equity
● Quality
● Affordability
● Accountability
The NEP aims to promote multidisciplinary and interdisciplinary learning, blurring the borders among arts, science, commerce, and vocational streams, so that students get the flexibility to learn a combination of subjects of their interest. It promotes interdisciplinary thinking and encourages practical thinking and application.
Another focus of the policy is to encourage holistic, experiential, and practical learning among children. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged.
Structure of NEP 2020
There are 2 broad classifications of the policy at the school level( K-12) and the College Level.
This stage is for ages 3-8, includes three years of Anganwadi/pre-school, followed by Grades 1 and 2 in primary school. It emphasizes play-based and activity-based learning.
- Preparatory Stage (3 years):
Ages 8-11 (Grades 3-5), focusing on building upon the foundational skills with more structured learning experiences.
- Middle Stage (3 years):
Ages 11-14 (Grades 6-8), introducing more subject-based learning and critical thinking. Secondary Stage (4 years):
Ages 14-18 (Grades 9-12), with a multidisciplinary approach, allowing for subject exploration and flexibility.
Students can earn a certificate after 1 year, a diploma after 2 years, a Bachelor’s degree after 3 years, or a Bachelor’s degree with research after 4 years.
- Multidisciplinary Approach:
Universities will offer a wider range of subjects, including arts, humanities, sciences, and vocational fields, in a holistic and integrated manner.
- Academic Bank of Credit (ABC):
A system will be established to digitally store and transfer academic credits earned at different institutions, allowing for flexible pathways to degrees.
Advantages of NEP
- Holistic and Multidisciplinary Education:
NEP 2020 emphasizes a broad-based, multidisciplinary approach to learning, encouraging students to explore a wider range of subjects and develop a more comprehensive understanding of the world.
- Flexibility and Choice:
The policy allows for greater flexibility in subject selection, multiple exit and entry points in higher education, and a more personalized learning experience.
- Focus on Foundational Skills:
NEP 2020 prioritizes foundational literacy and numeracy, aiming to improve basic learning outcomes in early schooling.
- Integration of Technology:
The policy encourages the use of technology in education, promoting digital learning platforms and resources to enhance access and engagement.
- Emphasis on Vocational Education:
NEP 2020 recognizes the importance of vocational training and skill development, aiming to equip students with practical skills for the workforce.
- Increased Investment in Education:
The policy aims to increase public spending on education to 6% of GDP, which could lead to improved infrastructure, resources, and teacher training.
- Promoting Multilingualism:
NEP 2020 supports teaching in the mother tongue or regional language up to grade 5, potentially fostering a stronger connection to language and culture.
Disadvantages of NEP
- Implementation Challenges:
The policy’s ambitious goals and structural changes may face challenges in implementation, particularly in ensuring equitable access and quality across diverse regions and socio-economic backgrounds.
The emphasis on technology in education could exacerbate existing inequalities if not addressed properly, as not all students have equal access to digital devices and internet connectivity.
- Teacher Readiness and Training:
The policy requires significant investment in teacher training and professional development to ensure educators are equipped to implement the new curriculum and pedagogical approaches.
While promoting multilingualism, the policy may pose challenges in finding qualified teachers and developing study materials in regional languages.
Conclusion
Overall, the motivation for implementing the National Education Policy 2020 was to improve the knowledge and skills of the students. But there are many obstacles to its complete implementation, like a lack of infrastructure facilities, a lack of qualified teachers and non-teaching staff, high cost of implementation, etc.. It is a challenge for the government of India to completely implement the policy in all the states. NEP 2020 represents a significant step towards transforming India’s education system. Its success will depend on the collective effort of educators, policymakers, and other stakeholders to address the challenges and realize the policy’s vision of a student-centered, inclusive, and future-ready education system.
About the contributor:
Kiranmanonmani.Y is an undergraduate student specializing in Economics at Hansraj College, University of Delhi. This blog article is published as part of her coursework under the program ’ Public Policy in Practice’ with IMPRI – Impact and Policy Research Institute.
References
● https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0. pdf
● Research, Scholer & Pandya, Dharaben. (2024). “New Education Policy of India: A Theoretical Analysis” https://www.pib.gov.in/PressNoteDetails.aspx?NoteId=154714&ModuleId=3
● https://www.journalofpoliticalscience.com/uploads/archives/6-2-98-141.pdf
Acknowledgement:
The author sincerely thanks the IMPRI team for their valuable support and guidance throughout this article.
Disclaimer:
All views expressed in the article belong solely to the author and not necessarily to the organisation.
Read More at IMPTI:
