National Education Policy (NEP) 2020: Reshaping Indian Education For The 21st Century – IMPRI Impact And Policy Research Institute

Policy Update
Sreya S Motti

Background

The National Education Policy (NEP) 2020, is India’s first education of the 21st century. This replaced the National Policy on Education which was released in 1986. The NEP 2020 was released on 29 July 2020. This scheme aims to bring a transformation in the Indian education system into an inclusive, flexible, multidisciplinary, and holistic system. It envisions to create a “vibrant knowledge society” and establish India as a global knowledge superpower. 

This policy originated due to the existing issues in the Indian education system. This included low learning outcomes, rote- based teaching, overload of curriculum, fragmentation of higher education institutions, inequality of access, and insufficient teacher training. NEP 2020 tries to address these challenges by focusing on many factors. These include factors such as:

• Universal access to education at all levels.
• 100% Gross Enrolment Ratio (GER) from preschool to secondary level by 2030.
• Foundational literacy and numeracy (FLN) by Grade 3.
• Vocational education for at least 50% of learners by 2025.
• Increased public investment in education to 6% of GDP.
• Development of critical thinking, creativity, multilingualism, and a shift toward competency-based learning.

The policy introduces a new curricular and pedagogical structure. Children will spend five years in the Foundational stage, 3 years in the Preparatory stage, 3 years in the Middle stage, and 4 years in the Secondary stage((5+3+3+4)). This is aligned with a child’s cognitive development stages. The policy also emphasizes multilingual education, digital learning, and holistic report cards. The policy also has direct mentions of Right to Education Act, 2009, though not repealed.

Source: Institute of Technology, Nirma University

Functioning

The NEP 2020 redefines the educational architecture across four levels—school education, higher education, teacher education, and vocational and adult education. The key structural reforms and functional mechanisms include of the policy include:

1. Early Childhood Care and Education (ECCE):
   The policy focuses on Early Childhood Care and Education of children laying the foundation for a child’s future learning and development. This includes integration of Anganwadi systems with primary schools. Standardization of pre-primary curriculum with the support of NCERT also stays relevant to this reform. The reform also emphasizes the need for early childhood for brain development, with a major part of the brain growth occurring before the age of six.
2. Curricular Restructuring:
   The traditional  curriculum was restructured in the new policy. The previous 10+2 system was replaced by the 5+3+3+4 structure after NEP. This focuses on reducing curriculum content to enhance critical thinking. It also puts emphasis on experiential learning, sports-integrated education, and vocational exposure. This restructuring plays a main role in the reformation.
3. Foundational Literacy and Numeracy (FLN):
   The policy highlights the need for foundational literacy and numeracy. This led to mission NIPUN Bharat being launched to achieve FLN by Grade 3. The reforms focus on daily lesson plans, reading programs, and foundational math skills emphasis.
4. Language Policy:
   This is another major reform of the NEP 2020. It promotes mother tongue/regional language as medium of instruction till Grade 5. The language policy also introduces foreign language options at the secondary level.  The earlier three-language formula continues but it remains flexible.
5. Assessment Reforms:
   NEP shifts from high-stakes examinations to formative assessments as the criteria. The establishment of PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) as a national regulatory body was also a major development in the policy. This regulates the assessment and review of knowledge.
6. Higher Education:
   The policy also aims to increase Gross Enrolment Ratio (GER) in higher education to 50% by 2035. It also emphasizes the creation of Multidisciplinary Education and Research Universities (MERUs) which can create more research prospects in India. This also Replaces UGC, AICTE, and NCTE with Higher Education Commission of India (HECI). The policy thus pushes toward multidisciplinary education, flexible degree programs, and academic bank of credits.
7. Technological Integration:
   The policy led to the creation of a National Educational Technology Forum (NETF) to improve integration of education with technology. It also enhances the use of online platforms like DIKSHA, Swayam for digital learning.
8. Teacher Training:
   The NEP set new norms for teacher qualifications through integrated B.Ed. programs.
   It emphasizes continuous professional development of teachers by focusing on teacher training.

Performance

NEP 2020 only works as advisory in nature. This allows states to determine their pace of implementation. Himachal Pradesh was the first state to formally implement NEP. As of 2023, multiple states, including Madhya Pradesh, Karnataka, Uttar Pradesh, and Maharashtra, have launched implementation strategies.

1. Enrollment:
   According to UDISE+(Unified District Information System for Education plus) 2021-22, the Gross Enrolment Ratio (GER) in higher secondary education increased from 53.7% (2019-20) to 57.6% (2021-22). In primary education, the GER crossed 100% in several states, indicating high enrolment levels.
2. Digital Learning:
   The policy focuses greatly on digital learning. NEP has led the pathway to creation of major initiatives like PM eVidya, Diksha, and Swayam Prabha TV channels which helped during the pandemic, especially for K-12 students. However, access to digital tools remains limited in rural areas, highlighting the urban-rural divide.
3. Budget Allocation:
   The education spending increased modestly after the launch of NEP. But this is still below the 6% GDP target. In the 2023-24 Union Budget, the education sector was allocated ₹1.12 lakh crore, the highest ever allocated.
4. Foundational Learning:
   The NIPUN Bharat Mission under NEP initiated training for over 25 lakh teachers to improve foundational literacy. Yet, ASER 2022 reports indicate stagnation or decline in basic reading and arithmetic skills due to learning losses during the pandemic.

Impact

NEP 2020 has reshaped discourse around education in India. It has impacted the educational landscape majorly. The policy has mandated curriculum revision under which NCERT is revising textbooks and syllabi in line with NEP recommendations. This enables scrutinizing of unwanted information and adding up more relevant knowledge. NEP also focuses on teacher education under which teachers are trained to integrate pedagogy and subject knowledge.

Further, the scheme majorly puts focus on language and inclusivity. This emphasis on mother tongue bolstered cultural integration. More classes were to be multilingual and students were to understand their mother tongue better under this reformation. But this in the due course also raised a concern regarding feasibility in multilingual classrooms.

NEP also Recognizes SEDGs (Socially and Economically Disadvantaged Groups) and aims to enhance equity. More provisions were made to include people from the socially and economically weaker sections too. 

Vocational education is also provided mainstream attention under NEP through experiential learning and internships embedded in curricula. But there exists low enrolment rates due to lack of infrastructure and trainers. Despite its transformative vision, the ground-level impact of NEP remains uneven due to financial, infrastructural, and logistical barriers.

Emerging Issues

1. Implementation Gaps:
   NEP leaves it to the states to implement the schemes. States vary in adoption, lack of coordination weakens the unified vision to achieve the initial objectives of the policy. Additionally, challenges such as inadequate funding, lack of infrastructure, and a shortage of trained educators further hinder the policy’s effective execution. Socio-economic and cultural diversity across states adds complexity, making it difficult to ensure uniform implementation
2. Digital Divide:
   There exists a major digital divide which alters the proper implementation of NEP. The rural areas lack infrastructure for e-learning tools. This further creates a division between the urban centres and rural areas of the country. The new reforms and schemes might not reach the rural areas in their intended form.
3. Funding Challenges:
   Lack of proper funding also creates a boundary in the path to achieve NEP’s goal. There is no detailed financial roadmap for the 6% GDP target which was allocated in the budget for the education sector. The NEP dream could only come true with adequate funding and appropriate allocation of the funds.
4. Inadequate Teacher Training:
   The limited availability of skilled teachers to implement pedagogical changes leads to a gap in adequate teacher training.  
5. Marginalization of the RTE Act:
   The marginalization of the Right to Education (RTE) Act stems from its limited scope, as it guarantees free and compulsory education only for children aged 6 to 14 years. This leaves out the important early childhood education (ages 3 to 6) and secondary education (ages 15 to 18), which are significant for the complete development and preparing students for higher education or employment. The National Education Policy (NEP) proposed universal schooling from ages 3 to 18 but did not make it a legal right, thereby weakening its enforceability and leaving its implementation to the discretion of states.
6. Language Policy Concerns:
   Language policy concerns in India often revolve around fears of language imposition and constitutional conflicts with existing language laws. The National Education Policy (NEP) advocates the three-language formula, which aims to promote multilingualism and national integration. However, this has created agitation, particularly in non-Hindi-speaking states, about the imposition of Hindi as a mandatory language. States like Tamil Nadu have historically opposed such policies, adhering to a two-language system instead. 

Recommendations

The National Education Policy 2020 is a scheme which aims to advance the education sector of India. This requires a well-defined financial strategy that establishes contributions from both the state and central governments.  This collaborative framework should prioritize equitable resource allocation to bridge gaps in underfunded regions and ensure sufficient funding for new educational initiatives. Additionally, expanding digital infrastructure, especially in aspirational districts, is crucial to enhancing access to quality education. This involves setting up a proper internet connectivity, digital classrooms, and e-learning resources, which can play a major role in reducing regional disparities and fostering inclusivity.

Now what is equally important is to address human resource needs by prioritizing teacher recruitment and training programs. Providing incentives such as competitive salaries, professional development opportunities, and recognition for excellence can attract and retain talented educators. Establishing strong monitoring mechanisms, like those offered by the Performance Assessment, Review, and Analysis of Knowledge for Development (PARAKH) initiative and local education boards, can help maintain accountability and track progress. Furthermore, ensuring legal safeguards to reinforce the right to education is essential to protect vulnerable groups from exclusion. By instituting these measures, the education system can move towards a more equitable and sustainable future.

Way Forward

NEP 2020 presents a progressive blueprint for transforming India’s education ecosystem. With its focus on flexibility, critical thinking, equity, and internationalization, the policy aligns with the vision of “Atma Nirbhar Bharat” and SDG 4 (Quality Education).

However, the successful implementation of educational policies depends on many critical factors. Political will and inter-state collaboration play an important role in ensuring that states work cohesively towards shared goals, overcoming regional disparities and maintaining a unified vision. Adequate financial support is essential, requiring both government investments and innovative public-private partnerships to provide sustainable funding for infrastructure, resources, and technology. Community and stakeholder engagement is equally vital, as it helps bridge the gap between policy-makers’ vision and on-the-ground realities. Involving local communities, educators, parents, and students creates a sense of ownership and ensures that policies are made to address diverse needs and challenges effectively. Together, these elements create a strong foundation for the successful realization of educational reforms.

If implemented effectively, NEP 2020 can bridge long-standing gaps and lead India toward an equitable, vibrant, and knowledge-driven society.

References

1. Ministry of Education. (2020). National Education Policy 2020 Full Text. Government of India.
2. Ministry of Education. (n.d.). UDISE+ Dashboard. Retrieved from https://udiseplus.gov.in
3. Ministry of Education. (n.d.). NIPUN Bharat. Government of India.
4. Ministry of Finance. (2023). Economic Survey 2022-23. Government of India.
5. Ministry of Education. (n.d.). PM eVidya Platform. Government of India.
6. Ministry of Education. (n.d.). DIKSHA Platform. Government of India.
7. ASER Centre. (2022). Annual Status of Education Report (ASER) 2022. New Delhi: ASER Centre.
8. Press Information Bureau (PIB). (n.d.). Press Releases on NEP. Retrieved from https://pib.gov.in
9. Kumar, K. (2020). National Education Policy 2020: Principles and Perspectives. Indian Journal of Public Administration, 66(4), 617-632. doi:10.1177/0049085720958804

About the Contributor: Sreya S Motti is a research intern at IMPRI. She is currently pursuing a BA(Hons) in Humanities and Social Sciences from the University of Delhi.

Acknowledgment: The author would like to express sincere gratitude to Dr.Arjun Kumar, Dr.Vaishali Singh, Ms. Aasthaba Jadeja, and the IMPRI team for allowing writing the article.

Disclaimer: All views expressed in the article belong solely to the author and not necessarily to the organisation.

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