Provisions for Deprived Groups (SEDGs) in NEP 2020 (Editorial)

The National Education Policy is the first education policy in the 21 st century based on the recommendations of experts' committee headed by Dr. K. Kasturirangan, former chairman of Indian Space Research organization (ISRO) and other drafting committee members. The rich heritage of ancient Indian knowledge is the guiding focus of NEP 2020. World-class institutions of ancient India, such as Takshashila, Nalanda, Vikramshila and Vallabhi set the highest standards of multidisciplinary teaching and research. Indian education system made seminal contributions to world knowledge in diverse fields, such as mathematics, astronomy, metallurgy, medical science and surgery, civil engineering and architecture, shipbuilding and navigation, yoga, fine arts, chess, and more. Indian culture and philosophy has had a strong influence on the world.

2020

The National Education Policy was framed in 1986 and modified in 1992. More than three decades have passed since previous Policy. During this period significant changes have taken place in our country, society, economy, and the world at large. It is in this context that the education sector needs to gear itself towards the demands of the 21st Century and the needs of the people and the country. Quality, innovation and research will be the pillars on which India will become a knowledge super power. Clearly, a new Education Policy is need- ed.

Zenodo (CERN European Organization for Nuclear Research), 2022

Well defined and futuristic education policy is essential for a country at school and college levels due to the reason that education leads to economic and social progress. Different countries adopt different education systems by considering the tradition and culture and adopt different stages during their life cycle at school and college education levels to make it effective. The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system. The new policy replaces the previous National Policy on Education, 1986. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021. Shortly after the release of the policy, the government clarified that no one will be forced to study any particular language and that the medium of instruction will not be shifted from English to any regional language.[3] The language policy in NEP is a broad guideline and advisory in nature; and it is up to the states, institutions, and schools to decide on the implementation.Education in India is a Concurrent List subject. Himachal Pradesh has become the first state to implement New Education Policy 2020. The national educational policy should be implemented in all schools over India by 2022.

isara solutions, 2022

National Education Policy 2020, announced by the Government of India on July 29, 2020, revolves around the flexible, practical, multidisciplinary, multilinguistic education for all, at all levels, by implementing many reforms, interventions and a nationwide institutional set up. This study aims to review different aspects of the policy in comprehensive manner and analyse its impact. It's designed as descriptive study of the policy based on qualitative analysis of the secondary data. The study finds that NEP is a long tenure policy that has the potential to impact every individual and household's life. If implemented rightly, it will change the status of India in global competitiveness and capability building. The study will be particularly helpful to the students, researchers, academicians and professionals seeking an analytical comprehensive summary of the National Education Policy 2020.

The Seybold Report, 2024

Education is a basic right for each and every child in their life, by which these individuals can contribute to personal growth and economic development of the nation. National education policy is important for the development of the educational structure in India. The four phases of education system will be developed by the new education policy to provide a quality education. 15 years of educational life will be managed by this particular policy, by which 3 years of students get an opportunity to enter an education life. Students get an opportunity to identify their career options successfully in India with the help of this education policy. Curriculum and extracurricular activities by students are also dictated through National Education Policy. The mission of NEP is to enhance Gross Enrolment Ratio by 50% within a year of 2035. This is also helpful for the Indian educational system to provide better education among all students from 3 years to 18 years. Usage of modern technology is enhanced after applying this particular policy in India where students can easily enhance their skills with the help of modern technology. Higher education institutes are benefitted through NEP in India, by which the Indian education framework is developed significantly. Hence, a complete search on the NEP has been done in the article with the help of secondary sources.

The National Education Policy 2020, introduced in India, is a forward-looking document that outlines a visionary approach to revitalizing the country's education system, emphasizing flexibility, inclusivity, and a learner-centric paradigm. The new policy replaces the previous National Education Policy 1986. After 34 years, on July 29, the cabinet led by Indian Prime Minister Narendra Modi approved a fresh education policy with the goal of transforming our educational system. This policy promotes the early use of technology in teaching and emphasizes the development of modern skills and vocational education. This paper aims to structure the school curriculum under NEP 2020. The researchers have used qualitative data from Word Cloud and the MHRD website. The NEP 2020 has developed a flexible learning model and curriculum that allows students to select their courses and subjects based on their interests and aptitudes. In this context, this paper focuses on the curriculum structure, roles, and challenges of NEP 2020 to further education in India.

The world is undergoing rapid changes in the knowledge landscape. With the rise of big data, machine learning, and artificial intelligence, many unskilled jobs worldwide may be taken over by machines, while the need for skilled labour, particularly involving mathematics, computer science and data science, in conjunction with multidisciplinary abilities across the sciences, social sciences and humanities, will be in rapidly increasing demand. With climate change and rapid depletion of natural resources, there will be a sizable shift in how we meet the world's energy, water, and sanitation needs, again resulting in the need for new skilled labour, particularly in biology, chemistry, physics, and climate science. There will be a growing demand for humanities and art, as India moves towards becoming a developed country and among the three largest economies in the world. 0.3. Indeed, with the quickly changing employment and global ecosystem, it is becoming increasingly important that children not only learn but learn how to learn. Education must thus, move towards less content, and more towards learning about how to think critically and solve problems, how to be creative and multidisciplinary , and how to innovate, adapt, and absorb new material in novel and changing fields. While learning by rote can be beneficial in specific contexts, pedagogy must evolve to make education more experiential, holistic, integrated, discovery-oriented, learner-centred, discussion-based, flexible, and, of course, enjoyable. The curriculum must include basic arts, crafts, humanities, games, sports and fitness, languages, literature, culture, and values, in addition to science and mathematics, to develop all aspects of learners' brains and make education more well-rounded, useful, and fulfilling to the learner. Education must build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment. 0.4. The aim must be for India to have an education system that ensures equitable access to the highest-quality education for all learners regardless of social and economic background. To achieve this, actions must be taken now and with urgency. 0.5. The gap between the current state of learning outcomes and what is desirable must be bridged through undertaking major reforms to bring the highest quality and integrity into the system, from early childhood education through higher education. 0.6. This National Education Policy is the first education policy of the 21 st century, and aims to address the many growing developmental imperatives of this country. This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21 st century education, while remaining consistent with India's traditions and value systems. The National Education Policy lays particular emphasis on the development of the creative potential of each individual, in all its richness and complexity. It is based on the principle that education must develop not only cognitive skills-both 'foundational skills' of literacy and numeracy and 'higher-order' cognitive skills such as critical thinking and problem solving-but also social and emotional skills-also referred to as 'soft skills'including cultural awareness and empathy, perseverance and grit, teamwork, leadership, communication, among others. 0.7. The rich heritage of ancient Indian Knowledge has been a guiding light for this Policy. The aim of education in ancient India was not just the acquisition of knowledge, as preparation for life in this world or life beyond schooling, but for complete realisation and liberation of the self. World-class institutions of ancient India, such as Takshashila, Nalanda, Vikramshila and Vallabhi set the highest standards of multidisciplinary teaching and research and hosted scholars and students from across backgrounds and countries. The Indian education system produced scholars like Charaka and Susruta, Aryabhata, Bhaskaracharya, Chanakya, Madhava, Patanjali, Panini and Thiruvalluvar, among numerous others. They made seminal contributions to world knowledge in diverse fields, such as mathematics, astronomy, metallurgy, medical science and surgery, civil engineering and architecture, shipbuilding and navigation, yoga, fine arts, chess, and more. Indian culture and philosophy has had a strong influence on the world. These rich legacies to world heritage must not only be nurtured and preserved for posterity but also researched, enhanced and put to new uses through our education system. For instance, they can be integrated into a holistic education to help develop the creativity and originality of students and to encourage them to innovate. 0.8. The teacher and the teacher's condition must and will be at the centre of these changes. The new education policy must help reinstate teachers, at all levels, as the most respected and essential members of our society, because they truly shape our next generation of citizens. It must do everything to empower teachers, and help them to do their job as effectively as possible. The new education policy must help recruit the very best and brightest to enter the teaching profession at all levels, by ensuring teachers their livelihood, respect, dignity, and autonomy, while also installing in the system basic methods of quality control and accountability. 0.9. The new education policy must provide to all students, irrespective of their place of residence, a quality education system, with particular focus on historically marginalised, disadvantaged, and under-represented groups. Education is a great leveller and is the best tool for achieving economic and social mobility, inclusion and equality. Initiatives must be in place to ensure that all students from such groups, despite inherent obstacles, are presented with (and are made aware of) various targeted opportunities to enter and excel in the educational system. 0.10. These elements must, of course, be incorporated in an Indian manner and style, taking into account the local and global needs of the country, and with a respect for and deference to its rich diversity and culture. An instilling of knowledge of all of India and its varied social, cultural, and technological needs, its inimitable artistic, language, and knowledge traditions, and its strong ethics in India's young people is considered critical for purposes of national pride, self-confidence, self-knowledge, cooperation, and integration-and thus, consequently, its continued progress and ascent. Previous policies 0.11. The implementation of previous policies on education has focused mainly on issues of access and equity, with a lesser emphasis on quality of education. The unfinished agenda of the National Policy on Education

IJARW, 2024

National Education Policy-2020 (NEP) is drafted with a long-term vision of making India. This policy is a landmark document that aims to transform the Indian education system at all levels. The policy has a number of ambitious goals for higher education. NEP-2020 approved by Indian Union Cabinet on July 29, 2020 which is set out the vision for new education system of each Indian. This policy is related to increasing access, improving quality and promoting the different area of research and innovation factor. The aim of policy is to function able or applicable by 2021. It clearly mention that no one force to learn at any level. This policy has been approved after a long brainstorming session. It is based on the pillars of Access, Equity, Quality, Affordability and Accountability. The Policy also aims to improve the quality of teacher education, increase the use of online and blended learning and create a more student-centric and flexible education.

Journal of Research and Innovation in Education , 2024

The present study examines the impact of the National Education Policy (2020) in creating an inclusive society in India by transforming the education system with its vision, goals, recommendations, and intervention schemes. To conclude, the researchers used qualitative and descriptive approaches, focusing on document analysis. Several research questions were formulated, and research objectives were framed accordingly. The objectives were analysed, and conceptual descriptions were provided accordingly. It has been revealed that we can expect to experience a transformed education system in India that is flexible, inclusive, and skill-based shortly. The study identified that the components of an inclusive society in India include systematic social categorization, social, educational, and economic status of underrepresented groups, social disparity, geographical location, socioeconomic gaps among different socio-religious groups, socioeconomic disadvantaged groups (SEDGs), the female population, disabled or differently-able children and adults and an inclusive school environment. It also finds that social stratification, cultural diversity, external attributions, hierarchical structures, and the marginalization of social groups, including those defined by caste, gender, and disability, are key sources of exclusion. The intervention programs initiated in line with the vision of NEP 2020 represent a positive approach by policymakers. However, they still need to be adequately implemented due to insufficient funds and specific policy implementation issues. Hence, future research on this issue should focus on stakeholder awareness and implementation challenges to find solutions.

International Journal For Multidisciplinary Research

New Education Policy by the Government of India is the first in 34 years replacing the National Policy of Education of 1986. The new policy introduced many reforms in the Indian Education System beginning with reformation at central level and renaming the Ministry of Human Resource and Development to Ministry of Education. The NEP proposes revision and revamping of education structure, including its rules and regulations and governance, to create a new system aligning with the aspirational goals of 21st century education. The policy, while focusing on various facets of education, also tries to bridge the gap between education and technology. One of the key highlights of NEP 2020 is the decision to make mother tongue or regional language as the medium of instruction up to Class 5. Further, the policy emphasizes the need for formative assessments and encouraging peer review system of assessment by creating National Assessment Centre and developing a system such as Performance Assessme...