National Education Policy

India was colonized in the past, and our educational systems were built to serve colonial interests. The curriculum was also set to benefit colonial aspirations. India has a long tradition of holistic and multidisciplinary learning, from universities such as Takshashila and Nalanda to the extensive literature of India combining subjects across fields. Despite this rich history, the current curriculum remains heavily influenced by Western perspectives often sidelining the country's rich intellectual traditions.  The National Education Policy (NEP) 2020 emphasizes a transformative approach to education in India, particularly by fostering multidisciplinary learning. It is considered a step towards decolonizing academia and reintroducing ‘Indianness’ to our educational system and provides a framework for the same. The policy envisions transforming the education system in India by emphasizing multilingualism, interdisciplinary learning, critical thinking, and more inclusivity in the curriculum. It also aims to integrate traditional Indian knowledge systems with modern subjects, encouraging students to appreciate India’s rich heritage alongside global developments. As we go about decolonizing our academia, it is important to consider the multiple factors that should be eradicated, and these should be chosen wisely to prevent the loss of our education system's identity. This research aims to find out the objectives of NEP 2020 towards the liberal arts education by analyzing the changes that are bringing after it’s implementation.

In a school in Ladakh, a girl stares at a standardised test in her classroom, uncertain what to write. The questions she is attempting to answer are in a different language and format, as they were not framed by her teacher but designed in a boardroom in a distant metropolitan city by global testing experts. Her hesitation points to the contradictions that fuel contemporary debates about measurement, reform and equity in education. It also captures the disconnect between her lived educational experience and bureaucratic rationality. This paradox sits at the crux of India's new assessment architecture. India constituted the performance assessment, review and analysis of knowledge for holistic development (PARAKH) as its national assessment regulator in alignment with the National Education Policy, 2020. This nomenclature commits to 'holistic development' by means of 'performance assessment' and 'review'. The acronym uncovers the contradictions between assessment metrics and the complex nature of human development. Educational Testing Service (ETS), a prominent international leader in educational measurement, was pivotal in setting up PARAKH. To achieve its 'commitment to human progress', ETS maintains a wide-ranging portfolio that covers skill assessment not just in education but also in the food and beverage sector, nursing and insurance. 1 The diverse range indicates that the education and workplace assessments on offer are not only in demand but also a fundamentally profitable venture. The organisation boasts a range of researched products that use multimodal AI tools for a hefty fee, paid either by individuals taking the tests or institutions, including the government, when invited for consultations. It does not just offer technical assistance; instead, it furthers a distinct conception of measurement that has shaped educational regimes worldwide for the past eight decades. From the Test of English as a Foreign Language (TOEFL) and Graduate Record Examination (GRE) that gatekeep access to American universities and Programme for International Student Assessment (PISA) rankings that Contemporary Education Dialogue

India was colonized in the past, and our educational systems were built to serve colonial interests. The curriculum was also set to benefit colonial aspirations. India has a long tradition of holistic and multidisciplinary learning, from universities such as Takshashila and Nalanda to the extensive literature of India combining subjects across fields. Despite this rich history, the current curriculum remains heavily influenced by Western perspectives often sidelining the country's rich intellectual traditions. The National Education Policy (NEP) 2020 emphasizes a transformative approach to education in India, particularly by fostering multidisciplinary learning. It is considered a step towards decolonizing academia and reintroducing 'Indianness' to our educational system and provides a framework for the same. The policy envisions transforming the education system in India by emphasizing multilingualism, interdisciplinary learning, critical thinking, and more inclusivity in the curriculum. It also aims to integrate traditional Indian knowledge systems with modern subjects, encouraging students to appreciate India's rich heritage alongside global developments. As we go about decolonizing our academia, it is important to consider the multiple factors that should be eradicated, and these should be chosen wisely to prevent the loss of our education system's identity. This research aims to find out the objectives of NEP 2020 towards the liberal arts education by analyzing the changes that are bringing after it's implementation.

New circumstances and realities require new initiatives. The recent rise in epidemics and pandemics necessitates that we are ready with alternative modes of quality education whenever and wherever traditional and in-person modes of education are not possible. In this regard, the National Education Policy 2020 recognizes the importance of leveraging the advantages of technology while acknowledging its potential risks and dangers. It calls for carefully designed and appropriately scaled pilot studies to determine how the benefits of online/digital education can be reaped while addressing or mitigating the downsides. In the meantime, the existing digital platforms and ongoing ICT-based educational initiatives must be optimized and expanded to meet the current and future challenges in providing quality education for all. In this paper an attempt has been made to describe concept of online education, different kinds of online learning and teaching. It focuses on major key initiatives of online education recommended by national education policy-2020 elaborately.

Inclusive Education (IE) aims to provide equal learning opportunities for all students,
regardless of their diverse abilities and backgrounds. With the growing recognition of the
importance of inclusive education, the National Education Policy 2020 document mentioned
that “the education system must aim to benefit India’s children, so that no child loses
any opportunity to learn and excel because of circumstances of birth or background”.
Therefore, each and every educational development programme shall focus on bridging
gaps in access, participation and learning outcomes in school education, where the role
and functions of a teacher, particularly at the elementary level, can never be ignored.
The present study aims to examine the attitude of elementary school teachers towards
inclusive education at the elementary level. A sample of 50 elementary teachers appointed
in both rural and urban areas of Balasore district, Odisha were selected through simple
random sampling techniques from 10 institutions. Researchers used the ‘Teacher Attitude
Scale Towards Inclusive Education’—a standardised tool developed by Vishal Sood and
Arti Anand in 2011 for data collection. Collected data were statistically analysed by
using percentage, mean, SD and t-test. The result showed that elementary teachers had
67.74 per cent favourable attitude towards inclusive education. Further, it particularly
showed that teachers had 28.86 per cent of unfavourable attitude with respect to
psychological/behavioural aspects, 29.74 per cent of favourable attitude with respect to
social and parent-related aspect, 26.84 per cent of unfavourable attitude with respect
to administrative aspects, and no major differences were found in the percentage of
favourable and unfavourable attitude of elementary teachers with respect to the curricular
and co-curricular aspects of inclusive education. Moreover, the elementary level teachers
appointed both in rural and urban area schools had the same attitude with regard to
inclusive education.

The present study report reviews different policy documents and drafts to explore provisions in education for school education and higher education of socio economically disadvantage groups(SEDGs), in the light of NEP 2020. the research is funded by SCERT, Delhi. The primary investigators of the team were DIET faculty members and the project team consisted of various resource persons who also contributed to the project. I had the privilege to contribute as a resource person in the team.

This article delves into the theoretical underpinnings and policy imperatives crucial for understanding and reforming Elementary Teacher Education Institutions (ETEIs) in Bihar. It argues that the challenges confronting teacher education in the state, exemplified by its low educational quality indices, necessitate a profound examination beyond mere empirical evaluation. By synthesizing the historical evolution of teacher education in India and Bihar, analyzing key national policy frameworks such as the National Curriculum Framework (NCF) 2005 and the National Education Policy (NEP) 2020, and critically reviewing existing literature, this paper identifies significant conceptual and systemic issues. The discussion highlights the complex mandate of ETEIs, the persistent gap between policy ideals and ground realities, and the theoretical implications of structural and pedagogical deficiencies. It posits that a robust theoretical grounding, which acknowledges historical legacies, socio-political influences, and the multifaceted nature of teacher development, is essential for formulating effective strategies to improve the quality and relevance of elementary teacher education in Bihar, ultimately contributing to the enhancement of the broader educational ecosystem.

The Academic Bank of Credits (ABC) is an innovative framework designed to promote flexibility, choice, and student-centered learning within higher education systems. By allowing students to accumulate and transfer credits across institutions, the ABC system offers a transformative approach to academic progression. This model supports personalized learning pathways, enabling students to tailor their education according to individual needs, interests, and career goals. The ABC aims to enhance mobility, both geographically and institutionally, providing learners with opportunities to explore diverse learning environments and programs without the constraints of traditional, rigid structures. It also empowers students to build a customized academic portfolio, facilitating interdisciplinary learning and fostering skills development beyond the confines of specific degree programs. Furthermore, the ABC system encourages greater collaboration between universities, enhancing the exchange of knowledge, resources, and expertise. This paper explores the ABC system, its key features, mechanisms, and benefits, with a particular focus on how it integrates flexibility and choice into higher education. The discussion highlights the impact of the ABC system on student mobility, lifelong learning, and institutional practices. Additionally, it examines the challenges and limitations of the ABC model, including administrative hurdles, ensuring academic quality, and overcoming resistance to change. Finally, the paper envisions the future of higher education with the ABC system as a cornerstone of an adaptable, student-centered learning environment that meets the needs of an increasingly diverse and dynamic global population. Ultimately, the Academic Bank of Credits can be a key enabler in shaping a more flexible, inclusive, and responsive higher education system, meeting the diverse needs of modern learners and equipping them for future success.

Information and Communication Technology (ICT) has emerged as a transformative force in the field of education, enabling digital learning, e-learning to become a cornerstone of modern pedagogy. This paper explores the evolution, role, and impact of ICT in education, particularly within the Indian context. It highlights how e-learning-facilitated by computers, internet access, and multimedia resources-has revolutionized traditional teaching and learning methods by enhancing accessibility, engagement, and interactivity.

The globalization and changing technology have impacted employment and skill requirements in the labor market. The skills required in the labor market have become more complex and demanding. It becomes necessary for the education system to align with the changing skill requirements in the employment market. At the same time, it is a challenging task for the education sector to respond to the changing skill requirements of the economy. The changing nature of jobs and skill requirements may demand a new set of skills and new modes of skill formation in India. India is economically integrated to the global knowledge economy and the country needs to produce skills to remain competitive. In India, the picture of formal skill training among the people is very dismal when compared to other countries due to various reasons. As a consequence, most of the skill acquisition takes place through informal and non-formal channels. Giving recognition to such prior learning by training and certification will certainly give a boost to career progression and mobility of the individuals. NEP 2020 highlighted that students must have a large amount of flexibility in choosing their individual curricula, certain subjects, skills, and capacities should be learned by all students to become good, successful, innovative, adaptable, and productive human beings in today's rapidly changing world. In addition to proficiency in languages, these skills include: scientific temper and evidence-based thinking; creativity and innovativeness; sense of aesthetics and art. Apart from the above skills NEP 2020 also stressed that collaboration and teamwork; problem solving and logical reasoning; vocational exposure and skills; digital literacy, coding, and computational thinking; ethical and moral reasoning; and current affairs and

This paper explores the transformative impact of digital technologies on higher education, emphasizing the need to reimagine pedagogical practices, institutional structures, and learning experiences in the digital age. It critically examines how online platforms, artificial intelligence, and virtual learning environments are reshaping access, inclusivity, and the quality of education. The study highlights both opportunities and challenges—ranging from democratization of knowledge and flexibility in learning to digital divide, ethical concerns, and sustainability issues. By integrating multidisciplinary perspectives, the paper argues that higher education must evolve towards a more learner-centered, technology-enabled, and socially responsive model. Ultimately, it calls for innovative strategies that align digital advancements with the core values of equity, creativity, and lifelong learning.

The traditional structure of higher education, rooted in 19th-century disciplinary silos, is increasingly misaligned with 21st-century challenges such as artificial intelligence, climate change, and globalization. This paper proposes a radical redesign of faculty academic structures through interdisciplinary "knowledge hubs," replacing rigid departments with problem-centered units (e.g., "Digital Society," "Planetary Health"). Drawing on global case studies (MIT, Utrecht University) and mixed-methods research (surveys, policy analysis), we demonstrate how this model enhances graduate employability, fosters collaborative research, and addresses complex societal problems. Key innovations include stackable micro-credentials, AI-augmented curricula, and systems-driven governance. We also identify barriers to implementation (tenure policies, accreditation rigidity) and provide actionable solutions for universities, policymakers, and accreditors. The study concludes with a roadmap for phased adoption, arguing that interdisciplinary restructuring is not merely beneficial but essential for the survival of higher education in a rapidly evolving world.

Higher education is considered as the part and parcel of education system. The Indian higher education system is getting better day by day. The Government of India while realizing the needs of today’s generations brought NPE 1986. To enhance the functioning of higher education, recommendation was given. Many recommendations were implemented but some areas were left behind. To fill this gape, the GOI again in 2016 brought another policy of education. The policy paid special importance to the areas where the previous policy was lacking. The policy gave much attention towards the areas where it was felt that a change is necessary. But many areas where emphasis was necessary were not mentioned. The paper analyses the recommendation of NPE 1986 and 2016 in the field of higher education. It makes a comparative study of the recommendations in various aspects of higher education.

In recent years, India's education sector has seen major changes, particularly in curriculum reforms across all educational levels. These changes are largely driven by the National Education Policy (NEP) 2020, which aims to overhaul the education system to be more comprehensive, adaptable, interdisciplinary, and aligned with the demands of the 21st century. This paper provides a detailed examination of these curriculum reforms, looking at the main changes, goals, methods, challenges and results. The NEP 2020 has introduced several innovative measures. In primary and secondary education, the emphasis is on foundational literacy and numeracy, flexible curricula, and shifting from rote learning to competency-based education. The reforms also highlight the importance of continuous formative assessment rather than high-stakes examinations. In higher education, the NEP 2020 aims to transform institutions into large, multidisciplinary universities, introduce an Academic Bank of Credits (ABC) to provide more flexibility in course selection and credit accumulation, and enhance the focus on research through the establishment of a National Research Foundation (NRF). The policy also calls for greater institutional autonomy to foster innovation in curriculum design and delivery. Implementing these reforms presents several challenges, including resource constraints, especially in rural areas, the need for extensive teacher training, and ensuring equity and access for all students.

National Education Policy (NEP) 2020 represents a transformative shift in the Indian education system, advocating a multidisciplinary approach to foster holistic development and adaptability among students. This study explores the theoretical underpinnings of this approach, drawing from established educational philosophies, such as constructivism, pragmatism, humanism, and interdisciplinary learning. Utilizing authentic sources and secondary data, this study examines how NEP 2020 aligns with global best practices and their implications for higher education, skill development, and employment. The analysis highlights the cognitive, social, and professional benefits of integrating multiple disciplines and demonstrates how such an approach enhances critical thinking, problem-solving abilities, and innovation. The study also identified key challenges in implementation, such as curriculum restructuring, faculty preparedness, and resource allocation. This paper concludes with strategic recommendations to effectively integrate multidisciplinary education within the NEP 2020 framework, ensuring its long-term success in reshaping the educational landscape.

This write-up presents a critical analysis of Diwaswapna, a pioneering educational narrative by Gijubhai Badheka, in light of the contemporary education system in India. It highlights how the book challenges the traditional, examination-centric, and fear-driven schooling model by advocating for child-centered, experiential learning. The protagonist, Laxmiram, introduces innovative teaching methods rooted in stories, games, and activities that nurtures curiosity, freedom, and joyful learning. The article draws parallels between the colonial-era education system and present-day practices still prevalent under government schemes like SSA, arguing that despite policy shifts like NEP 2020, ground-level transformation remains limited. The author emphasizes the role of teachers as facilitators, not authoritarian figures, and calls for a holistic approach that nurtures democratic values, emotional well-being, and cognitive growth. While acknowledging the strengths of Diwaswapna, the critique notes gaps such as the absence of a focus on Mathematics. Ultimately, it advocates for schools to be nurturing spaces where children are allowed to grow naturally, echoing the ancient Indian educational ethos reimagined through NEP 2020.

NEP 2020 outlines the 'holistic' and 'multidisciplinary' aspect of Education as a foundational principle for guiding a robust and vibrant school education ecosystem in India. The employment landscape requires individuals with skill sets embedded in multiple disciplines and a sound understanding of knowledge creation and its application for the benefit of self, society and the world. The aim of education is no longer limited to cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the key 21st century skills. Schools and stakeholders need to engage in critical deliberations for working out transaction mechanisms ensuring that these skills and values are imbibed through engaging teaching and learning processes. The deliberations over this subject will entail critical discussion and brainstorming towards identification/ramifications of approaches appropriate for Holistic and Multi-Disciplinary Education for Diverse Career Opportunities.

Over the previous 20 years, India's per capita income has doubled. Population growth is already dropping to
approximately 1.6 percent per year, therefore a GDP growth rate of roughly 9 percent annually would be enough to triple
per capita income by 2030. Today, India is a significant force in the global knowledge economy. This rise has been mostly
attributed to skill-based activities. Its extensive higher education system provides a big pool of qualified labor, which is
necessary for such endeavors. The discovery, use, and adaptation of science and technology to improve the quality of life
and increases in production, income, and employment prospects are all made possible by higher education. Economic
growth is influenced by several elements, including laws, regulations, government processes, investment, incentives, and
the availability of skilled labor. However, a stable, inclusive, and dynamic educational system is the one that guarantees
the best results. It is widely acknowledged that funding higher education in general and management courses in particular
benefits society and the economy. Both the quantity and quality of highly educated graduates rise with increased
investment in universities and management institutes. However, as was already indicated, several variables influence the
long-term expansion of management studies and higher education in South Asian nations. In this regard, India is among
the most important rising countries. Without a doubt, India's abundant human resources could become the most significant
contributor to the nation's GDP if significant focus and funding were allocated to management studies in particular and
higher education in general. This paper's goal is to analyze the growth, progress, and present situation of management
studies and higher education in India, along with the main challenges and potential paths forward.
Key Words: Evolution, Status, Growth, Challenges, Way forward

The National Education Policy (NEP) 2020 envisions a transformative role for technology in reshaping India's education system to address challenges of accessibility, equity, and quality while fostering innovation and skill development. This research paper examines the integration of technology in education within the framework of NEP 2020, highlighting the opportunities and challenges it presents. Key opportunities include personalized and adaptive learning, the promotion of digital literacy, and the use of multilingual digital content to cater to India's diverse learner base. However, significant challenges such as the digital divide, inadequate infrastructure, and the lack of teacher preparedness persist, particularly in rural and underserved areas. By analysing policy mechanisms, case studies, and best practices, this study provides actionable recommendations for effective technology integration. The findings aim to guide educators, policymakers, and stakeholders in leveraging technology to achieve NEP 2020's vision of an inclusive and equitable education system.

Indian education stands at a critical juncture in the 21st century, shaped by sweeping policy reforms, rapid technological advancements, and the global push toward innovation and inclusivity. The National Education Policy 2020 has brought with it a renewed focus on multidisciplinary learning, research excellence, digital transformation, and quality assurance. In this context, the edited volume Indian Education in the 21st Century: Pollcy, Acereditation, and Research Excellence, ably curated by Dr. Krishnendu Roy, A ssistant Professor, Department of Education, Domkal Girls' College, emerges as a timely and thought-provoking contribution. The book brings together a rich array of themes-ranging from industry-academia collaboration, hybrid epistemologies, and teacher education reform, to the roles of regulatory bodies like NAAC, UGC, NCTE, and NCERT. It offers eritical perspectives on funding challenges, curriculum revamp in the age of A, and the transformative impact of big data on accreditation and rescarch planning. I commend Dr. Roy and the contributors for presenting a comprehensive and insightful collection that not only addresses contemporary challenges but also envisions future directions for Indian higher education. This volume will serve as a valuable resource for educators, policymakers, researchers, and students navigating the evolving educational landscape.

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.

Education is the medium of all human potentials like developing a better society and developing a healthy atmosphere into it. It is only the source through which human is able to promote the national development. Education can provide the national growth in developing universal access to quality improvement in education and economic growth as well as social equality, scientific advance growth, national integration, holistic and cultural development, and overall progress in society.

Since education promotes social and economic advancement, a nation\'s school and college levels require a well-defined and futuristic education strategy. "India has designed and planned to adopt a new education strategy throughout the next decade of the twenty-first century called the Indian National Education Policy under the direction of its current government and an expert committee with people from various backgrounds (NEP-2020)". Practitioners and the general public are familiar with the aims, goals, and specifics. To give everyone access to high-quality primary and secondary education as well as postsecondary education and have the expectation of comprehensive and research-oriented advancement, NEP-2020 is an innovative and futuristic plan with both positive and negative features. This paper begins with an overview of NEP-2020, identifies the policy\'s strengths and weaknesses in the higher education and research sectors, evaluates the implementation recommendations made in the procedure, and identifies and analyses potential generic strategies for NEP-2020 implementation to achieve its goals based on focus group discussions.

This research paper examines
the Human Resources (HR)
strategies needed to accommodate
the new education policy and its goal
of developing a skilled workforce.
The paper begins by examining the
new education policy, its goals and
its implications for HR. It then
outlines key HR strategies that can
be used to support the new policy,
including recruiting and training,
career development, and
performance management.
Additionally, the paper examines
how the new policy can be
implemented in a cost-effective
manner, including the use of
technology and data-driven decisionmaking. Finally, the paper provides
recommendations for HR
professionals on how to create an
effective, sustainable workforce
development program. By evaluating
the new education policy and its
implications for HR, this paper
provides a comprehensive overview
of the HR strategies needed to create
a skilled workforce

India has a long tradition of skill and experienced education which revealed from education systems that were exists since ancient to modern age. Along with religious education there are strong evidences of practicing skill education among the students to make them self reliant that is 'Atmanirbhar'. In ancient days there were no structural system existed for industry links due to less industrialization, however intents are seen for collaborative approach. NEP-2020 envisages for skill education along with traditional degree programmes in a structured way and allows for exit at each level of education for employment. This is revolutionary academic reform in NEP-2020 based on Indian Knowledge System (IKS).This encourages and mandates for strengthening academia-industry links. This study is an attempt to focus on the background for academia-industry linkages, its benefits and how NEP-2020 boosts for strengthening academiaindustry links.

The latest National Education Policy 2020 aims at reforming the educational system comprehensively by focusing on the quality education. It aspires to initiate the skill based education so as to develop the human resource from the employment perspective. The main purpose of education is to secure not just the knowledge but also apply the same in the form of skill and utilize the same in getting self-employment or employment. It means conversion of knowledge into skill is highly expected. However, the changes made during the British period with the introduction of the education policy by Lord Macaulay gave a paradigm shift to the artisanship and creating a better skilled workforce. The article aims at studying the better face of the traditional education system before the education policy given Lord Macaulay.

Veterinary education in India has undergone a profound transformation from its ancient roots in the time of Emperor Ashoka to a structured professional discipline shaped by colonial influences and post-independence reforms. This article traces the historical evolution of veterinary education, highlighting its ethical foundations, institutional development under British rule, and subsequent integration into the agricultural education system. The role of the Indian Veterinary Council Act, 1984 in standardizing veterinary education and professional practice is critically examined. With the advent of the National Education Policy (NEP) 2020, a paradigm shift is anticipated in governance, accreditation, and academic frameworks. The proposed establishment of the Higher Education Commission of India (HECI) and its verticals such as the General Education Council (GEC), National Accreditation Council (NAC), and the Professional Standard-Setting Bodies (PSSBs) presents both opportunities and challenges for veterinary education. The article explores these transitions and outlines strategic recommendations for aligning veterinary education with national priorities, global benchmarks, and the interdisciplinary “One Health” approach. It advocates for a forward-looking, competency-based educational model that fosters academic excellence, regulatory coherence, and responsiveness to emerging societal needs.

The Government announced National Education Policy 2020, which advocates reformative and fundamental change of higher education in the country (MHRD, National Education Policy, 2020). The policy initiatives can only be achieve its goal through strategic, perspective and yearly planning at the national, state, university and college level. The government of India started national missions in many areas where

India’s National Education Policy (NEP) 2020 is a groundbreaking
initiative designed to reshape the country’s education system by emphasizing
accessibility, inclusivity, affordability, and innovation. It introduces a
multidisciplinary learning approach that encourages critical thinking, skill
development, and research-based education. Alongside this, Education 5.0 brings a
technology-integrated, human-centered model that prepares students for the
demands of a rapidly evolving digital world. Together, these frameworks aim to
bridge the gap between traditional learning and industry expectations. Despite their
potential, several challenges hinder effective implementation. Many institutions lack
the necessary infrastructure, while educators require better training to integrate
digital tools into their teaching methods. Additionally, students and parents have
varying levels of awareness and readiness, creating disparities in adoption.
Technological accessibility also remains a key issue, particularly in rural areas,
where the digital divide limits equal learning opportunities. Governance plays a
crucial role in ensuring that policies are effectively executed, yet inconsistencies in
stakeholder engagement often slow progress. This paper explores the connection
between NEP 2020 and Education 5.0, highlighting key challenges related to teacher
preparedness, student learning outcomes, digital infrastructure, and governance. It
identifies gaps in research and examines practical strategies for overcoming barriers to integration. By addressing these issues through targeted policies, better teacher training, and stronger collaboration between public and private sectors, India can create an education system that is modern, inclusive, and globally competitive. The success of these reforms will depend on how well they are implemented, how effectively stakeholders collaborate, and how quickly institutions can adapt to the ever-changing demands of education and the workforce. If these challenges are met, India will be well-positioned to prepare future generations for a world driven by technology, innovation, and critical thinking

Multidisciplinary courses (MDCs) are one of the new and unprecedented addendums in the UG level curriculum as per the NEP 2020. Arising from the motive to broaden the intellectual spectrum of the students undertaking these courses, framing such courses can be a bittersweet experience on the part of the course-developers. The following article will discuss some of the challenges that a college Physics teacher may come across in making a Physics MDC in the new Four Year Undergraduate Program (FYUGP).

Changes in production processes associated with automation and digitalisation in the last decades, and particularly in recent years, have sparked discussions regarding their potential impact on the world of work, specifically on the quantitative and qualitative transformation of jobs and modes of employment, the resulting composition and training of the workforce, and the policies that enable the production and reproduction of the capacity to work, including educational policies.
In this context, three main global trends of educational change can be identified. First, policies that promote formal education expansion, with an impact in a higher average of years of schooling due to the increase of upper-secondary and tertiary enrollment and graduation. Second, an educational despecialization is being deployed through a series of reforms in initial Vocational Education and Training (VET) programs that lead to fewer and broader qualifications with strengthened general education components and transversal skills and competences. Third, educational differentiation is being deepened through various institutional mechanisms like increasing autonomy for providers in curriculum design and delivery and the individualisation and flexibilisation of educational pathways.
Despite the global outreach of these trends, diverse national manifestations can be identified. A group of works under the ‘varieties of capitalism’ approach provided an interesting explanation of these differences. Despite their nuances, they consider that national modes of institutional regulation (more or less coordination of training systems, labour markets, relationships between companies and labour management styles) offer a series of comparative advantages to capitals for their location. This would end up explaining the decisions of companies and workers to invest in education which, in turn, has an impact on business innovation strategies and, therefore, national economic development. From another perspective, the ‘path-dependency’ theory agrees that policies, in this case educational policies, are conditioned by the historical evolution of national institutional configurations.
But, how are national traditions or institutions, including state forms, determined in the first place? Based on an alternative approach within the field of political economy, we offer an alternative explanation for the comparison of skills demands and national training systems. We will start considering changes in educational policies and institutions as manifestations of training needs according to productive transformations, as well as productive transformations being determined by the role that each country plays in the International Division of Labour.
This presentation is part of a research project analysing the changes in the Skill Formation Systems of four countries that the historical evolution of capital accumulation developed with two apparently similar specificities. On the one hand, Germany and South Korea as producers of industrial goods for the world market with high-technology and productivity. On the other hand, Australia and Argentina as commodity exporters with an industrial development of low-productivity and restricted to the domestic market. In this presentation we will focus on the case of Argentina and Germany through the study of specialised literature and the analysis of descriptive statistics, and set out our working hypotheses regarding the analysis of Australia and South Korea  to be developed in further works.

Dr. K. Kasturirangan, born in 1940 in Ernakulam, Kerala, is a towering figure in the fields of both space research and education reform. As one of India’s foremost scientists and visionaries, he played a foundational role in shaping the Indian Space Research Organisation (ISRO) and later spearheaded transformative changes in India’s educational landscape through his leadership in drafting the National Education Policy (NEP) 2020. In his capacity as Chairman of ISRO between 1994 and 2003, Dr. Kasturirangan led the organization during a pivotal period of growth and expansion. He was instrumental in the successful development and operationalization of the Indian National Satellite System (INSAT) and the Indian Remote Sensing (IRS) satellites, both of which significantly strengthened India’s capabilities in communication, meteorology, and earth observation (Chakrabarti, 2019). Furthermore, under his leadership, the Polar Satellite Launch Vehicle (PSLV) reached operational maturity, laying the foundation for more ambitious future projects. One of his notable achievements was advancing the Geosynchronous Satellite Launch Vehicle (GSLV) program, enhancing India’s capacity to launch heavier payloads into geostationary orbits (Chakrabarti, 2019).

The Integrated Teacher Education Programme (ITEP), which is described in the National Education Policy (NEP) 2020, is a significant shift in India's approach to the training of teachers. Its primary objective is to address ongoing issues that are associated with the quality of education. ITEP's goal is to produce educators who are more skilled, reflective, and prepared for the classroom by combining subject competence with pedagogical training into a full four-year interdisciplinary program. This will allow ITEP to achieve its goal of enhancing the professionalism of teaching. The implementation of ITEP, on the other hand, brings up significant concerns regarding the preparation of infrastructure, the consistency of curriculum, equal access, and the development of faculty across a variety of educational contexts. The ability of ITEP to successfully accomplish the larger objectives of the National Education Policy (NEP), such as fostering fairness and inclusion and improving learning outcomes, is contingent on the program's ability to overcome these systemic hurdles. The purpose of this article is to investigate the degree to which ITEP is aligned with the future vision of NEP 2020. Additionally, a critical analysis of the possible problems and consequences that ITEP poses for the future of high-quality teacher education in India is presented.

we know, is guided by the Indian Constitution and World Forum, and so reflects social concern. Our first and second national education policies are also addressing the social concerns under different paras and parts. Both these policies are not representing the social issues in the same way, but they are addressing the same concepts differently. These concepts are equality, equity, social justice, social transformation, backward and tribal people, physically and mentally challenged, illiteracy, adult education, functional literacy, minorities, work experience, community participation, disparities, women education, ST & SC education, equal opportunity, public funded institutions, secularism, socialism, democracy, acculturation, national cohesion, scientific temper, etc. We all know some brilliant, ideas like Common School System and Educational Expenditure up to 6% of GDP are still unimplemented. What we need today to make our education system more meaningful for societal needs to address social concerns by investing judiciously in our public funded institutions as reflected in these two national education policies.

Do you find it puzzling that even though India has given birth to some of the world's most intelligent minds, India's education system is faced with a myriad of problems. Why is this paradox? India is famous for producing brilliant engineers, scientists, and innovators, yet its educational system is marred by systemic problems. What is holding it back? India's education system is confronted with many issues despite its stellar record of producing high-achieves. Can we determine the underlying causes? Education is a fundamental right which is owed to all human beings to represent its gender discrimination, opportunities, financial constraints etc. It is a valuable tool which makes an individual aware of his right and responsibility towards family society and his or her nation. In this subject we will discuss the significance of education in our life, role of education in our life and significance of school education.the subject will give a boost to your mind with good thoughts by understanding the significance of education in life. India boasts one of the largest and most varied education systems to support more than a million students in thousands of universities and schools. Under the administration of two governing bodies i.e. state education boards and central education boards, it has a structured hierarchy of higher, secondary, and primary education. They encompass public schools, private schools, international schools as well as various regional boards, each with its own established curricula and quality. On the other hand, where there are very successful parts of the system like Indian Institutes of Technology (IITs), and Indian Institutes of Management (IIMs) there remains an even wider gap in overall quality, dropout rates after primary education and capacity to keep pace with the rising skill intensity of the global labor markets' requirement. In the current age, numerous government schemes provide basic education but there are a couple of huge issues that are hindering the development of the system entirely. One of the primary challenges confronting the Indian education system is unequal access to education. While the nation's economic growth and prosperity have accelerated in recent years, numerous rural and disadvantaged communities remain deprived of access to quality education. This disparity is evidenced by the low literacy levels among these communities, as well as the high rate of dropout among students from these communities. The education system in India also faces another challenge of old curricula. In most schools and colleges, the curricula are not compatible with recent developments in technology and society. This can leave the students ill-equipped to deal with the requirements of the modern-day workplace and may restrict their potential for future career development.

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.

Education and Social development run together. Society develops if it is educated, and in the same way society invests in education if it develops. Our every national document and national policies have shown concern for social development. Our present national education policy (2020) deals with social dimension of education in more comprehensive manner, and in the process through four chapters (6,14,21 &26) it talks on social aspects in educational terms. It focuses on Access and Inclusion in education and recommends for special considerations for the education of deprived and marginalised. Besides Equity and Equality in education it reflects the need for special attention to the education of SocioEconomically Disadvantaged Groups (SEDGs) including SCs, STs, OBCs, Women, Differently Abled, etc. It recommends for more public investment to attain Social and Educational Inclusion-the key for Social and National Development.

Writing answers is an art. School student often take it as a tool to score marks but can't think beyond it. Often for teachers and students, teaching and learning of literature becomes a mundane activity with no fun and excitement; leading to difficulty in learning language skills. The technique of writing "general to specific" is a constructive solution to this problem. This technique is effectively used in academic and professional writing. This paper explores the significance, structure, and advantages of this approach. It highlights how this method improves clarity, coherence, and reader engagement while offering examples across various disciplines. The National Education Policy (NEP) 2020 emphasizes the importance of structured and coherent writing as a crucial skill in academic learning.

Education ensures the holistic development of an individual, which in turn supports in the development of the country. The paper discusses the value of holistic development and early A Critical Analysis of NEP2020: Promoting Holistic Development through Early Childhood Care and Education 177 childhood education for future mothers. The committee that was established in June 2017 and submitted in its report on May 31, 2019, published NEP 2020. This study focuses on how NEP 2020 promotes early childhood care education. It also evaluates how the new 5+3+3+4 schooling structure contributes to children's holistic development. Activity and investigation are all part of the versatile, multicultural, multidimensional early childhood care education approach. based learning that supports in children's development socio-emotionally and righteously. With eighty-five percent of children seeing continuous cognitive rapid development before the age of six years, the goal of the new education policy (NEP 2020) was to revive the ECCE initiative. Food and Nutrition, physical well-being, sociable about, cognitive, ethical emotional, physical, and aesthetic qualities are all included in ECCE. The method applied in this paper was qualitative. Anganwadi is the name for village childcare centers located throughout India. Children at ECCE engage with educational endeavours knowingly, respectfully, and with liberty.

The National Education Policy (NEP) 2020 is a transformative framework aimed at overhauling the Indian education system to meet the demands of the 21st century. This research article explores the challenges and opportunities associated with the implementation of NEP 2020, particularly in the realm of pedagogical innovation. The study delves into the policy's emphasis on holistic, multidisciplinary education, the integration of technology, and the shift from rote learning to critical thinking and creativity. It also examines the barriers to implementation, such as infrastructural limitations, teacher training, and socioeconomic disparities. Through a comprehensive review of existing literature, policy documents, and case studies, this article provides a nuanced understanding of the potential of NEP 2020 to revolutionize education in India, while also highlighting the critical areas that require attention for successful implementation.

This article focuses on NEP2020 and Teacher education in context to Inclusive Education. It covers the key points are NEP 2020 and its importance, inclusive education, teacher education and digital era and need of digitalization of course content. The national educational policy 2020 emphasizes the importance of inclusive education and role of teacher. Here some key points related to pre-service teacher preparation is discussed in the light of NEP2020. NEP2020 recommended so many things and also provides remarkable implications for teacher preparation programs. Some of the key implications include, 1 Revising Curriculum 2 Training on inclusive pedagogy 3 Technology integration, 4 Collaboration and partnership 5 Assessment and evaluation and role of teacher educators in preparing teachers for inclusive education is crucial, they empowers student teachers to create inclusive learning environment in classroom. Working together with parents, community members and stake holders we ensure that all students regardless of their abilities, disabilities and backgrounds have access high quality education and academic and social skills to succeed.

Digital penetration in general has seen major improvement in recent years. This has come to rescue the education sector in times of global pandemic and consequent lock downs. There has been invent of various tools and platforms on which education is being provided to student and teacher community. This paper has examined the awareness of digital education among preservice teacher of B.Ed. and M.Ed. in terms of knowledge about digital education and skill of using digital applications, digital medium and digital devices. The present study also explored the differences in awareness of digital education among pre-service teachers by gender, teacher education course, and level of educational qualification. The researcher prepared a close ended structured questionnaire measuring the responses in lieu of knowledge and skill about digital education. It was found that majority of the pre-service teachers were adequately aware about leaning management system, spam, MOOC and virtual labs. The pre-service teachers were found to have good skill in using word process application, presentation application and video sharing sites. Only around 20% of the preand used virtual labs in teaching. It was also found that pre-service teachers have adequate knowledge about digital education and skill of using digital medium and digital devices as the mean score was more than fifty percent. It was observed that the awareness about government initiatives in digital education was not adequate among pre-service teachers.

NEP 2020 & 2024 emphasizes several groundbreaking reforms that would make Indian education more wholesome, flexible, and attuned to the demands of the 21st century. The NEP 2024 emphasizes vocational training starting from an early age. The policy therefore provides a wide scope for vocational learning to be integrated with the mainstream school system to ensure that skills are followed simultaneously with a general education. The NEP 2024 emphasizes vocational training starting from an early age. The policy therefore provides a wide scope for vocational learning to be integrated with the mainstream school system to ensure that skills are followed simultaneously with a general education. The present paper is emphasizing that The National Education Policy (NEP) 2020 & 2024 has both positive and negative psychological consequences. It is concluded that the National Education Policy 2020 & 2024 recognizes the importance of mental health education and services in schools. It emphasizes the need for integrating mental health education into the curriculum and providing mental health services in schools. By providing learners with the necessary support and care, we can promote their mental health and well-being and ensure that they have the opportunity to reach their full potential.

The country received its third National Education Policy in 2020 after a gap of 34 years. Among its major recommendations, the most eye-catching and transformative is its recommendation for structural change. It recommended for school structure as 5+3+3+4 instead of existing structure of 10+2. The major aspect of this structural change was the addition of three more school years before class -1.The pre-school years became an integral part of the school structure and there was felt the need for education of these young kids of 3-6 years. Consequently, country with the help of NCERT prepared its National Curriculum Framework for Foundational Stage (NCFFS) in 2022. This document also talks on Teacher and Teacher Education which is more focused in section 10.1 of the document in the name of Enabling and Empowering Teachers. Teacher and Teacher-related issues are undertaken through Six Paras, Table 10.1A & B and Annexure-2. These Paras talk in terms of Enabling Environment for Teachers, Conducive Facilities and Work Environment, Pre-service Teacher Education, In-service Teacher Education, Professional Development, and Autonomy & Accountability. The framework is scientifically framed keeping in view research based on Developmental Psychology, but what is more needed is to implement it with required investment in Early Childhood Care and Education.

The present paper focuses on the very fundamental changes set in the NEP 2020 document in teacher education. The paper discusses some of the issues in implementing these changes in the teacher education field in the country. It also offers possible solutions to meet these issues.

The Indian Knowledge System (IKS), initiated in the ancient philosophy, science and culture of the country, is also recognized in today's discourse. With the launch of the National Education Policy (NEP) 2020, the Indian government is working to integrate IKS in mainstream education to promote development opportunities for students. This article explores the impact of government education reform on student development, focusing on the integration of IKS in the curriculum and co-curricular activities. Analyzing policy documents, school survey reports and student feedback, the study assesses the potential of IKS to support intellectual, emotional and cultural development. The article also discusses the challenges faced in implementing effective reforms, such as the need for new teaching methods, teacher training and infrastructural support. This study evaluates the role of IKS in the development of thinking, creativity and meaningful learning, highlighting its importance in making future students have their roots as international citizens. Indian Knowledge Systems (IKS) is dedicated to encouraging and supporting research to solve the problems of today's society. Based on the rich tradition of Vedic literature including Vedas and Upanishads, IKS is ready to be integrated into educational platforms. Teacher training and mentoring development model is being taken up to improve the quality of classroom teaching in IKS classrooms. Special training centers will be set up for teachers and specific topics in Indian knowledge will be focused on.