Unveiling Perspectives: A Comprehensive Examination of Student Awareness and Understanding of India's National Education Policy (NEP) 2020
Unveiling
Perspectives: A Comprehensive Examination of Student Awareness and
Understanding of India's National Education Policy (NEP) 2020
Kavita
Roy1, Khritish Swargiary2
Guest
Faculty, Department of Education, Bongaigaon College, India1.
Editorial
Board Member, ERUDIO Journal of Educational Innovation, University of
Brawijaya, Indonesia2.
Email: kavitaroy811@gmail.com1, khritish@teachers.org2
Abstract:
This meticulous study, conducted by the EdTech Research Association and
co-author Kavita Roy, investigates the awareness, understanding, and perceptions
of students at different academic levels regarding the National Education
Policy (NEP) 2020 in India. Employing a mixed-methods approach, the research
unveils nuanced insights into participants' comprehension of NEP 2020's key
components and objectives. The findings highlight diverse perceptions, with K12
students displaying a varied understanding of major changes, while
undergraduate students exhibit a clearer grasp of the multidisciplinary
approach but struggle with specifics like academic credit transfer.
Postgraduate students demonstrate heightened awareness of research-related
reforms, while PhD scholars exhibit comprehensive knowledge of NEP 2020's key
features. The study underscores the need for targeted communication strategies
to bridge knowledge gaps and ensure the effective implementation of NEP 2020,
offering valuable insights for future educational reforms.
Keywords: NEP 2020, Awareness, students, Education reforms,
Policy implementation.
INTRODUCTION
As stated by the "Ministry of Education, GOI,
https://www.education.gov.in/nep/about-nep," the National Education
Policy, 2020 (NEP) envisions a substantial transformation in education through
– "an education system rooted in Indian ethos that contributes directly to
transforming India, that is Bharat, sustainably into an equitable and vibrant
knowledge society, by providing high quality education to all, thereby making
India a global knowledge superpower." The NEP 2020 is grounded on the five
guiding pillars of Access, Equity, Quality, Affordability, and Accountability.
It will equip our youth to confront the diverse national and global challenges
of the present and the future.
In the domain of school education, the National
Education Policy 2020 emphasizes the core values and principles that education
must foster not only cognitive skills, i.e., both 'foundational skills' of
literacy and numeracy and 'higher-order' 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. The Policy aims and aspires
to universalize pre-primary education and places special emphasis on achieving
foundational literacy/numeracy in primary school and beyond for all by 2025. It
recommends a plethora of reforms at all levels of school education, seeking to
ensure the quality of schools, the transformation of the curriculum, including
pedagogy with a 5+3+3+4 design covering children in the age group 3-18 years,
reform in the current exams and assessment system, strengthening of teacher
training, and restructuring the education regulatory framework. It aims to
increase public investment in education, strengthen the use of technology, and
enhance the focus on vocational and adult education, among others. The Policy
recommends that the curriculum load in each subject should be reduced to its
'core essential' content by making space for holistic, discussion, and
analysis-based learning.
Furthermore, it proposes the revision and revamping of
all aspects of the education structure, including school regulation and
governance, to create a new system aligned with the aspirational goals of
21st-century education, along with India's tradition, culture, and value
system. Technology will be integrated with education through several existing
as well as proposed initiatives, including energized textbooks, high-quality
e-content for capacity building of teachers and learners, question banks based on
learning outcomes, etc. The policy also acknowledges that establishing primary
schools in every habitation across the country has helped increase access to
education. However, it has led to the development of very small schools (having
a low number of students), making it operationally complex to deploy teachers
and critical physical resources. Therefore, the Policy recommends that multiple
public schools can be brought together to form a school complex or any
innovative grouping mechanism for efficient governance. The policy emphasizes
Quality Education across all stages of School Education, recognizing that
quality education is not only a life-changing but also a mind-crafting and
character-building experience that positively impacts citizenship. Empowered
learners not only contribute to many growing developmental imperatives of the
country but also participate in creating a just and equitable society.
In Higher Education, NEP 2020 provides valuable
insights and recommendations on various aspects of education, including moving
towards multidisciplinary and holistic education, institutional autonomy,
promotion of quality research through the establishment of the National
Research Foundation, continuous professional development of teachers,
integration of technology, internationalization of higher education,
restructuring of governance and regulatory architecture, multidisciplinary
curricula, engaging blended pedagogy, valid reliable and blended assessment,
and the availability of content in Indian languages. The policy is anticipated
to have a long-lasting positive impact on the education system, making India a
global hub of skilled manpower during the 'Amrit Kaal,' the next 25 years
leading up to Developed India in 2047. Its implementation requires collective
efforts from the Centre, States, UTs, HEIs, Regulating Agencies/Regulatory
Bodies, and all other relevant stakeholders.
According
to a report by Anurag Vaishnav, CNBC, Aug 7, 2020 (please refer to Appendix-2
for Table 1 to 10), The National Education Policy 2020: Recommendations and the
current situation: The National Education Policy (NEP) 2020, unveiled on July
30, 2020, is set to replace the National Policy on Education, 1986. Among the
key recommendations of the NEP are: (i) a revamp of the school curriculum
structure to integrate early childhood care and education, (ii) reducing
dropouts to ensure universal access to education, (iii) targeting a 50 percent
gross enrollment in higher education by 2035, and (iv) enhancing research in
higher education institutes by establishing a Research Foundation. In this
post, we assess the present state of education in the country in light of some
of these NEP recommendations.
Reducing
dropouts for universal access to education
The NEP
acknowledges the success of the Right to Education Act, 2009, in achieving
near-universal enrollment in elementary education. However, retaining students
remains a challenge for the schooling system. As of 2015-16, the Gross
Enrolment Ratio was 56.2 percent at the senior secondary level compared to 99.2
percent at the primary level. GER represents enrollment as a percentage of the
corresponding age group's population.
Moreover,
the decline in GER is more pronounced for specific socio-economically
disadvantaged groups based on: (i) gender identities (female, transgender
persons), (ii) socio-cultural identities (scheduled castes, scheduled tribes),
(iii) geographical identities (students from small villages and small towns),
(iv) socio-economic identities (migrant communities and low-income households),
and (v) disabilities. The GER in school education across (i) gender and (ii)
socio-cultural identities is detailed in the table below.
Data for
all groups indicate a decline in GER from primary to senior secondary for all
groups, with Scheduled Tribes experiencing a particularly high decline.
Furthermore, we analyze the reasons for dropping out from school education.
Data suggests that the primary reasons for dropping out include engagement in
domestic activities (for girls) and engagement in economic activities (for
boys).
The NEP
recommends strengthening existing schemes and policies targeting such
socio-economically disadvantaged groups, such as schemes for free bicycles for
girls or scholarships, to address dropouts. It also advocates for the
establishment of special education zones in areas with a significant proportion
of such disadvantaged groups. A gender inclusion fund should be set up to
assist female and transgender students in accessing education.
Increasing
GER in higher education to 50 percent by 2035
The NEP
sets an ambitious target of increasing the Gross Enrolment Ratio in higher
education to 50 percent by 2035. As of 2018-19, the GER in higher education
stood at 26.3 percent. The figure below illustrates the trend of GER in higher
education over the last few years, with an annual growth rate of around 2
percent.
To
achieve this target, the NEP recommends enhancing the capacity of existing
higher education institutes by restructuring and expanding them. It advocates
for all institutes to become large multidisciplinary institutes (with
enrollments in thousands) and aims for one such institution in or near every
district by 2030. Additionally, institutions should have the option to offer
open distance learning and online programs to improve access to higher
education.
The NEP
points out that a significant proportion of students currently enrolled in
elementary school have not attained foundational literacy and numeracy. It
recommends that every child should achieve foundational literacy and numeracy
by grade three.
In the
table below, they examine the results of the National Achievement Survey 2017
to analyze the learning levels of students at Grade 3 in language and
mathematics. The survey results suggest that only 57 percent of students in
Grade 3 can solve basic numeracy skills related to addition and subtraction. To
achieve universal foundational literacy and numeracy, the Policy recommends
establishing a National Mission on Foundational Literacy and Numeracy under the
MHRD. All state governments must prepare implementation plans to achieve these
goals by 2025. A national repository of high-quality resources on foundational
literacy and numeracy will be made available on the government's e-learning
platform (DIKSHA). Other measures in this regard include: (i) expeditiously
filling teacher vacancies, (ii) ensuring a pupil-to-teacher ratio of 30:1 for
effective teaching, and (iii) training teachers to impart foundational literacy
and numeracy.
Effective
governance of schools is a critical aspect of enhancing educational
accessibility, as outlined in the policy. While the establishment of primary
schools in every habitation has undeniably expanded access to education, it has
inadvertently resulted in the creation of schools with notably low student
enrolments. These smaller schools pose operational and economic challenges in
deploying essential resources, such as library books and sports equipment. The
distribution of schools by enrolment size, as of September 2016, reveals that
over 55 percent of primary schools in the country had fewer than 60 students. Examining
the provision of basic facilities in schools, including libraries, playgrounds,
and computer resources, exposes disparities. Although nearly 80 percent of
primary schools boasted a library, only a marginal 1.5 percent had a dedicated
librarian by September 2016. Interestingly, access to facilities improves in
higher senior secondary schools compared to primary or upper primary
institutions. Addressing the predicament of small schools, the National
Education Policy (NEP) proposes the formation of school complexes by grouping
schools together. These complexes, encompassing one secondary school and other
schools like Anganwadi within a 5-10 km radius, aim to ensure an ample number
of teachers, sufficient infrastructural resources, and effective governance. Turning
our attention to the restructuring of higher education institutes, the NEP
identifies the current fragmentation in the higher education ecosystem. The
diverse nomenclature, including 'deemed to be university,' 'affiliating
university,' and 'unitary university,' will be streamlined to a simpler
'university' classification. According to the All-India Survey on Higher
Education 2018-19, India harbors 993 universities, 39,931 colleges, and 10,725
stand-alone institutions.
The NEP recommends that all HEIs should be
restructured into three categories: (i) research universities focusing equally
on research and teaching, (ii) teaching universities focusing primarily on
teaching, and (iii) degree-granting colleges primarily focused on undergraduate
teaching. All such institutions will gradually move towards full autonomy
- academic, administrative, and financial.
The NEP states that investment on research
and innovation in India, at only 0.69 percent of GDP, lags behind several other
countries. In the figure below, we detail India’s expenditure on research
and development (R&D) in the last few years. Note that the total
investment on R&D in India as a proportion of GDP has been stagnant at
around 0.7 percent of GDP. In 2018-19, the total expenditure on R&D
in India was Rs 1,23,848 crore. Of this, Rs 72,732 crore (58 percent) of
expenditure was by the government, and the remaining (42 percent) was by
private industry.
To boost research, the NEP recommends setting up an independent
National Research Foundation (NRF) for funding and facilitating quality
research
In the
realm of digital education, the NEP advocates for alternative modes of quality
education, especially in times when in-person learning is challenging, as
observed during the recent pandemic. The focus includes the development of
two-way audio and video interfaces for online classes and leveraging channels
like television, radio, and mass media for widespread digital content
dissemination.
Analyzing
the landscape of digital education, statistics from 2017-18 reveal significant
disparities in internet and computer access between rural and urban areas.
Rural households exhibit limited access, with only 4.4 percent having computers
and approximately 15 percent having internet facilities. In contrast, 42
percent of urban households enjoy internet access.
The
persistent recommendation to allocate 6 percent of GDP to public spending on
education, initially proposed in 1968 and reiterated in 1986, finds
reaffirmation in NEP 2020. In 2017-18, public spending on education, including
contributions from both the center and states, was budgeted at 4.43 percent of
GDP.
An
examination of education spending disparities within states for 2020-21
highlights varied allocations. States like Delhi, Rajasthan, and Maharashtra
allocate over 18 percent of their budgeted expenditure to education, surpassing
the national average. Conversely, states such as Telangana (7.4 percent),
Andhra Pradesh (12.1 percent), and Punjab (12.3 percent) fall short of the
average spending on education.
LITERATURE
REVIEW
The
study conducted by Kumar, A. (2021) delved into the significant developments in
Indian education amidst the challenges posed by the Covid-19 pandemic,
particularly focusing on the formulation of the New Education Policy (NEP) in
2020. Through an exhaustive examination of NEP 2020, the study aimed to dissect
its strengths and weaknesses, particularly in higher education and research
sectors. It commenced with an overview of NEP-2020, analyzing its
implementation suggestions and proposing predictive measures to enhance the
quality of education across various levels. The NEP-2020 emerged as a
progressive initiative, aiming to provide quality education to all while
fostering holistic development and research-driven progress. The policy
addressed concerns such as enhancing the quality of universities, technology
integration, and online education, with recommendations aimed at effective
implementation nationwide. Embracing the directives of NEP 2020 was crucial for
India to revolutionize its education system, empowering individuals with
knowledge, skills, and values necessary to address societal challenges. The
policy envisioned a future where technology played a pivotal role in improving
the quality of life universally, with education serving as its cornerstone.
Moreover, the study emphasized the importance of a research-focused approach in
realizing NEP 2020's objectives, aiming to transform stakeholders into
innovators capable of driving societal progress. Similarly, the study by
Banerjee, M., & Krishnagar, N. (2023) provided insights into the
implementation phase of NEP 2020, focusing on the adoption of a new curriculum
aimed at transforming the Indian education system. The NEP 2020 curriculum
prioritized flexibility, holism, and learner-centricity, aiming to foster
critical thinking, creativity, and problem-solving skills among learners. While
the implementation of the NEP 2020 curriculum presented challenges such as
resource deficiencies and the need for a cultural shift in educational
practices, it also unveiled numerous opportunities for the advancement of
education in India. The curriculum's flexible and multidisciplinary approach
could stimulate creativity and innovation, bridging the gap between education
and the job market. Additionally, the emphasis on vocational education and
21st-century skills could enhance learners' employability and adaptability.
Leveraging technology to enhance education's quality and accessibility was
another key aspect of the NEP 2020 implementation, empowering learners with
diverse resources and learning opportunities. Overall, the study highlighted
the transformative potential of the NEP 2020 curriculum in shaping the future
of education in India. Informed by the insights from these studies, our
research aimed to assess the awareness levels and understanding of students
across different academic levels regarding the key components and objectives of
NEP 2020. The formulated research objectives aimed to analyze students'
perceptions towards specific reforms introduced by NEP 2020, explore their
awareness of institutional changes, and investigate the practical implications
of the policy on their educational journey. By addressing these objectives, our
study aimed to provide a comprehensive understanding of the awareness and
comprehension levels of students regarding NEP 2020, contributing to the
ongoing discourse surrounding education reform in India.
METHODOLOGY
The
methodology for this study was meticulously crafted and executed by the faculty
members and staff of the EdTech Research Association, with active participation
from co-author Kavita Roy in designing and implementing the research. The
methodology section delineated the research approach and data collection
methods employed to address the study's objectives. A mixed-methods research
design was adopted, integrating qualitative data collection methods to conduct
an in-depth analysis of awareness levels regarding the National Education
Policy (NEP) 2020 among students. The research sample comprised four distinct
cohorts: K-12 students, undergraduate students, postgraduate students, and
Ph.D. scholars. An intricate sampling methodology, incorporating both random
and convenience sampling strategies, ensured a representative and diversified
participant selection. Detailed population sizes, inclusion and exclusion
criteria, and precise application of sampling techniques for each cohort were
meticulously outlined. The study was conducted in the urban area of Delhi,
India, providing a geographically relevant context. Structured interviews were
utilized as research tools, conducted with select participants from each group
to explore qualitative aspects of NEP 2020 awareness. These interviews were
audio-recorded and transcribed for thematic analysis. Thematic analysis was
employed to scrutinize the qualitative data, with transcripts meticulously
coded to discern themes and patterns reflecting participants' perceptions, experiences,
and suggestions regarding NEP 2020 awareness. The collected data underwent
rigorous analysis to ensure a comprehensive understanding, with integration of
qualitative findings conducted to furnish a nuanced understanding of NEP 2020
awareness among students. Triangulation of data enhanced the validity and
reliability of the study, fortifying the robustness of the analysis.
Table 11:
Population and Sampling
|
Student Group |
Population Size |
No. of Institution |
Inclusion Criteria |
Exclusion Criteria |
Sampling Approach |
No. of Participants |
|
K12 Students |
3300 |
2 |
Students enrolled in K12 education in Delhi, India |
Students not enrolled in K12 education in Delhi |
Random Sampling + Convenience Sampling |
330 |
|
Undergraduate Students |
900 |
2 |
Students enrolled in undergraduate programs in Delhi |
Students not enrolled in Delhi |
Random Sampling + Convenience Sampling |
90 |
|
Postgraduate Students |
550 |
2 |
Students enrolled in postgraduate programs in Delhi |
Students not enrolled in Delhi |
Random Sampling + Convenience Sampling |
55 |
|
PhD Scholars |
140 |
2 |
PhD scholars enrolled in institutions in Delhi |
PhD scholars not enrolled in Delhi |
Random Sampling + Convenience Sampling |
14 |
RESULTS
AND DISCUSSIONS
The
summarized responses from distinct questionnaires have been presented in
charts, reflecting the perspectives of various student groups. The responses of
330 K-12 students were charted in Charts 1 to 5. Additionally, the feedback
from 90 undergraduate students was illustrated in Charts 6 to 10, while the
responses of 55 postgraduate students were depicted in Charts 11 to 15.
Furthermore, Charts 16 to 20 showcased the insights gathered from 14 Ph.D.
students. Each chart encapsulates the collective feedback and provides a
comprehensive overview of the diverse perspectives expressed by these distinct
student cohorts.
In a
comprehensive analysis of the results gleaned from Charts 1 to 20, our
examination extends to the multifaceted dimensions of the findings. Objective 1
aimed to assess the overall awareness levels among students regarding the key
components and objectives of NEP 2020. The findings revealed a heterogeneous
understanding among K12 students, with varied comprehension levels of NEP
2020's transformative aims. Undergraduate students displayed diverse
perceptions, while postgraduate students demonstrated heightened awareness,
particularly regarding research-related reforms. PhD scholars exhibited
comprehensive knowledge but with some uncertainty about specific measures,
underscoring the need for clearer communication strategies. Objective 2 delved
into the identification of the extent of understanding among students regarding
specific reforms introduced by NEP 2020, showcasing varying levels of
comprehension across academic levels. Objective 3 analyzed students'
perceptions towards initiatives promoting research, innovation, and vocational
education, revealing generally positive attitudes but with varying levels of
awareness and concerns about clarity. Objective 4 explored awareness and
recognition of institutional changes, indicating varying levels of awareness
across academic levels, with concerns about transparency and selection criteria
among postgraduate students and PhD scholars. Lastly, Objective 5 investigated
the depth of knowledge about the practical implications of NEP 2020 on
students' educational journey, unveiling generally limited knowledge among K12
and undergraduate students, with better understanding among postgraduate
students and PhD scholars, albeit with some lingering uncertainty. Overall, the
research underscores the necessity for targeted communication strategies to
enhance awareness and facilitate a seamless transition into the envisioned
educational reforms outlined in NEP 2020.
While the
methodology employed in this study was thorough, certain limitations were
acknowledged. Firstly, the research design might not have fully captured the
dynamic nature of awareness levels over time as NEP 2020 implementation
progressed. Additionally, the reliance on structured interviews could have
introduced response bias or limited participants' ability to express nuanced
perspectives fully. The sampling technique, combining random and convenience
sampling, may have introduced selection bias, impacting the generalizability of
the findings. The study's focus on a specific geographic region, Delhi, might
have restricted the generalizability of the results to a broader national
context. Furthermore, self-reported awareness levels may have been subject to
social desirability bias, as participants might have provided socially
acceptable responses rather than reflecting their true awareness. Lastly, the
qualitative analysis, while robust, was inherently subjective, potentially
influencing the consistency of findings. These limitations should be considered
when interpreting the study's results, and future research should aim to
address these constraints for a more comprehensive understanding of NEP 2020
awareness among students.
Moving
forward, several recommendations emerge to enhance future research and
educational initiatives regarding NEP 2020. Firstly, future research endeavors
should adopt a longitudinal approach to track changes in awareness levels over
time. Diverse research designs, including quasi-experimental designs or case
studies, should be considered to provide a comprehensive understanding of NEP
2020's impact. Enhancing the generalizability of findings through more diverse
and extensive sampling strategies is crucial, including representation from
various socio-economic backgrounds and geographical regions. Incorporating
objective measures alongside self-reported awareness levels can provide a more
accurate gauge of students' understanding. Targeted educational campaigns
should be developed to disseminate information effectively, using various
mediums tailored to different student groups' specific needs. Involving a wide
array of stakeholders in future initiatives can foster a shared understanding
and facilitate smoother implementation. Establishing continuous communication
channels between educational institutions, students, and policymakers is
essential for ongoing engagement. Enhanced research on institutional changes
like the establishment of NRF and NETF is necessary to assess their
effectiveness. Periodic assessments of implemented reforms ensure adaptability
and responsiveness to evolving needs. Lastly, comparative studies with
educational systems in other countries can provide valuable insights into
global best practices. By incorporating these recommendations, stakeholders can
contribute to the ongoing refinement and successful implementation of NEP 2020,
ensuring its positive impact on the education landscape in India.
Two
noteworthy studies shed light on the intricacies of the National Education
Policy (NEP) 2020 and its implications for the educational landscape in India.
Dr. Smitha S's examination of "NATIONAL EDUCATION POLICY (NEP) 2020 -
OPPORTUNITIES AND CHALLENGES IN TEACHER EDUCATION" meticulously elucidated
the strategic initiatives aimed at revitalizing the Indian education sector.
Aligned with the vision of harnessing the Fourth Industrial Revolution for
India's ascent, NEP 2020 envisioned a transformative journey towards an
equitable and vibrant knowledge society. Central to this transformation were
recommendations for overhauling teacher education, advocating for elevated
standards encompassing content, pedagogy, and practice. The policy proposed a
visionary shift towards multidisciplinary institutions and the establishment of
a four-year integrated B.Ed. program, setting ambitious targets for teacher
qualification standards by 2030. Meanwhile, the study titled "NEP, 2020-A
Review cum Survey-Based Analysis of Myths and Reality of Education in
India" conducted by Sunita Khatak, Naman Wadhwa, and Rajesh Kumar offered
a comprehensive understanding of the challenges posed by the digital age to
India's education system. This study underscored the significance of adapting
education to advancements in technology, highlighting the crucial shift from
traditional concepts to a 21st-century framework embodied by NEP 2020. Through
a survey at Kurukshetra University, the study gauged perspectives on the
policy, revealing strong support for its implementation while identifying
weaknesses and strengths in the existing education system. Both studies
emphasized the pivotal role of education in shaping the future and economic
growth of India, urging proactive measures to enhance infrastructure before
widespread policy implementation. Together, these studies provide valuable
insights into the transformative potential and challenges inherent in NEP 2020,
guiding efforts to navigate and leverage its implications for the Indian education
landscape.
New
Vision for Advancing Education System, the methodology of teaching plays a
pivotal role and demands careful consideration. Reducing traditional classroom
instruction while integrating cutting-edge learning techniques can enhance
students' engagement with education. Exploring a hybrid model, comprising three
days of in-person classes and two days of online sessions, coupled with a day
dedicated to vocational industry visits or practical application, promises to
inject enthusiasm into the learning process. Supplementing this approach with
credits earned through Swayam and MOOC courses introduces flexibility, breaking
the monotony of routine education delivery. The shift from a credit-based
system to a competency-based model, facilitated by Swayam and MOOCs, ensures a
focus on subject-specific skills, enhancing employability [14]. While the
digitization of education is crucial, its limitation to developed regions needs
to be addressed. Extending digital libraries and tech-enabled classrooms to
both public and private schools, irrespective of their location, is imperative.
However, the challenge lies in its accessibility, favoring the privileged 20%
over the underprivileged majority. In rural areas where basic amenities like
water and electricity are scarce, the notion of coding and computational
thinking remains a distant myth.
Credibility
and Accountability, whether through online or offline mediums, the credibility
of educators requires meticulous delineation, necessitating a robust foundation
for the effective implementation of the new educational paradigm. Mandating a
doctoral qualification for university-level teaching appointments and
integrating research components into bachelor's degrees aligns with the
evolving educational landscape [12]. Beyond mere appointments, the emphasis
should be on nurturing a culture of research among students and educators alike.
Encouraging innovative projects and rewarding merit rather than seniority is
pivotal. Dr. PoonamBatra's observation of a staggering 10 lakh teacher
vacancies underscores the urgency in addressing the widening gap in
student-teacher ratios [13]. Merit-based promotions and vertical mobility for
high-performing educators, transitioning them to district or state-level roles,
are essential steps. Furthermore, addressing the prevalence of underqualified
teachers requires a comprehensive approach. Blended teaching and learning
initiatives should extend not only to educators but also to school principals.
The National Education Policy (NEP) of 2020 rightly advocates public investment
in teacher education. Adding credits to in-service teacher training programs, linked
to seniority and tied to extra qualifications, can serve as a catalyst for
professional growth. The NEP should take the lead in proposing programs aimed
at elevating the professional qualifications essential for upgrading the
education system. Additionally, efforts must be made to equip existing teachers
to match the standards set for four-year degree holders, as mandated by the NEP
to be achieved by 2030. The right to education is a fundamental entitlement for
all students aged 6-14, ensuring free and compulsory education. However,
alarming statistics indicate that only 8% of schools complied with RTE norms in
the academic year 2018-2019, down from 13% in 2016-17. The NEP of 2020,
unfortunately, fails to address this regression and risks diluting the act's
essential norms, potentially paving the way for the privatization of elementary
education. By categorizing all groups established by the constitution as
socio-economically disadvantaged, the policy inadvertently neglects the
specific needs of women, disabled individuals, minorities, and economically
challenged residents. This classification creates a stark divide, with 80% of
the population falling into the socio-economic disadvantaged sector, while the
remaining 20% constitutes the general population. This deviation from
constitutional categories not only overlooks social justice for the
underprivileged but also challenges the success of the NEP. The policy's
efficacy hinges on uniform and transparent implementation across all levels,
ensuring equitable distribution of resources [17]. Strikingly absent from the
NEP is any mention of reservations for socially and educationally backward
classes, raising concerns about potential discrimination and widening
disparities. Critics, such as Hriday Kant Deewan from Ajim Premji University,
argue that the NEP has failed to address equity issues in rural areas, leading
to subpar performance and outcomes in government schools [19]. The allure of
private schools with superior infrastructure exacerbates the situation,
perpetuating discrimination against the underprivileged. While the RTE Act of
2009 attempted to bridge this gap by reserving 25% of seats in private schools
for underprivileged students, the deeply rooted cultural biases and
discriminatory practices in these institutions remain significant challenges.
Addressing this issue requires an inclusive approach within the NEP, 2020,
incorporating resource distribution strategies to level the playing field [18].
CONCLUSIONS
The
methodological approach employed in this study facilitated a nuanced
exploration of student awareness and perceptions regarding the National
Education Policy (NEP) 2020 in India. The mixed-methods design, incorporating
qualitative interviews, ensured a comprehensive understanding of the diverse
perspectives across different academic levels. The meticulous sampling
approach, combining random and convenience sampling, contributed to the
diversity and representativeness of the participant groups. The structured
interviews, conducted with select participants from each academic level,
provided rich qualitative data that underwent rigorous thematic analysis. The
findings, as per the research objectives, revealed distinct patterns in student
awareness and understanding of NEP 2020. K12 students had exhibited a
heterogeneous understanding, emphasizing the need for focused educational
strategies. Undergraduate students had showcased varied levels of
comprehension, with a notable gap in understanding academic credit transfer
provisions. Postgraduate students had demonstrated heightened awareness,
particularly in research-related aspects, but nuanced perceptions about
vocational education and governance changes. PhD scholars had exhibited
comprehensive knowledge but had expressed uncertainties, emphasizing the
necessity for clearer communication. In-depth discussions based on the results
had revealed specific challenges and opportunities at each academic level.
Notably, K12 students had displayed positive perceptions but had lacked
detailed knowledge. Undergraduate students had shown mixed awareness,
indicating the need for targeted communication on specific reforms.
Postgraduate students had exhibited nuanced understanding, emphasizing the
significance of detailed information. PhD scholars had showcased comprehensive
knowledge but had expressed uncertainties, highlighting the need for clarity.
The study's implications extended to the formulation of targeted communication
strategies to bridge existing knowledge gaps and enhance awareness across
academic levels. Tailored approaches for each student group, addressing
specific challenges identified in the study, had been instrumental in ensuring
a smooth transition into the transformative educational landscape envisioned by
NEP 2020. This depth of analysis contributed valuable insights for educational
policymakers, institutions, and stakeholders involved in the effective
implementation of NEP 2020 in India.
COMPETING
INTERESTS
The authors have no competing interests to declare.
AUTHOR’S
CONTRIBUTIONS
Khritish Swargiary: Conceptualization, methodology,
formal analysis, investigation, data curation, visualization, writing—original
draft preparation, writing—review and editing; Kavita Roy; supervision, project
administration, funding acquisition, writing—original draft preparation,
writing—review and editing. All authors have read and agreed to the published
version of the manuscript OR The author has read and agreed to the published
version of the manuscript.
FUNDING
INFORMATION
Not applicable.
ACKNOWLEDGEMENTS
ETHICS AND CONSENT
I, KHRITISH SWARGIARY, a Research
Assistant, EdTech Research Associations, India hereby declares that the
research conducted for the article titled “Unveiling Perspectives: A
Comprehensive Examination of Student Awareness and Understanding of India's
National Education Policy (NEP) 2020” adheres to the ethical guidelines set
forth by the EdTech Research Association (ERA). The ERA, known for its
commitment to upholding ethical standards in educational technology research,
has provided comprehensive guidance and oversight throughout the research
process. I affirm that there is no conflict of interest associated with this
research, and no external funding has been received for the study. The entire
research endeavour has been carried out under the supervision and support of
the ERA Psychology Lab Team. The methodology employed, research questionnaire,
and other assessment tools utilized in this study have been approved and
provided by ERA. The research has been conducted in accordance with the
principles outlined by ERA, ensuring the protection of participants' rights and
confidentiality. Ethical approval for this research has been granted by the
EdTech Research Association under the reference number 07-32/07/ERA/2022. Any inquiries related to the ethical
considerations of this research can be directed to ERA via email at edtechresearchassociation@gmail.com. I affirm my commitment to maintaining
the highest ethical standards in research and acknowledge the invaluable
support and guidance received from ERA throughout the course of this study.
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Aithal, & A. Shubhrajyotsna, "Analysis of the Indian National
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Praveena, "National education Policy-2020, An Overview," University
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APPENDIX-1
Questionnaire
for NEP 2020 Awareness Study
Participant:
K12 Students
1. What
is the full form of NEP?
2. Have
you heard about any major changes introduced by NEP 2020?
3. Do you
know about the shift towards a 5+3+3+4 curriculum structure in NEP 2020?
4. Are
you aware of the emphasis on experiential learning in NEP 2020?
5. Can
you name any new initiatives under NEP 2020?
---
Participant:
Undergraduate Students
1. What
does NEP 2020 aim to achieve?
2. Have
you come across any reforms related to the assessment system in NEP 2020?
3. Are
you familiar with the introduction of a multidisciplinary approach in higher
education under NEP 2020?
4. Do you
know about the provision of academic credit transfer in NEP 2020?
5. Can
you mention any changes in the regulatory framework under NEP 2020?
---
Participant:
Postgraduate Students
1. How is
NEP 2020 expected to promote research?
2. Have
you encountered any changes in the scope of vocational education in NEP 2020?
3. Are
you aware of the introduction of the National Research Foundation (NRF) under
NEP 2020?
4. Do you
know about the provisions for internships and apprenticeships in NEP 2020?
5. Can
you mention any changes in the governance structure of higher education
institutions under NEP 2020?
---
Participant:
PhD Scholars
1. What
are the key features of NEP 2020?
2. Have
you heard about any initiatives to promote online and digital education in NEP
2020?
3. Are
you familiar with the emphasis on promoting research and innovation ecosystems
under NEP 2020?
4. Do you
know about the establishment of the National Educational Technology Forum
(NETF) under NEP 2020?
5. Can
you mention any reforms related to teacher education and professional
development in NEP 2020?
This
questionnaire is designed to gather insights into participants' awareness and
understanding of various aspects of the National Education Policy (NEP) 2020.
Your responses will contribute to a comprehensive analysis of NEP 2020
awareness among students. Thank you for your participation.
APPENDIX-2
SOURCE: Anurag
Vaishnav, CNBC, Aug 7, 2020
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