National Education Policy Research Articles

Tertiary education as social policy: Comparative theoretical perspectives

Abstract In this paper, we conduct an in-depth review of and commentary on two frameworks for international comparative work focused on education systems and skill formation – specifically, welfare regime and production regime approaches. We focus on how tertiary education is understood to function relationally within a national policy repertoire and explore the interplay between education and economic systems. Whereas the welfare regime literature illuminates why some regimes are conducive to human capital production and create more equitable educational and labour market opportunities, the production regime literature focuses on the ways that actors such as government, educational institutions, and unions optimise skill formation. These two theoretical perspectives offer both rival and complementary explanations of varying patterns in public investment, differentiation in education systems, and participation rates in tertiary education across countries. Our analytical account provides useful insights for understanding different national education policies and framing future research, including informing these perspectives with the more recent theoretical contributions of the social investment approach. In relation to changing conceptions of the knowledge economy, education, skill development, and the nature of employment, these two theoretical perspectives continue to provide useful conceptual lenses to examine the education/skill /employment nexus.

Harnessing Artificial Intelligence to Transform Secondary Education in India: Innovations, Challenges, and Future Directions

India's National Education Policy (NEP) 2020 envisions a comprehensive education system that is inclusive, fair, and geared towards lifelong learning. Artificial Intelligence (AI) has a pivotal role in achieving these goals by enhancing personalized learning experiences, streamlining assessments, and promoting inclusivity within secondary education. This paper explores the integration of AI in Indian secondary education, analyzing its alignment with NEP 2020 objectives. It highlights AI innovations, such as adaptive learning platforms and automated grading systems, while also addressing challenges like data privacy, infrastructure limitations, and the need for teacher training. Through a review of recent literature and case studies, this paper offers recommendations for the responsible adoption of AI in India, underscoring the importance of policy support, ethical standards, and regional infrastructure development.

Learning the Concepts of Magnetic Effects of Current through Experiential Learning Approach as Envisaged in National Education Policy 2020

Learning the Concepts of Magnetic Effects of Current through Experiential Learning Approach as Envisaged in National Education Policy 2020

Geography teacher educators’ perspectives on education for sustainability: identity and agency in a period of rapid education policy change in England

Initial Teacher Education in England is in a period of rapid policy change. This is happening at a time when discourse about humans’ relationships with nature is changing, and there is increased recognition of the impacts that people have had on the Earth. Through a questionnaire and focus groups, we engaged with geography teacher educators’ experiences of, and perspectives on, Education for Sustainability (EfS). Using Priestley, Biesta, and Robinson, using the key dimensions of teacher agency model to analyse focus group data, we found that EfS was not consistently engaged with in geography teacher education, and where it was, it varied in the amount of time given to it, and the nature of the ideas, debates and knowledges engaged with through it. Whilst national education policy in England is constraining in some areas, its failure to truly engage with EfS has led geography teacher educators—in their own words—to “navigate” and “subvert” state-imposed policy. The article concludes by arguing for dialogue between geography teacher educators and policy makers to inform teacher education about EfS that supports the agency of young people, teachers and teacher educators in making informed decisions about education practices, as well as their lives and futures.

REFLECTION ON KEY ELEMENTS AND CHALLENGES OF TRIBES OF KERALA IN HIGHER EDUCATION: ROLE OF POLITICS AND ECONOMY

One child, one teacher, one book, one pen can change the world. Education is education. We should learn everything and then choose which path to follow. Education is neither Eastern nor Western, it is human. Malala Yousafza (2014). Education is the root of development and is the must tool to ensure equality of opportunity following this philosophy, the central and state governments have been making various efforts to educate the masses. Even after intensive programmes and policies offered by the central and state government, the development hasnt reached the education sector among the tribal community. According to Unified District Information System for Education (UDISE) 2016-17 about 19.6% of students belong to Scheduled Castes at the primary level, but this fraction falls to 17.3% at the higher secondary level. These enrolment drop-offs are more severe for Scheduled Tribes students (10.6% to 6.8%), and differently-abled children (1.1% to 0.25%), with even greater declines for female students within each of these categories. The decline in enrolment in higher education is even steeper. (National Education Policy, NEP,2020). Weak academic performance and the increasing dropout rate are even today common among Scheduled Tribe communities. Politics, economy, community, and gender are correlated with ones life aspirations, overall learning skills, and adjustment to the educational institution.

Factors Affecting Emotion Intelligence among Adolescents: Literature Review 2024-25

Abstract Adolescence is a stage marked by physical, hormonal, and psycho social changes. It is a transaction period in a person’s life between childhood and adulthood. An adolescent experience different feeling, sometimes negative emotions and in certain situations react more promptly. Their reactions are more strong to the situations emitting emotions. According to Peter Salovey and John Mayer (1997) “Emotional intelligence is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behaviour". In today’s world educator’s emphasis, more on social-emotional learning among children. In India the new National Education Policy 2020 is been framed keeping in mind the social emotional development of children ensuring holistic development. It states that major goal of our education system must be to “develop good human beings capable of rational thought and action, possessing compassion and empathy”. This article will help to realize the value and significance of emotional intelligence in adolescents. Also, various factors affecting the emotional intelligence of adolescents though literature review. It was observed and analysis that variation of emotions is more in adolescents than children but need to learn how to regulate and manage their emotions effectively. Hence, emotional regulation skills need to be developed among adolescents. Further researches are recommended in the field of emotional intelligence identifying the Emotional Quotient of adolescents and factors affecting it. Major factors indicated in most of the studies are personality, lifestyle, environmental factors, digital world, social and parental style. In this competitive world adolescent may have good Intelligent Quotient but lack in Emotional Quotient. The article suggests that there is strong need to enhance the emotional quotient of young people and work on the factors affecting it.

Effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children in North Rift Kenya

An estimated 150 million children live on the streets globally, with many not enrolled in school. This growing issue requires urgent attention. UN Sustainable Development Goal 4, Target 5, aims to eliminate educational disparities for marginalized groups like street children, emphasizing the need to address prejudice in education access.The Kenyan government has developed measures to improve all children's access to education, particularly at the pre-primary and primary levels, in light of its signature on the United Nations convention. Government funding for the creation and execution of policy initiatives targeted at improving the access to education for these socially marginalised populations has been consistently large. Many street children still do not go to school though. In this regard a study was conducted to assess the effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children. The study used mixed method research and pragmatic paradigm. By using both purposeful and random sampling, a sample size of 322 was selected. The respondents comprised of Street children, county directors of education, quality assurance officers, officers in the Department of Children Welfare, urban primary school teachers, non-governmental organisations, and community-based organisations that assist street children. Data was collected using observation guides, in-depth interviews, and questionnaires. Descriptive and inferential statistics as well as theme analysis were used to analyse the data, respectively. The results showed a statistically significant relationship between government policy interventions and street children's access to pre-primary and primary education in North Rift Kenya; specifically, the national pre-primary education policy had a Pearson correlation coefficient of 0.711, while the inclusive education policy had a coefficient of 1.0. The research additionally demonstrated the necessity of reinforcing the involvement of other relevant parties in improving street children's access to pre-primary and primary education.

Role of public schools in education decisions in rural India

AbstractEducation is a fundamental pillar of human development, and India's Right to Education Act 2009 established it as a basic right for children aged 5–14. Despite this, many children in rural India still struggle to access basic schooling, which affects their ability to continue their education. In this paper, we explore factors influencing school participation and continuation of children aged 5–16 years in rural India, with a specific focus on the role of having an appropriate public school within the village after the Act's implementation. An ‘appropriate school’ is defined based on the last class a child attended. Using data from the nationally representative Annual Survey of Education Report (ASER), our analysis employs a pooled cross‐section logistical model. The findings reveal that the presence of an appropriate public school in the village significantly increases the likelihood of a child attending school. This effect is particularly pronounced for girls, highlighting the importance of accessible schooling in fulfilling the Right to Education Act's objectives.The results underscore the need for policy makers to ensure the availability of appropriate public schools at all educational levels within villages, as this is crucial for enhancing school attendance and reducing dropout rates, especially among girls. Context and implications Rationale of the study: To understand how inadequate and unequal access to school infrastructure, especially the absence of government schools, explains a significant proportion of children in India not completing their schooling. Why the new findings matter: The findings strongly underscore the importance of ensuring access to a school within the village, particularly for girls. Implications: There is a need to view school education as one composite goal to enhance participation and reduce dropout rates across all levels, aligning with the Samagra Shiksha scheme's principles of equitable access to all levels of education and inclusion of disadvantaged groups. Achieving these goals requires investment in existing school infrastructure to support expansion and resource provision for higher levels of schooling. With educational spending at approximately 3% of GDP between 2010 and 2020, much lower than the 6% recommended by the National Education Policy 2020, addressing this gap presents an opportunity to improve educational outcomes nationwide.

Integrating the Sustainable Development Goals in the Curriculum and Strengthening Teacher Training Programs to Align with National Education Policy 2020

Integrating the Sustainable Development Goals in the Curriculum and Strengthening Teacher Training Programs to Align with National Education Policy 2020

An Evaluation of Education Policy in England since 2010 and the Policy Consequences for Small Primary Schools

The fate of small primary schools (pupils aged five–eleven years old) in England is linked to education policy reforms. This paper presents an evaluation of selected education policy reforms in England since 2010 with suggested consequences for small primary schools. The research was undertaken using a qualitative research methodology that employed a document analysis method to create a Policy Document Analysis Frame (PDAF) for the policy evaluation. The implications of the policy reforms for small primary schools were examined through the conceptual lens of Educational Isolation. Educational Isolation identifies the limiting factors of place for a school’s access to the resources required for school improvement. Education policy reform is focused on school improvement. Small primary schools in England are typically located in rural neighbourhoods with sparse populations, resulting in an average of just over 100 pupils per school. The findings suggest that the contextual factors of place and size for small primary schools in England present disadvantages in relation to the selected national education policy reforms. The national funding formula, Multi Academy Trusts (groups of schools independently regulated but centrally funded by the state), and National Standards are the key policy reforms, driven by a neo-liberal ideology, that are suggested to have implications for the future of small schools. Recommendations are offered to the new 2024 Labour government that would support the re-instatement of small primary schools as an integral part of the education landscape in England.

The Challenges and Opportunities of NEP-2020 in the Reference of Inclusive Education in India: An Overview

The National Education Policy (NEP) 2020 provides a transformative vision for India's education system by emphasizing inclusive education and offering equal learning opportunities for children from varied socio economic, cultural and ability backgrounds. This paper looks at the challenges and opportunities given by NEP 2020 for promoting inclusive education in India. Infrastructure deficiencies, insufficient teacher preparation, and social biases are major hurdles, but policy-driven changes, technological integration, and financial support mechanisms present potential. This report gives an overview of the challenges and opportunities for implementing inclusive education in light of NEP 2020. Poor infrastructure, a lack of specialized teacher training and entrenched social attitudes about disability and marginalization all impede progress. However, opportunities arise as a result of policy-driven efforts, growing use of information and communication technology (ICT), and financing provisions aimed at fostering more equal learning settings. The research emphasizes the need of teacher capacity building, community participation, and long-term policy commitment in overcoming these challenges and realizing NEP 2020's inclusive vision. According to the findings, successful policy implementation requires stakeholder engagement to establish a more inclusive and easier to able education system in India.

Identification of Relationship between Meta Cognition and Misconceptions

This study investigates the complex interplay between meta cognition and misconceptions within the educational context, focusing on implications for effective teaching and learning strategies. Aligning with India's National Education Policy (NEP) 2020, which advocates for a transition from rote memorization to in- depth understanding, this research explores the concurrent presence of misconceptions and meta cognition in elementary science education. Meta cognition, the process of reflecting on one's cognitive processes, and misconceptions, or predefined notions that impede authentic learning, are analyzed through influential frameworks, including those developed by Flavell and Nelson and Narens. The MASRL model by Efklides is also incorporated to understand the interplay of meta cognitive knowledge, control strategies, experiences, task characteristics, and learning outcomes. The study highlights the impact of misconceptions as cognitive barriers and their influence on meta cognition, emphasizing the need for effective educational strategies. The literature review explores existing research on meta cognition and misconceptions, showcasing how meta cognition acts as a cognitive mirror, enabling learners to navigate and rectify misconceptions. This research has significant educational implications, highlighting the importance of cultivating self-directed learning, critical thinking, and evidence- based study strategies to enhance academic outcomes. The study concludes by emphasizing the dynamic interplay between meta cognition and misconceptions, offering insights for educators and researchers to design interventions fostering accurate conceptual understanding in learners.

Research on the Construction and Development of Aesthetic Education Bases in Higher Education Institutions

In order to implement the national aesthetic education policy, it is essential to organically integrate relevant aesthetic education resources, promote interdisciplinary education, and carry out extracurricular practical activities centered on aesthetic education. Strengthening the foundation of aesthetic education theory, addressing practical challenges in the teaching process, and closely linking research with teaching will create a feedback loop that benefits drama education. This article provides an in-depth analysis of the construction strategies, resource advantages and disadvantages, and development of aesthetic education bases, offering countermeasures and suggestions for their construction in universities. It aims to provide a solid research foundation for the growth and development of aesthetic education bases in higher education institutions.

Accessibility in an Inclusive Academic Environment: The Case of Takoradi Technical University

This study examines the extent to which Takoradi Technical University (TTU) in Ghana has achieved an inclusive academic environment for students with disabilities. Despite Ghana's commitment to inclusive education and various policies supporting persons with disabilities (PWDs), there remains a significant research gap regarding the practical implementation and effectiveness of these policies at the university level. This research addresses this gap by evaluating TTU's accessibility measures and support services. The study employs a phenomenological approach to explore the lived experiences of students with disabilities, faculty, and staff at TTU. It investigates the alignment of TTU’s practices with national and international inclusive education policies, such as the Persons with Disability Act (715) and the United Nations Convention on the Rights of Persons with Disabilities. The research focuses on three main objectives: identifying the teaching and learning needs of disabled students, assessing the accessibility of TTU's built environment, and evaluating the satisfaction of students with the available support services. Data were collected through qualitative interviews with 28 participants, including students with disabilities, lecturers, and support staff. Findings reveal that TTU has established various support services, including sign language interpretation, e-learning support, and assistive devices. However, students reported inadequacies in these services, citing needs for additional support such as braille services and extended examination time. Furthermore, the built environment at TTU was found to be largely inaccessible to students with physical disabilities, leading to widespread dissatisfaction among the student body. The study highlights that while TTU has made commendable efforts in providing institutionalized support for disabled students, significant gaps remain in service adequacy and physical accessibility. The findings underscore the need for enhanced strategies to improve inclusivity at TTU and similar institutions, aligning practical implementations with policy frameworks to better serve students with disabilities

The politics of tinkering: developing the PISA assessment of global competence

ABSTRACT The popularity of OECD’s PISA tests as benchmarks for shaping global and national education policies is premised on its reputation for developing technically robust surveys by engaging leading experts who are untouched by politics. Drawing on the Science and Technology Studies (STS) subfield of the sociology of measurement, we illustrate how the view of these surveys as a-political and purely technical achievements is a myth. Using detailed documentary analysis supported by interviews with PISA insiders, we describe the interplay between technical expertise and political expertise in the development of the 2018 surveys of global competence. This paper highlights the challenge for the PISA insider group who must negotiate how to maintain scientific authority whilst gaining political backing and trust. We refer to the key strategy of ‘tinkering’ that is required to keep various actors aligned to the project through stages of development and moments of uncertainty.

An Analysis of National Education Policy (NEP) 2020 for Transforming Infrastructure Development and Research Excellence in Higher Educational Institutions in India: A Comparative Study

The National Education Policy (NEP) 2020 is a major step towards improving higher education in India, focusing on better infrastructure and promoting research. This study examines how NEP 2020 changes Higher Education Institutions (HEIs) by encouraging them to build world-class facilities and boost research activities. It highlights key reforms like giving institutions more freedom, creating multidisciplinary Universities, and supporting research through the National Research Foundation (NRF). The study examines how these changes aim to improve the quality of education and research in India. It also explores how HEIs use technology and digital tools to support learning and research. Additionally, the study reviews how the policy encourages global partnerships and addresses gaps in research funding and capacity. Through a mix of legal analysis and data collection, this study evaluates the progress, challenges, and future possibilities of the NEP’s impact on higher education in India. The findings show the policy’s potential to bring lasting improvements while identifying areas that need more attention for continued growth. Keywords: Institution, Explore, Policy, Technology

Unveiling the NEP 2020: A Critical Analysis of the Implications on Privatization and Potential Monopolies in Education

This paper critically examines the transformation of higher education financing in India, particularly in light of the National Education Policy (NEP) 2020. It highlights the diminishing role of state funding and the increasing financial burden on households, analyzing the implications for privatization and monopolization within the education sector. Historical context reveals a shift towards neoliberal policies prioritizing profit over egalitarian ideals, culminating in a landscape where market dynamics intertwine with political ideologies. The paper scrutinizes key recommendations from the Ambani-Birla Report and the NEP, emphasizing the risks of commercialization and exclusion. Ultimately, it argues that NEP 2020 may undermine established educational structures and neglect constitutional values, reinforcing a corporate Hindu narrative that jeopardizes the promise of a democratic and equitable education system in India.

Challenges in Implementing Early Childhood Care and Education in Anganwadi Centres: A Case Study of Rangia Sub District of Kamrup District of Assam

Early Childhood Care and Education (ECCE) is essential for the cognitive, physical, and socio-emotional development of young children. In India, the National Education Policy (NEP 2020), along with the National Curriculum Framework for Foundational Stage (NCF-FS 2022), emphasizes the importance of providing quality ECCE through Anganwadi Centres to lay a strong foundation for children's overall growth and future learning. The study titled "Challenges in Implementing Early Childhood Care and Education in Anganwadi Centres: A Case Study of Rangia Sub Division of Kamrup District of Assam" examines the obstacles Anganwadi Centres (AWCs) face in delivering ECCE as outlined by NEP 2020. The research identifies key challenges such as inadequate infrastructure, a lack of essential classroom materials, insufficient indoor and outdoor play equipment, and irregular supplies of food and medical resources. Using a survey approach, the findings reveal that most AWCs in the Rangia Sub-Division are under-resourced, limiting their ability to provide the comprehensive educational experiences vital for early childhood development. The study advocates for targeted interventions, including better resource allocation, infrastructure upgrades, and improved training programs, to address these shortcomings and achieve the ECCE objectives set by NEP 2020 in the region.

The Role of the Specialized Educational Care Teacher in Professional and Technological Education at the Federal Institute of Minas Gerais

Objective: The objective of this study is to investigate how ESA professionals can facilitate the academic and social integration of students with Specific Educational Needs (SEN). Theoretical Framework: In relation to the theoretical framework, Decree No. 6,571 will be used, which presents the importance of inclusive education in conjunction with the LBD (Law of Guidelines and Bases), which provides for the necessary adaptations for students with SEN. In addition, it was based on Mendes (2011), who corroborates the discourse that the inclusion of ESA is a significant advance in the educational context. Another important point is CNR/CEB Resolution 4/2009, which standardizes and aligns the work of the EEA professional. In addition to this, another theoretical reference used was the Law of Persons with Disabilities, so that we could analyze the task that should be carried out by the ESL in accordance with the constitutional rights of students with SEN. Finally, Mantoan (2003) stresses that inclusion must not only take place in the classroom but must permeate the student's entire school context. Method: documentary research, which aims to examine the recruitment notices and job descriptions for ESA at IFMG, in order to identify the qualifications required, responsibilities assigned and competencies expected of these professionals. This analysis will allow the construction of a basis for assessing the alignment of IFMG's practices with national and international inclusive education policies. It is important to mention that the documentary research of the public notices followed the following order: 1. pre-analysis; 2. organization of the material and 3. treatment of the data. Results and Discussion: The results obtained revealed that, despite structural and operational challenges, IFMG's inclusion initiatives are largely effective. In this context, the policies and practices observed reflect the commitment to inclusive education, demonstrating well-structured approaches that support the integration of students with SEN, which are based on the analysis of institutional documents that show how IFMG has structured its EEA practices to better serve its students. Research Implications: It is recommended that other institutions consider IFMG's practices when developing or improving their own inclusion strategies, ensuring that ESA professionals are well equipped to respond to students' needs and to promote an inclusive educational environment. The practical recommendations derived from this study are aimed at improving inclusion strategies, strengthening the support offered to students with SEN, and enriching the educational experience of all students. Originality/Value: This study contributes to the literature by presenting the need to optimize the role of ESE professionals in EFA contexts, which are challenging due to special practical and technical requirements. In addition, this study indicates that inclusive educational practices that respond to the needs of students, considering that, at IFMG, the preparation and performance of ESL professionals are fundamental to ensuring that inclusion is more than a policy, but an effective practice that enriches the educational experience of students.

Ghana Citizenship Education: A Review from the Perspective of National Education Policy and Learning Models

This study aims to find out the perspective of national education policy and learning model of civic education in Ghana. This research uses a qualitative approach with a literature study method. The references in this study are divided into two, first, primary, namely journal articles that have high validity. Second, secondary, namely books and documents as an effort to minimize errors that are conceptual, procedural and praxis. Data analysis is gradual, namely, reduction, data display and verification. Civic education in Ghana begins at the primary level and continues through to tertiary education. The government of Ghana considers civic education an integral part of the national education system and has introduced policies and programs to strengthen civic teaching and learning throughout the education system. At the primary level, civic education is taught through social studies subjects, while at the secondary and tertiary levels it is provided as a separate subject. The Ghanaian government has also developed teaching materials and curricula dedicated to civic education, as well as conducted teacher training in integrating civic teaching into the curriculum and classroom activities. The teaching and learning model of Civic Education in Ghana emphasizes the local peaceful cultural and social context. The aim is to strengthen the values of cultural traditions and local wisdom that exist there.