National Education Policy Research Articles

Nep 2020, Higher Education Reforms, Multidisciplinary Education, Implementation Challenges, Global Competitiveness

The National Education Policy (NEP) 2020 marks a pivotal transformation in India's education system, emphasizing substantial reforms in teacher education and training. The policy envisions a multidisciplinary, inclusive, and technology-integrated approach to teacher preparation, aiming to elevate the quality of education. Key reforms include the introduction of a four-year integrated B.Ed. degree, the establishment of multidisciplinary institutions, continuous professional development, and a focus on inclusive education. This paper explores these reforms, their potential impact, and the challenges in their implementation. By examining the current literature, this study provides insights into the opportunities and obstacles presented by NEP 2020 in transforming teacher education and enhancing the overall educational landscape in India.

What is translanguaging and raciolinguistics doing in the field of curriculum studies?

This article critically examines the intersections of translanguaging, raciolinguistics, and curriculum studies within the context of Latin America. It interrogates how dominant discourses and practices perpetuate coloniality and linguistic hierarchies in the region. Through an analysis of a special issue of the Journal of Curriculum and Pedagogy, the paper explores how emergent scholarship challenges the hegemony of Global English and disrupts colonial narratives embedded in national educational policies. By theorizing curriculum at the intersection of translanguaging, raciolinguistics, and sociopolitical contexts, this article advocates for a counter-curriculum that prioritizes the epistemic agency of historically excluded communities. Translanguaging practices emerge as a form of resistance, underscoring the role pedagogy plays in subverting dominant language ideologies. They challenge Eurocentric ways of knowing by advancing inclusive pedagogies rooted in local knowledges and linguistic diversity. Ultimately, the article advocates for a decolonial curriculum that prioritizes linguistic autonomy, cultural pluralism, and epistemic justice in Latin America and beyond.

Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.

A Comprehensive Analysis of The Reformed Education System: National Education Policy

A Comprehensive Analysis of The Reformed Education System: National Education Policy

Revamping the Secondary Education in India: A Journey from Independence to National Education Policy (NEP) 2020

In the dynamic landscape of developing nations, secondary school education emerges as a pivotal policy focus after being the most neglected segment of school education for a long, marking a significant juncture in the educational trajectory. With primary education achieving widespread accessibility and nearly 100% enrollment, attention gradually shifted to the adolescent demographic, focusing on secondary school education. This paper undertakes a comprehensive examination and critical evaluation of the evolution of secondary school education in India since its independence. Commencing with the seminal Board of Secondary Education report of 1948, traversing through significant milestones like Mudaliar Commission, Kothari Commission, NPE-1986, CABE Committee Report, National Knowledge Commission, RMSA and finally culminating in the landmark National Education Policy 2020, it traverses through the numerous initiatives shaping the present landscape of secondary schooling in the nation. Emphasizing key milestones and recommendations put forth by various commissions, the article offers an insightful analysis of the implementation and efficacy of these measures. The paper attempts to meticulously scrutinize and thoroughly analyze the major commissions and their recommendations, illuminating the successes and shortcomings in attaining the prescribed objectives within the secondary education sphere.

Dr. B.R. Ambedkar Thoughts on Atamnirbhar Bharat: An Overview

Dr. Bhimrao Ramji Ambedkar was popularly known as Dr. Babasaheb Ambedkar. He was born on April 14, 1891 in Mhow village in Madhya Pradesh. Ambedkar was a leader, jurist, social reformer, political thinker and Politician. He is also known as the, “Father of Indian Constitution.” Throughout his life, he fought for the rights of the Dalits and other socially backward classes. New challenges and opportunities have emerged for India in the 21st century. The political and economic equality among citizens is present, but it is not equally distributed in social or economic areas. Successful democracy is not a socioeconomic tool provided by the Indian constitution, which must be executed properly by various government forms to create welfare state. The welfare state is necessary for the genuine attainment of Atamnirbhar Bharat. Dr. B R. Ambedkar’s socioeconomic perspective suggests that the government will provide a free education and health facility for all individuals, which is beneficial as he believes it will make India renowned as an exceptional human resource. India’s democracy is undoubtedly the largest in the world. A more efficient democratic system requires the appropriate utilization of resources to benefit the common people. Every citizen is entitled to receive access education and healthcare facilities, which in turn help provide effective services for the nation. Atamnirbhar Bharat, a new government initiative, promotes local talent and generates new employment opportunities for people. The National Education Policy 2020 will help India to become a Vishwaguru by creating ogivable bases for an Atamnirbhar Bharat. The objective of the Atamnirbhar Bharat is to make India self-reliant by strengthening the economic system of the country and to give a new direction to the Development journey of the country.

Old, but Not Stale: Revisiting the National Education Policy 2020

Old, but Not Stale: Revisiting the National Education Policy 2020

A Comprehensive Analysis of The Reformed Education System: National Education Policy

A comprehensive set of reforms aimed at revolutionizing India's educational system is the New Education Policy (NEP) 2020. The goal of the strategy is to address the issues that the existing system is confronting, including low learning results and a dearth of emphasis on critical thinking and problem-solving abilities. The goal of the policy is to change education to make it more flexible, multidisciplinary, and comprehensive. Additionally, the policy seeks to encourage students' critical thinking, creativity, and innovation. This essay offers a thorough analysis of the NEP 2020 and assesses how well it has improved India's educational system. The review study's foundation is a detailed examination of current literature, official documents, and data sources. The NEP 2020 has been praised as a historic initiative that will fundamentally alter the educational landscape. This study looks at how well the NEP 2020 accomplishes its objectives.

A Comparative Study of Legal Framework in Educational Counselling in Finland and Pakistan

Examining the efficacious educational counseling regulations in Pakistan and Finland for appropriate secondary student assistance was the primary goal of the study. The adoption of appropriate counseling activities as the primary academic curriculum in our schools and colleges is necessary due to the expansion of technology- skilled-based practices. To create rules and policies for educational institutions that will ensure high-quality instruction and aworkforce of productive kids, it is necessary to review the regulatory bodies that oversee education. It is still not clear if counseling in educational institutions is allowed under the current legal framework. It is possible to use some laws or acts on educational counseling that are in place throughout the world (such as Finland) as model legislation for similar acts that would be proposed for our own national education policy.

National Education Policy, 2020 and Appointment of Teachers through UGCNET-the Policy Paradox

In a recent notification in July (UGC, 5th July ) 2023, the University Grants Commission (UGC) has once again acknowledged the vitality of the National Eligibility Test (NET), State Level Eligibility Test (SLET) and State Eligibility Test (SET) as minimum criteria for appointment of teachers in Higher Education Institutions (HEIs) whereas Ph.D. will remain an optional criterion. This notification once again revived the debates of NET or an accredited test (SLET/SET) and/or Ph.D. and embarked scholars to read the underlying causes of such frequently changing policies of UGC and overall ramifications of these on recruitment in the HEIs. In the context of implementation of the National Education Policy (NEP), 2020, role of the HEIs for ensuring quality education has focused [1]. However, how these can be achieved through a dichotomous policy of NET/SLET/SET or PhD in the matters of selection of teachers. When many universities and colleges are run with inadequate teachers, in what ways they can fulfil the goal of NEP, 2020? How NET or an accredited test can be an important criterion for strengthening research programmers in HEIs? This paper critically evaluates these issues and presents the prolong issue of teachers’ recruitment and role of HEIs in India for quality education through teachers in the context of NEP. It brings light to how contradictory policies are embedded and in operational in the form of UGC-NET and other similar tests for limiting HEIs despite implementation of NEP, 2020.

THE NATIONAL EDUCATION POLICY (NEP) 2020: TRANSFORMING SKILL DEVELOPMENT IN INDIA

THE NATIONAL EDUCATION POLICY (NEP) 2020: TRANSFORMING SKILL DEVELOPMENT IN INDIA

INCLUSIVITY IN HIGHER EDUCATION: ANALYSING THE IMPLEMENTATION OF NEP 2020 FOR MARGINALIZED COMMUNITIES IN INDIA

This study examines the implementation of the National Education Policy (NEP) 2020 and its impact on inclusivity in higher education for marginalized communities in Punjab, India. The research employs a qualitative case study approach, focusing on three districts—Amritsar, Ferozepur, and Moga—through semi-structured interviews with 50 stakeholders, including students, educators, and local government officials. Key findings reveal significant challenges in access to higher education, including financial barriers, inadequate digital infrastructure, and limited language support, which continue to hinder the inclusivity goals of NEP 2020. While there is a positive perception of scholarship schemes, their availability and complexity of access remain concerns. The curriculum is still perceived as elitist, and the support for marginalized students is viewed as insufficient. Implementation barriers such as inadequate educator training, bureaucratic delays, and awareness gaps further complicate the policy's effectiveness. However, success factors like community engagement, proactive local governance, and the use of digital learning platforms demonstrate potential areas for improvement. The study underscores the need for targeted interventions, increased financial support, and enhanced training to address these challenges. The findings provide empirical evidence to inform policy adjustments, ensuring that NEP 2020 fulfills its promise of creating an inclusive and equitable education system for all.

The Solo Broadcast Journalism Practices from an Industry Perspective

Social networking is a rapidly growing source of news in broadcast journalism. Broadcast journalism is facing a continuing decline in electronic media circulation and social media changes. The concept of online convergence in broadcast journalism has become a news trend on social media. Solo broadcast journalism and social media are becoming practices in news organisations today. Therefore, this article aims to identify the practices of solo broadcast journalism from an industry practitioner’s perspective. A qualitative methodological approach was used in this study. Face-to-face interviews were conducted with eight informants who practised solo broadcast journalism. The data were analysed thematically. The results showed that production tasks, location reviews, good time management, relationships with the community, preparation tasks, and comfortable places are among the concepts of practising solo broadcast journalism in news organisations. The findings of this study show that journalists practice solo broadcast journalism to get news in line with the development of digital media today. The findings of this study are expected to benefit the National ICT Agenda on National Broadband Policy from the perspective of newspaper organisations in expanding the use of technology in the distribution and publication of stories for news. The findings of this study will help make appropriate adjustments to develop human capital by integrating broadcast journalism practices with technology-assisted work in solo broadcast journalism. In addition, this study is also significant to the National Education Policy. The study will impact the educational curriculum of broadcast journalism by introducing changes in line with the development of solo broadcast journalism. Keywords: Practice, solo broadcast journalism, industry practitioner, Industrial Revolution 4.0, social media.

Harmonizing the BCG model with logic of curriculum and maxims of teaching for maximizing effective teaching-learning

The Bio-Circular Green Economy Model introduced by Thailand aims to create a sustainable, inclusive society, economy and environment, through application of science, technology and innovation, using Thailand’s comparative advantage in biological and cultural diversity into competitive advantage. The importance of BCG model encompasses every country that aims to thrive through a culture of equity, inclusion and sustainability. India being one such country which does have a comparative advantage of cultural and environmental diversity, there lies need to promote equity, inclusion, innovation, economic and cultural responsiveness in its society. Educational scenario in India had showcased teachers as entities who tend to control the students and pour knowledge into them. The primary goal of every teaching learning process is maximum outcome of learning which includes behaviour modification, and therefore the maxims of teaching are the general principles which guides every teacher to manage their classroom effectively, with maximum participation of learners, invocation of sustainability and inclusiveness, as well as self-motivated learning taking place. An effective teacher is a facilitator, who uses the maxims to maximize the learning outcome keeping the outcome in congruence with the BCG Model. National Education Policy 2020 has laid down various pedagogical strategies that suits the logic of the curriculum structure. The logic is based on psychological aspects of growth and development. Hence, this study aims at seeking a relation between BCG Model and logic of Curriculum Instruction to intensify the learning outcome through application of Maxims of Teaching within the classroom by adopting thematic analysis.

Skill- Based Education in an Industrial city of Pakistan

In this study, the need for Skill- based education at secondary school level in Pakistan was analyzed with a focus on local need of the areas. The research examined the integration of skill-related subjects in secondary school curricula and investigated the skill set required in the industrial sector. To understand the current situation, government policies were reviewed and major challenges in implementing skill- based education were highlighted. It was a qualitative research with an exploratory research design. Tehsil Gujranwala was the selected study area. Elite interviews with representatives of business, Technical Education and Vocational Training Authority (TEVTA), and Gujranwala school heads were conducted to gather data. Three documents were analyzed i.e., textbooks of technical courses taught at secondary school level, National Education Policy 2017, and the Punjab Growth Strategy 2018. The results painted a bleak picture of the state of skill- based education in the country. All the stakeholders involved lacked ambition, communication, and teamwork. The objectives of government initiatives have not been met because of poor management of resources and misuse of finances. The respondents suggested that the media and NGOs might help to emphasize the value of skill- based education pertaining to the local needs. It was crucial to modify the curriculum to incorporate skill- based education into general education for the benefit of individuals, society, and ultimately socioeconomic development at national level.

AN ANALYSIS ON ACCOUNTING EDUCATION AND NATIONAL EDUCATION POLICY RESEARCH

AN ANALYSIS ON ACCOUNTING EDUCATION AND NATIONAL EDUCATION POLICY RESEARCH

The Evolving Landscape of Employability and the Promise of NEP 2020

The New Education Policy (NEP) 2020 is a comprehensive education policy that aims to transform the Indian education system. One of the key goals of the NEP is to enhance the employability of graduates. This paper explores the challenges posed by the current system, and the key elements of the National Education Policy (NEP) that affect employability, particularly in India's revised education system. The paper also examines the potential impact of NEP on new job creation. The aim is to provide insights that can help maximize the effectiveness of NEP in enhancing graduate employability. Keywords: NEP, employability, graduates

Working with constructs of inclusion for understanding teachers’ literacy practices and their impact on student learning

ABSTRACT The paper explores teachers’ language literacy practices in underprivileged, inner-city schools in Athens, Greece, and their implications for student learning and educational inclusion. The current developments of global/European and national education policy agendas on literacy and inclusion inform the research questions of the study. Bernstein’s theory of pedagogic discourse frames our analysis on the reproduction of social inequalities through schooling and informs our discussion on the discursive means and the pedagogic practices for their interruption. Findings, based on interview data and classroom observations, indicate that global discourses on inclusion, (re)articulated in the disadvantaged school settings of the study, invest the notion of inclusion with three different meanings: a. inclusion as assimilation and absorption into the dominant culture and society; b. inclusion as therapy for students’ emotional ‘traumas’; and c. inclusion as recognition of difference. We argue that these constructs of inclusion shape teaching practices that either promote or undermine student learning and empowerment.

National Education Policy 2020 with Reference to Chemistry Education

India's "demographic dividend" offers a strong foundation for investigating a multitude of opportunities in the domains of research and education, particularly following the approval of the new National Education Policy (NEP) in 2020. With a focus on experiential learning and higher-order thinking skills, NEP 2020 proposed radical changes to the educational system at both the high school and college levels. Other changes included teacher training, innovative and technique-based pedagogy, online learning, and a completely new academic structure. We have examined a concise overview of the current state of chemistry education and research in India, taking into account these suggested modifications to the educational system. Studies have shown that an increasing number of students are opting to major in science, with chemistry being the most popular choice, accounting for almost 20% of all scientific PhDs granted in India. The significance and caliber of Indian research publications were also discussed. We finally examined the issues that India's chemical education system faces and investigated potential solutions based on the recently approved NEP in order to maximize the country's potential for chemical education and research

A Study on NEP 2020: for Higher Education

The government produced a policy paper on July 29, 2020, and it covers every aspect of education, which is really amazing. The statement pledges to foster multilingualism and the power of language, transmit fundamental literacy and numeracy, and work towards India's transformation into a worldwide knowledge power.Govida (2020) According to Article 45 of Part IV of the Indian Constitution and Article 39 (f) of the Directive Principles of State Policy (DPSP), there is provision for state-funded and equitable and accessible education. The 42nd Amendment to the Constitution in 1976 moved education from the State to the Concurrent List. The education policies by the Central government provide a broad direction and state governments are expected to follow it. But it is not mandatory, for instance Tamil Nadu does not follow the three-language formula prescribed by the first education policy in 1968. The 86th Amendment in 2002 made education an enforceable right under Article 21-A. Education is the only and most effective way to achieve social equality and fairness. Having an education system that values equality and inclusivity is not just important on its own, but it also leads to a society that is fair and inclusive. It is crucial that everyone has the opportunity to pursue their dreams, value their existence, and contribute to the well-being of the nation. The strength of the Indian education system lies in its ability to overcome the obstacles of a child's birth or background, allowing them to progress and grow. This principle reinforces this idea. The main goals of all educational efforts should be to ensure access to education, encourage participation, and reduce the impact of social class through innovative practices. Affordability, accessibility, quality, equity, and accountability are the main areas of concentration for the National Educational Policy 2020 in order to guarantee lifetime learning