Author: Ashis Deb & Prof. (Dr.) Prem Shankar Srivastava
DOI Link: https://doi.org/10.70798/Bijmrd/03121006
Abstract: With a focus on inclusive, competency-based, and holistic learning, the National Education Policy 2020 proposes a revolutionary framework for the Indian educational system, this conceptual study investigates how teacher education reforms, gender, and family status relate to the growth of English language proficiency among secondary school pupils. The goal of the study is to critically examine how NEP 2020- driven teacher training programs and pedagogical innovations can help students develop their cognitive, affective, and behavioural skills as well as how family-related elements like birth order, parental involvement, and sociocultural context may influence these results. In order to figure out how NEP 2020 fosters 21st century skills like communication, critical thinking, creativity, teamwork, and character development, the study synthesises pertinent literature, policy documents, and theoretical frameworks using a conceptual and analytical methodology. In order to link teacher education changes with student-centered, competency-based learning as envisioned by NEP 2020, the study offers insights to policymakers, teacher educators, and families.
Keywords: NEP 2020, Teacher Education Reforms, Secondary School Students, English Language Competency, Family Position, Gender Influence, 21st Century Skills, Competency-Based Learning, Conceptual Study.
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