Author: Dr. Pankaj Kumar Paul
DOI Link: https://doi.org/10.70798/Bijmrd/04070006
Abstract: The National Education Policy (NEP) 2020 represents a major restructuring of India’s education system, covering school education, higher education, teacher education, vocational learning, assessment, research, technology, and educational governance. Its vision emphasizes holistic and multidisciplinary learning, foundational literacy and numeracy, flexibility in curricular choices, skill development, inclusion, Indian knowledge systems, and greater integration of technology. However, translating an ambitious policy framework into educational practice remains complex because implementation occurs across diverse institutional, linguistic, socio-economic, technological, and regional contexts. This qualitative study examines NEP 2020 through the interconnected dimensions of policy, practice, and implementation challenges. A documentary qualitative approach was adopted using the policy document, government implementation materials, scholarly literature, and recent evidence concerning implementation. The analysis is organized around four objectives: examining the major policy provisions of NEP 2020; analysing their translation into educational practice; identifying institutional, human, financial, technological, and socioeconomic challenges; and suggesting strategies for strengthening implementation. The findings indicate that NEP 2020 provides considerable opportunities for curricular flexibility, multidisciplinary education, vocational integration, competency-based assessment, digital learning, research, and inclusive education. Nevertheless, gaps between policy aspirations and institutional capacity remain significant. Teacher preparedness, infrastructure, funding, digital inequality, curriculum and textbook alignment, intergovernmental coordination, regulatory complexity, and uneven institutional readiness can constrain implementation. Recent evidence also indicates that adoption of reforms across higher education institutions remains uneven. The study concludes that the success of NEP 2020 depends less on policy formulation alone and more on sustained financing, contextual implementation, teacher development, institutional autonomy with accountability, cooperative federalism, and continuous monitoring.
Keywords: National Education Policy 2020; Educational Policy; Policy Implementation; Educational Reform; Multidisciplinary Education; Teacher Education; Digital Education; Educational Equity.
Page No: 43-50