Author: Dr. Sourav Manna

DOI Link: https://doi.org/10.70798/Bijmrd/04070001

Abstract:

This research demonstrates the significance of schooling and the position of an educator in training by comparing the educational frameworks of two distinct eras. Throughout the Vedic era, the educator was the guru, an individual who eradicates darkness from the lives of pupils, and schooling was more centred on values. In contemporary times, an educator functions as a facilitator, one who guides the journey of knowledge creation. Today, schooling is centred on outcomes. There is a significant philosophical shift that took place between these two eras.

This article examines in depth the student-teacher bond, core tenets of schooling, objectives, curriculum, instructional strategies, the position of the educator, student discipline frameworks, and the institutional setups of these eras. The research suggests that instructing was once a noble service but is currently regarded as a career path. As a service, instructing maintained an immediate tie with the actual world, and educators were honoured by all segments of civilization. When it transformed into one of many careers, it began to be viewed as a routine task to secure a livelihood. In brief, wisdom was once an element of power but is currently an economic tool. If schooling is intended to nurture a pupil’s talents to shape him/her into a balanced individual, then the purpose of schooling must be outlined in an unambiguous manner. Otherwise, in an intricate civilization, living will turn too complicated to gain the potential advantages of schooling.

Keywords: Vedic Education, Educational Evolution, Educational Evolution, Modern Education System

Page No: 1-9

Author: Dr. Pawan Kumar

DOI Link: https://doi.org/10.70798/Bijmrd/04070002

Abstract: Soreng District, carved out as a separate district in 2021 and nestled in the western hills of Sikkim, with its pristine Himalayan environment, organic farming traditions, Buddhist spiritual heritage, and emerging community-based tourism model, provides a unique landscape for developing this niche sector.

Keywords: Medical Tourism, Wellness, Soreng District, Global Wellness Institute (GWI).

Page No: 10-21

Author: Jageshwar Prasad Yadav & Dr. Manoj Kumar Sia

DOI Link: https://doi.org/10.70798/Bijmrd/04070003

Abstract: The Micro, Small and Medium Enterprises (MSMEs) sector plays a pivotal role in economic development by generating employment, promoting entrepreneurship, and contributing significantly to regional and national income. However, the outbreak of the COVID-19 pandemic and the subsequent lockdown measures posed unprecedented challenges to MSMEs across India. This study examines the economic impact of COVID-19 on MSMEs in Surguja District of Chhattisgarh. The research aims to assess the extent of disruptions experienced by MSMEs in terms of production, sales, employment, income, supply chains, and financial stability during the pandemic period. The study is based on primary data collected from selected MSME units operating in manufacturing, service, and trade sectors through structured questionnaires and interviews. Descriptive and analytical methods have been employed to analyze the data. The findings reveal that a majority of MSMEs faced severe economic distress due to prolonged business closures, reduced consumer demand, disruptions in the supply of raw materials, labor shortages, and liquidity constraints. Many enterprises reported substantial declines in revenue and profitability, leading to workforce reductions and temporary suspension of operations. Despite these challenges, some MSMEs adopted digital technologies, online marketing strategies, and innovative business practices to sustain their activities. Government support measures, including financial assistance, credit facilities, and relief packages, provided partial support but were insufficient to fully mitigate the adverse impacts on small enterprises. The findings offer valuable insights for policymakers, development practitioners, and stakeholders concerned with MSME development and economic resilience in emerging regional economies.

Keywords: COVID-19, MSMEs, Economic Impact, Business Resilience, Employment, Financial Stability, Supply Chain Disruptions, Digital Transformation, Surguja District, Chhattisgarh.

Page No: 22-29

Author: Anwesha Acharya1 & Dr. Rashmi Raikumar

DOI Link: https://doi.org/10.70798/Bijmrd/04070004

Abstract: Arthur Miller’s Death of a Salesman (1949) is one of the most significant modern American dramas dealing with family relationships, individual identity, social expectations, and the failure of the American Dream. The play presents the Loman family as a domestic space in which personal aspirations, emotional dependence, economic insecurity, and conflicting definitions of success intersect. Willy Loman’s identity is constructed around his belief in popularity, professional success, material prosperity, and the approval of others. His inability to achieve these ideals produces a profound identity crisis that affects his relationships with his wife, Linda, and his sons, Biff and Happy. Biff’s struggle is particularly significant because his rejection of Willy’s values represents an attempt to construct an authentic identity independent of social expectations. Happy, in contrast, continues to reproduce many of his father’s illusions. Linda attempts to preserve the emotional unity of the family, but her loyalty also contributes to the continuation of Willy’s self-deception. Through these relationships, Miller demonstrates that identity is not formed in isolation but is continuously shaped by family expectations and social pressures. The present article examines the relationship between family, identity, individual struggle, masculinity, the American Dream, generational conflict, and modern tragedy in Death of a Salesman. It argues that Miller transforms the Loman household into a symbolic representation of a society in which personal worth is increasingly measured through economic achievement, social recognition, and external appearances.

Keywords: Arthur Miller, Death of a Salesman, Family Relationships, Identity Crisis, Individual Struggle, American Dream, Modern Tragedy.

Page No: 30-37

Author: Pinaki Barmon

DOI Link: https://doi.org/10.70798/Bijmrd/04070005

Abstract: The National Education Policy (NEP) 2020 envisions a transformative framework for higher education in India, emphasizing holistic learning, multidisciplinary approaches, research orientation, and skill development to foster a Viksit Bharat (Developed India). This study examines the implementation of NEP 2020 in contemporary Indian universities, focusing on the alignment between policy objectives and practical realities. Using a qualitative approach, including analysis of policy documents, institutional reports, and scholarly literature, the research investigates the challenges and opportunities in operationalizing the NEP’s provisions, such as curriculum restructuring, integration of technology, teacher preparedness, and student-centered pedagogy. The findings reveal that while NEP 2020 provides a robust blueprint for academic excellence and socio-economic development, its successful implementation requires strategic planning, resource allocation, capacity building, and stakeholder engagement. The study highlights that bridging the gap between policy and practice is crucial for enhancing the quality, relevance, and accessibility of higher education, thereby contributing to national development. Ultimately, universities that effectively adopt NEP 2020 guidelines can become pivotal agents of innovation, skill generation, and inclusive growth, reinforcing India’s vision of becoming a globally competitive knowledge society.

Keywords: NEP 2020, Higher Education Implementation, National Development, Curriculum Innovation, Policy-Practice Integration.

Page No: 38-42

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