Author: Dr. Rina Mondal
DOI Link: https://doi.org/10.70798/Bijmrd/04010039
Abstract: The transformation of educational systems has become a global priority in the twenty-first century as societies increasingly require learners who possess critical thinking, creativity, problem-solving ability, and practical knowledge. The National Education Policy 2020 introduces a significant shift in the philosophy of Indian education by emphasizing experiential learning and competency-based education. These approaches move away from traditional rote memorization and promote deeper understanding, application of knowledge, and holistic development of learners. Experiential learning focuses on learning through active engagement, reflection, and real-life experiences, while competency-based education aims at developing measurable skills and abilities that enable students to apply knowledge effectively in real-world contexts. The policy proposes curriculum restructuring, flexible learning pathways, interdisciplinary approaches, and innovative assessment systems to support these objectives. This research article critically examines the conceptual foundations, objectives, implementation strategies, and potential challenges of experiential learning and competency-based education within the framework of NEP 2020. The article also explores the implications of these reforms for teachers, learners, curriculum design, and assessment practices. Through a comprehensive analysis, the study highlights how these educational approaches can contribute to developing competent, innovative, and socially responsible citizens capable of addressing contemporary global challenges.
Keywords: Experiential Learning, Competency-Based Education, NEP 2020, Educational Reform, Skill Development.
Page No: 288-295