Author: Dr. Bimal Mandal
DOI Link: https://doi.org/10.70798/Bijmrd/04030048
Abstract: The National Education Policy (NEP) 2020 represents a landmark reform in India’s education system, aiming to transform school education through inclusivity, equity, and holistic development. This study examines the implementation of NEP 2020 in school education, focusing on challenges and prospects, using a qualitative approach based on secondary data. Policy documents, government reports, and recent academic studies reveal that while NEP 2020 has generated optimism, its practical execution faces significant hurdles. Rural–urban disparities, infrastructural gaps, teacher shortages, and the digital divide continue to limit equitable access. Secondary data highlights that many schools, particularly in rural areas, struggle to adopt new curricular frameworks, competency-based learning, and digital integration due to resource constraints. At the same time, urban schools, though better equipped, face challenges of overcrowding and adapting to inclusive practices for diverse learners. The study also identifies prospects: NEP 2020 provides opportunities for integrating technology, promoting experiential learning, and strengthening foundational literacy and numeracy. It emphasizes teacher training, community participation, and flexible curricula that can empower students across contexts. However, successful implementation requires sustained investment, effective monitoring, and context-sensitive strategies that address sociocultural realities. By synthesizing secondary data, this study argues that NEP 2020’s vision can only be realized if systemic barriers are addressed alongside innovative practices. Ultimately, the findings highlight that the policy’s success depends on bridging gaps between vision and ground realities, ensuring that reforms translate into meaningful educational experiences for all children.
Keywords: National Education Policy 2020, School Education in India, Policy Implementation, Equity And Access, Rural–Urban Disparities, Digital Divide.
Page No: 379-385