Transforming Education in India

NEP 2020 and Inclusiveness

Abstract

The present study examines the impact of the National Education Policy (2020) in creating an inclusive society in India by transforming the education system with its vision, goals, recommendations, and intervention schemes. To conclude, the researchers used qualitative and descriptive approaches, focusing on document analysis. Several research questions were formulated, and research objectives were framed accordingly. The objectives were analysed, and conceptual descriptions were provided accordingly. It has been revealed that we can expect to experience a transformed education system in India that is flexible, inclusive, and skill-based shortly. The study identified that the components of an inclusive society in India include systematic social categorization, social, educational, and economic status of underrepresented groups, social disparity, geographical location, socio-economic gaps among different socio-religious groups, socio-economic disadvantaged groups (SEDGs), the female population, disabled or differently -able children and adults and an inclusive school environment. It also finds that social stratification, cultural diversity, external attributions, hierarchical structures, and the marginalization of social groups, including those defined by caste, gender, and disability, are key sources of exclusion. The intervention programs initiated in line with the vision of NEP 2020 represent a positive approach by policymakers. However, they still need to be adequately implemented due to insufficient funds and specific policy implementation issues. Hence, future research on this issue should focus on stakeholder awareness and implementation challenges to find solutions.