Implementation of the National Education Policy 2020 in School Education: A Critical and Evaluative Assessment
Acceptance: 16/07/2026
Published: 28/08/2026
Abstract
The National Education Policy (NEP) 2020 represents a radical change from the existing education system in India which is more input- and examination-oriented, to a new one, which is learning-, competency-, equality-, and holistic development-oriented. In this study, implementation of NEP 2020 will be critically and analytically reviewed and the following aspects would be taken into consideration: FLN, curriculum and pedagogy, teacher preparedness, assessment, digital education, multilingualism, ECCE, vocational education, equality and inclusion, and governance. This study will follow a descriptive, analytical and evaluative approach through secondary sources such as policies, reports, international reports, and research articles. The analysis of the problem is mainly centered on the connection between the goals of the policy, ways of its implementation, accomplishments, and shortcomings. Based on the findings, it can be said that there are quite a few developments that were triggered by NEP 2020 in relation to implementation, including NIPUN Bharat, teacher's training programs, digital platforms, and curriculum changes. Foundational Literacy and Numeracy turn into one of those domains where the greatest accomplishments have been made. Teacher readiness becomes a key constraint, as training and knowledge of the policy may not automatically translate into shifts in classroom practices. Moreover, curriculum and assessment reform policies face constant pressure from exams, while the extent of digitization policies is limited by existing disparities in device access, internet and digital literacy. Multilingual education, ECCE and vocational education have a lot of potential, but must be provided with enough resources and be locally contextualized. Overall, it can be said that NEP 2020 went beyond policymaking, but education reform has not been fully achieved.
Keynote: National Education Policy 2020; Foundational Literacy and Numeracy; Teacher Preparedness; Digital Education; Educational Equity and Inclusion
Author Name:
Dr. Jayanta Doley & Dr. Devasish Hazarika
Pages:
117-132
DOI Number:
10.5281/zenodo.22104206
Keyword:
National Education Policy 2020; Foundational Literacy and Numeracy; Teacher Preparedness; Digital Education; Educational Equity and Inclusion
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Writer Name
Dr. Jayanta Doley & Dr. Devasish Hazarika
Pages
117-132
DOI Numbers
10.5281/zenodo.22104206
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