Abstract

The National Education Policy (NEP) 2020 positions equity and inclusion as the foundation of India’s educational transformation, emphasizing the upliftment of Socially and Economically Disadvantaged Groups (SEDGs)—a category that encompasses Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backward Classes (OBC). This research presents a detailed policy-oriented review of the mechanisms through which NEP 2020 attempts to counteract caste-based inequalities in education. It synthesizes insights drawn from official policy documents, national education databases, implementation frameworks, and critical academic interpretations. Employing a desk-based analytical approach involving policy document evaluation and secondary data analysis (using UDISE+ and AISHE datasets), this study explores: (a) the principal policy provisions designed to reduce learning barriers for SC/ST/OBC learners—such as Special Education Zones, SEDG support cells, targeted scholarships, Early Childhood Care and Education (ECCE), and mother-tongue-based instruction; (b) the innovative strengths and progressive dimensions of NEP 2020; (c) persisting challenges related to implementation, particularly regarding affirmative action, financial allocation, monitoring mechanisms, and the absence of caste-specific indicators; and (d) policy-level recommendations to bridge these gaps. The analysis indicates that although NEP 2020 presents a forward-looking framework for inclusive education, the achievement of tangible, caste-sensitive outcomes will depend on: (i) the establishment of caste-disaggregated indicators and publicly accessible progress dashboards, (ii) assured and protected financial support for SEDG interventions, (iii) legal precision concerning reservation and equity measures within new institutional structures, and (iv) independent, transparent systems for monitoring and evaluation. The study concludes that the successful realization of NEP 2020’s inclusive vision requires moving beyond aspirational commitments towards concrete, evidence-based improvements in access, retention, and learning outcomes for SC, ST, and OBC learners across school and higher education levels