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![Various educational stages to be implemented according to NEP 2020 [1]](publication/347395362/figure/tbl1/AS:1010911699533825@1618031539526/Various-educational-stages-to-be-implemented-according-to-NEP-2020-1_Q320.jpg)
Well defined and futuristic education policy is essential for a country at school and college levels due to the reason that education leads to economic and social progress. India with the leadership of its current prime minister and an expert team with members of varied backgrounds has developed and planned to implement a new education policy durin...
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... NEP 2020 replaces its predecessor NPE 1986 to become the third national policy on education, emerging after a significant thirty-four-year gap. A committee led by former ISRO chairman K. Kasturirangan prepared the draft for the new education policy in 2019 (Aithal & Aithal, 2020). The draft prepared by the committee, after a rigorous review, was adopted by the Central government in July 2020, which came to be known as the National Education Policy, 2020 (NEP2020). ...
This research paper critically analyzes the evolution of higher education policies in India through a comparative examination of the National Policy on Education NPE 1968 the National Policy on Education NPE 1986 and its 1992 revision, and the latest National Education Policy 2020 NEP 2020. It assesses the novelty of NEP 2020 explores the shortcomings of the current higher education landscape in India, and scrutinizes how the proposed reforms seek to tackle these issues. NEP 2020 represents a significant departure from its predecessors, emphasizing a multidisciplinary approach, flexibility, research orientation, and skill enhancement. This study underscores the transformative potential of NEP 2020 and emphasizes the importance of effective implementation and ongoing evaluation to achieve substantial reforms in India's higher education sector.
... It proposes several reforms to empower teachers and 'restore the high respect and status' to this profession hoping that it would eventually attract the best minds and talent to choose teaching as their profession (Alam, 2022). The systematic implementation of the proposed policies by creating multi-disciplinary, degree offering, autonomous higher education institutions with students belonging to different disciplines at UG, PG, and research levels guided by highly focused and committed teachers as the intellectual property will create an atmosphere of innovative and lateral thinking (Aithal, 2020). Globally Competitive: It prepared the students for employment opportunities addressing the needs of the global service economy market. ...
... It proposes several reforms to empower teachers and 'restore the high respect and status' to this profession hoping that it would eventually attract the best minds and talent to choose teaching as their profession (Alam, 2022). The systematic implementation of the proposed policies by creating multi-disciplinary, degree offering, autonomous higher education institutions with students belonging to different disciplines at UG, PG, and research levels guided by highly focused and committed teachers as the intellectual property will create an atmosphere of innovative and lateral thinking (Aithal, 2020). Globally Competitive: It prepared the students for employment opportunities addressing the needs of the global service economy market. ...
... It proposes several reforms to empower teachers and 'restore the high respect and status' to this profession hoping that it would eventually attract the best minds and talent to choose teaching as their profession (Alam, 2022). The systematic implementation of the proposed policies by creating multi-disciplinary, degree offering, autonomous higher education institutions with students belonging to different disciplines at UG, PG, and research levels guided by highly focused and committed teachers as the intellectual property will create an atmosphere of innovative and lateral thinking (Aithal, 2020). Globally Competitive: It prepared the students for employment opportunities addressing the needs of the global service economy market. ...
On 29th July 2020 Government of India released 66 pages document which is very impressive in its extensiveness of its coverage and touching all dimensions of education. The purpose behind this is to transforming India into the global knowledge power. The document promises to promote multi–lingualism and the power of language, impart foundational literacy and numeracy, and achieve universal access to all levels of learning. It also guarantees good governance, autonomy and empowerment (Govinda, 2020). It proposes the rearrangement of school curricular and pedagogical structure, the reorganization of teachers education; a new institutional architecture for higher education and a ‘light but tight’ system of regulation and monitoring of school and higher education (Batra, 2020). The society has become more powerful by making higher education more comprehensive, flexible, multi-sectorial, and tailored to the needs of the 21st century and aimed at unleashing the unique potential of each student. National Education Policy, 2020 (NEP) is the framework wait till the strategies and the program of action are fully articulated; there are plenty of low hanging fruits among possible initiatives that need no additional investment (Menon, 2020). Implementation of NEP to cause a significant change in the education system needs escalation of academic, logistic and financial commitments from all stakeholders (Yenugu, 2022). The purpose of the study is to analyze the attitude of teachers and students towards NEP 2020 and implementation based challenges. Meta-analysis was used to summarize the results of independent studies. 30 studies were included which were published in PubMed, Embase, Scopus, Web of Science, and Google Scholar. Findings indicate that teachers and students revealing positive perception in the context of in enhancing quality education however they envisages the challenges of availability of resources, technological infrastructure and training etc.
Keywords: Education, Meta-analysis, Policy, Students, Teacher
... What kind of teaching is synergy. Applying what has been designed by the government is indeed the task of educators where in carrying it out, it must reflect what is documented in the curriculum, how the implementation method is, and of course, requires a pattern or evaluation to see success or not (S & Aithal, 2020). ...
This articles aims to gain an in-depth knowledge of the human resources of “Kurikulum Merdeka Belajar” design to the implementation capability in the classroom, especially what has been and has not been implemented in the course of Indonesian education. The researchers has obtained several data that have collected from various sources such as book publications, journal publications, and other newspapers that discuss issues of an independent curriculum as well as its implementation and output. The researchers analyzed under a phenomenological approach, a technique where to get a phenomenal answer from a large amount of data to answer the issues of this study. The research used coding the data, evaluating in-depth data, and interpreting the data. Hence, the researchers could draw conclusions that answered the problem validly. The result showed that the human resources in Indonesian, independent from curriculum design to implementation in schools, found significant obstacles where the government was successful in designing the curriculum but it was constrained in implementation. It can be seen quite a lot has been achieved and a lot has not been achieved. Thus these results were helpful for the subsequent study. Keywords: Human Resource, Kurikulum Merdeka, Implementation Kurikulum Merdeka
... There is a vital need to relook at the quality criteria, access, infrastructure, financial resources, relevance, equity, and finally the readiness of higher education for accomplishing India's future requirements. India is burdened by various challenges and threats in higher education but foremost importance should be given to tackle these challenges and boost higher education for its future growth and raising its per capita GDP [21]. ...
Purpose: An analysis of Higher education in India gives insight into its present system, the transformation it has undergone and its future outlook. In this paper, we have made an honest attempt to understand the system, constitution, transformation, opportunities and challenges, and to offer necessary suggestions. Design/Methodology/Approach: It is a qualitative conceptual study, based on secondary data. Secondary data is collected from websites, research papers, journals, articles, various surveys & Government reports. This study includes discussion with experts from the field of Higher education. Findings/Result: Based on detail analysis of the constitution, transformation, NEP 2020 for a futuristic outlook in Indian Higher Education, SWOT analysis and challenges. There is a crucial need to relook at the financial funds, access and equity. To boost higher education in India, it is necessary to adopt strategic approach for tackling the various challenges. Originality/Value: This paper analyses and interprets the transformation of Indian Higher Education system with reference to its constitutions, SWOT analysis and challenges. Based on the detail analysis new suggestions has been recommended. Paper Type: A study on transformation of Indian Higher Education system: Present Scenario and Future Outlook.
... (7) Research productivity of an organization of higher education that has the dual responsibility of teaching & research can be improved by providing additional incentive-based faculty compensation that stimulates faculty members to teamwork by dedicating more time and resources to research activities [34][35]. Such annual performance based compensation can enhance faculty contribution for research and publication [36][37][38]. (8) While observing deep into allotted credits for individual key indicators by comparing self-study reports of these universities, there is a discrepancy between the universities either due to errors included by different expert team inspection or due to intentional priorities given to some universities by the NAAC office due to reasons like brand image, lobby, influence, or any other black ocean strategy of these universities [39]. (9) The average annual research index of the Vice-chancellors/Directors of these universities (Table 19) is found to be low against the general requirement [32]. ...
Background/Purpose: Developing and Maintaining quality in higher education is an essential aspect of the sustainability of universities. National Assessment and Accreditation Council (NAAC), India has developed a new model of HEIs assessment and accreditation from July 2017. Based on its assessment, NAAC announces the final result in the form of Cumulative Grade Point Average (CGPA) between 0 to 4.0, which is a combination of evaluation of qualitative and quantitative metrics with three parts including peer team report, graphical representation based on quantitative metric, and institutional grade sheet. Out of more than 380 universities assessment out of about 950 universities as on 30/042021, only 9 universities have been graded as A++ letter grade by NAAC. Objectives: Study on Criteria wise performance of top nine A++ scored Indian Universities according to NAAC Accreditation, full scores obtained in various criteria with reasons, compare research performance and analyse it using ABC model of research productivity, the effect of organizational leaders as role models on the research output, and to critically analyse the organizational SWOC based on NAAC data and outcome. Design/Methodology/Approach: Analysis of information collected from self-study reports of NAAC A++ graded universities, comparing and analyzing criteria wise, and analyzing research productivity of these universities and their leaders using ABC model of annual Research performance framework. Findings/Result: Out of nine NAAC A++ graded universities, five universities got full scores in the Curricular Aspects criterion. The universities are ranked based on their overall scores in the accreditation process. Based on the scores obtained in different criteria, the strengths and weaknesses of these universities are studied. These nine universities are further ranked based on their annual research performance and the leaders/Vice-chancellors research annual research productivity by considering the last five years research productivity. It is observed that many vice-chancellors failed to contribute to universities research outcomes as role models and motivators to other researchers of these universities. A comparative study on research performance-based grading is found to be ambiguous and little disparity is observed on key indicator-based university grading. Based on observations, some general recommendations are suggested.
... NEP 2020 allows flexibility for the learners to select their learning programs and trajectories depending on their ability, passion and focus [52]. It obviates the barriers between curricular and extra-curricular activities, sciences and arts, academic and vocational to ensure integrating inputs of knowledge. ...
Purpose: The New Education Policy (NEP-2020) aimed to revitalize the early childhood care and education (ECCE) program as ≈ 85 % of child’s cumulative brain proliferation occurs prior to 6 years. This initiative is made with special emphasis for socio-economically disadvantaged background communities to ensure better paradigm development of each preschooler. It will allow each child to flourish in life and enhance its skills to give better output in the future and be a useful citizen for the nation. Current digital India and Atma Nirbhar Bharat make it imperative to revitalize each member of the community with mandatory basic skills. For instance, basic financial transactions, online job application forms, electricity bills, fee payments, home shopping, and many more. The pandemic situation has amended the turmoil among the community, which again necessitates basic learning among people. India had made a remarkable stride through initiatives like “Right to Education Act” and “Sarva Shiksha Abhiyan” to ensure the maximum spread of literacy across the nation. With the current unprecedented scenario, a spurring behavior needs to be established to identify key features of NEP-2020, its role, implication, future impact and role of various stakeholders associated. The Present review aims to understand an imperative approach of NEP-2020 towards preschooler’s development and its significance for disadvantaged groups and non-literate members of the community. Design: Identifying the significance of preschool education programs and implementation strategies proposed by NEP 2020. Originality/ Value: The positive impact of NEP-2020 in the development of foundation skills of preschoolers and spread of ECCE program to each section of community to ensure well development of preschooler’s stage. Paper type: Review article.
The Educational Framework for Global Citizenship in higher education published by the University Grant Commission in 2022, also recognized the value of integration in the global education development agenda, as reflected in the goal of SDGs-4. The National Education Policy 2020 released by the Government of India, emphasized the foundational stones for integrating SDGs into teaching, research, and higher educational institutions of India. The suggested pillars of NEP 2020 define access, equity, quality, affordability, and accountability in close alignment with the notion of sustainable learning. So, this study will try to identify: how can HEIs adapt to contribute to realizing the concerns of the SDGs? 2. How can higher educational institutions accomplish the SDGs in all key strategies such as policies, curriculum, governance, and administrative aspects that are embedded in NEP 2020.Thus, this chapter can also be considered a policy implementation of NEP 2020 with reference to the goal of sustainable development.
Course Outcome Analysis (COA) is a crucial tool in Indian higher education, enhancing educational quality and aligning programs with industry standards. It defines measurable learning outcomes, promotes student-centered learning, and ensures transparency between curriculum, assessment, and learning objectives. The College of Advanced Studies (COA) is a system aiming to improve student performance and achievement by aligning teaching practices with learning outcomes and developing effective assessments. It also enhances students' employability and qualifications. Despite facing challenges like resistance, resource limitations, standardization issues, and equity concerns, COA has the potential to revolutionize Indian higher education by enhancing quality, preparing students for the modern world, and addressing equity and inclusive concerns.
