1

UNIVERSITY OF MUMBAI

PROJECT REPORT ON

IMPACT OF NEW EDUCATION POLICY ON FUTURE GENERATIONS

PROJECT GUIDES

MR.SHABAB RIZVI

SUBMITTED BY :

SREEJITH PS SREEKUMAR

TYBAF

ROLL NO- 8518

PILLAI COLLEGE OF ARTS, SCIENCE AND COMMERCE

AUTONOMOUS

NEW PANVEL
 2

UNIVERSITY OF MUMBAI

PROJECT REPORT ON

IMPACT OF NEW EDUCATION POLICY ON FUTURE GENERATIONS

PROJECT GUIDES

MR.SHABAB RIZVI

SUBMITTED BY:

SREEJITH PS SREEKUMAR

TYBAF

ROLL NO- 8518

PILLAI COLLEGE OF ARTS, SCIENCE AND COMMERCE

AUTONOMOUS

NEW PANVEL
 3

CERTIFICATE

This is to certify that Mr. Sreejith PS Sreekumar has worked and duly completed his Project
Work for the degree of Bachelor in Commerce (Accounting & Finance) under the Faculty of
Commerce and her/his project is entitled, “Impact of New Education Policy on Future
Generations” under my supervision.

I further certify that the entire work has been done by the learner under my guidance and
that no part of it has been submitted previously for any Degree or Diploma of
any University.

It is his own work and facts reported by her/his personal findings and investigations.

Seal of Name and Signature of Project Guide

the Prof. Shabab Rizvi
College

Date of submission:
19-02-2021
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DECLARATION

I the undersigned Mr. Sreejith PS Sreekumar here by, declare that the work
embodied in this project work titled ―Impact of New Education policy on Future
generations.‖, forms my own contribution to the research work carried out under
the guidance of Prof. Shabab Rizvi is a result of my own research work and has
not been previously submitted to any other University for any other Degree/
Diploma to this or any other University.

Wherever reference has been made to previous works of others, it has been clearly
indicated as such and included in the bibliography.

I, here by further declare that all information of this document has been obtained
and presented in accordance with academic rules and ethical conduct.

Name of the learner

Sreejith PS Sreekumar

Certified by

Prof. Shabab Rizvi

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ACKNOWLEDGMENTS

To list who all have helped me is difficult because they are so numerous and the
depth is so enormous.

I would like to acknowledge the following as being idealistic channels and fresh
dimensions in the completion of this project.

I take this opportunity to thank the University of Mumbai for giving me chance to
do this project.

I would like to thank my Principal, Dr. Gajanan.P.Wader for providing the

necessary facilities required for completion of this project.

I take this opportunity to thank our Coordinator Dr. Abida Khan, for her moral
support and guidance.

I would also like to express my sincere gratitude towards my project guide

Prof. Shabab Rizvi whose guidance and care made the project successful.

I would like to thank my College Library, for having provided various reference
books and magazines related to my project.

Lastly, I would like to thank each and every person who directly or indirectly
helped me in the completion of the project especially my Parents and Peers who
supported me throughout my project.
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INDEX

CHAPTER TITLE PAGE

NUMBER NUMBER

1 INTRODUCTION:
1.1 What is New Education Policy 2020? 8
1.2 Background 9
1.3 Vision 9
1.4 Transforming circular and pedagogical structures 10
1.5 Provisions 10
1.6 Why we need the New Education Policy 2020 14
1.7 Pros and Cons of New Education Policy 2020 17
1.8 The New Education Will be Implemented? 20
1.9 Problems in Current Education System in India 21
1.10 Comparison of National Education policy 1986 & National 23
Education policy 2020
1.11 Online and Digital: Ensuring Equitable use of technology in 26
new education on future generations
1.12 Purpose of New Education Policy 2020 28
1.13 The New Education Policy and the reform it Brings 30
1.14 Early Childhood Education: learning in the formative years 31
1.15 How has the New Education Policy 2020 been received? 33
2

RESEARCH METHODOLOGY
2.1 Meaning 35

2.2 Objectives 35

2.3 Limitations 36

2.4 Selection of Topic Scope 36

2.5 Scope 36

2.6 Significance 37
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2.7 Sample Unit and Sample Size 38

2.8 Tools for Analyzing Data 38
2.8.1 Introduction of Data Analysis Tools 38
2.8.2 Explanation of Data Analysis Tools 38
2.9 Methods of Data Collection 41
2.9.1 Meaning of Data Collection 41
2.9.2 Importance of Data Collection 42
2.9.3 Methods of Data Collection 48
3
LITERATURE REVIEW
3.1meaning of Literature Review 53
3.2 Literature Review on Impact of New Education Policy 2020 on 53
Future Generations
4
DATA ANALYSIS, INTERPRETATION AND
PRESENTATION
4.1 Primary Data 70
4.2 Data interpretation and Analysis 71
4.3 Secondary Data 87
4.4 Data Analysis 88
5
CONCLUSION AND SUGGESTION
5.1 Conclusion 90
5.2 suggestions 92

REFERENCES 94

APPENDIX 97
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CHAPTER 1: INTRODUCTION:

The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet
of India on 29 July 2020, outlines the vision of India's new education system. The new policy
replaces the previous National Policy on Education, 1986. The policy is a comprehensive
framework for elementary education to higher education as well as vocational training in both
rural and urban India. The policy aims to transform India's education system by 2021.

Shortly after the release of the policy, the government clarified that no one will be forced to
study any particular language and that the medium of instruction will not be shifted from English
to any regional language. The language policy in NEP is a broad guideline and advisory in
nature; and it is up to the states, institutions, and schools to decide on implementation.]Education
in India is a Concurrent List subject.

The gap between the current state of learning outcomes and what is required must be bridged
through undertaking major reforms that bring the highest quality, equity, and , and integrity into
the system, from early childhood care and education through higher education. The aim must be
for India to have an education system by 2040 that is second to none, with equitable access to the
highest-quality education for all learners regardless of social or economic background.

1.1.What is the new education policy?

This National Education Policy 2020 is the first education policy of the 21st century and aims to
address the many growing developmental imperatives of our country. This Policy proposes the
revision and revamping of all aspects of the education structure, including its regulation and
governance, to create a new system that is aligned with the aspirational goals of 21st century
education, including SDG4, while building upon India‘s traditions and value systems.
 9

The teacher must be at the centre of the fundamental reforms in the education system. The new
education policy must help re-establish teachers, at all levels, as the most respected and essential
members of our society, because they truly shape our next generation of citizens. It must do
everything to empower teachers and help them to do their job as effectively as possible. The new
education policy must help recruit the very best and brightest to enter the teaching profession at
all levels, by ensuring livelihood, respect, dignity, and autonomy, while also instilling in the
system basic methods of quality control and accountability

1.2 BACKGROUND:

The NEP 2020 replaces the National Policy on Education of 1986.In January 2015; a committee
under former Cabinet Secretary T. S. R. Subramanian started the consultation process for the
New Education Policy. Based on the committee report, in June 2017, the draft NEP was
submitted in 2019 by a panel led by former Indian Space Research Organization (ISRO)
chief Krishnaswamy Kasturirangan. The Draft New Education Policy (DNEP) 2019 was later
released by Ministry of Human Resource Development, followed by a number of public
consultations. T74 Draft NEP was 484 pages.[9] The Ministry undertook a rigorous consultation
process in formulating the draft policy: "Over two lakh suggestions from 2.5 lakh gram
panchayats, 6,600 blocks, 6,000 Urban Local Bodies (ULBs), 676 districts were received."

1.3 VISION:
1. An education system that Contribute to and equitable and vibrant knowledge society by
providing high quality education to all
2. Develops a deep sense of respect towards the fundamental rights duties and constitutional
value bonding with ones country add day conscious awareness of one Harvey and
respoibilities in a changing world
3. Instils skills, values ,and disposition that support responsible commitment to human
rights ,sustainable developments and living and global wellbeing thereby reflecting a
truly global citizen
4. The Policy envisages that the curriculum and pedagogy of our institutions must develop
among the students a deep sense of respect towards the Fundamental Duties and
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Constitutional values, bonding with one‘s country, and a conscious awareness of one‘s
roles and responsibilities in a changing world.

1.4 .Transforming Circular and pedagogical structures

1.5. Provisions

The NEP 2020 enacts numerous changes in India's education policy. It aims to increase state
expenditure on education from around 4% to 6% of the GDP as soon as possible. The changes
and objectives are:

 Languages
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The policy raises the importance of mother tongue and regional languages; medium of
instruction until class 5 and preferably beyond should be in these languages. Sanskrit and foreign
languages will also be given emphasis. The policy also states that no language will be imposed
on the students.

Shortly after the release of the policy, the government clarified that the language policy in NEP
is a broad guideline; and that it was up to the states, institutions and schools to decide the
implementation. A more detailed language strategy would be released in the National
Curriculum Framework in 2021.[ Note was also made that there were already institutions which
had implemented this language policy 60 years ago such as Sardar Patel Vidyalaya. Both the
Education Policy of 1986 and the Right to Education Act, 2009 promoted usage of the mother
tongue too as an advisory guideline.

 School education the "10 + 2" structure will be replaced with "5+3+3+4" model. This will
be implemented as follows:

 Foundational Stage: This is further subdivided into two parts: 3 years

of preschool or anganwadi, followed by classes 1 and 2 in primary school. This will
cover children of ages 3-8 years. The focus of studies will be in activity-based learning.
 Preparatory Stage: Classes 3 to 5, which will cover the ages of 8-11 years. It will
gradually introduce subjects like speaking, reading, writing, physical education,
languages, art, science and mathematics.
 Middle Stage: Classes 6 to 8, covering children between ages 11 and 14. It will introduce
students to the more abstract concepts in subjects of mathematics, sciences, social
sciences, arts and humanities.
 Secondary Stage: Classes 9 to 12, covering the ages of 14-19 years. It is again
subdivided into two parts: classes 9 and 10 covering the first phase while classes 11 and
12 covering the second phase. These 4 years of study are intended to inculcate
multidisciplinary study, coupled with depth and critical thinking. Multiple options of
subjects will be provided.

 Instead of exams being held every academic year, school students will only attend three
exams, in classes 3, 5 and 8.
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 Board exams will be continued to be held for classes 10 and 12 but will be re-designed.
Standards for this will be established by an assessment body, PARAKH. To make them
easier, these exams would be conducted twice a year, with students being offered up to two
attempts. The exam itself would have two parts, namely the objective and the descriptive.

 This policy aims at reducing the curriculum load of students and allowing them to be more
"inter-disciplinary" and "multi-lingual". One example given was "If a student wants to
pursue fashion studies with physics, or if one wants to learn bakery with chemistry, they'll be
allowed to do so. Report cards will be "holistic", offering information about the student's
skills.

 Coding will be introduced from class 6 and experiential learning will be adopted[21]

 The Midday Meal Scheme will be extended to include breakfasts. More focus will be given
to students' health, particularly mental health, through the deployment of counselors and
social workers.]

 Higher education

 It proposes a 4-year multi-disciplinary bachelor's degree in an undergraduate program with

multiple exit options. These will include professional and vocational areas and will be
implemented as follows:
 A certificate after completing 1 year of study
 A diploma after completing 2 years of study
 A Bachelor's degree after completion of a 3-year program
 A 4-year multidisciplinary Bachelor's degree (the preferred option)

 MPhil (Masters of Philosophy) courses are to be discontinued to align degree education with
how it is in Western models.

 A Higher Education Council of India (HECI) will be set up to regulate higher education. The
council's goal will be to increase gross enrollment ratio. The HECI will have 4 verticals:
 13

 National Higher Education Regulatory Council (NHERC), to regulate higher education,

including teacher education, while excluding medical and legal education.
 National Accreditation Council (NAC), a "meta-accrediting body".
 Higher Education Grants Council (HEGC), for funding and financing of universities and
colleges. This will replace the existing National Council for Teacher Education, All India
Council for Technical Education and the University Grants Commission.
 General Education Council (GEC), to frame "graduate attributes", namely the learning
outcomes expected. It will also be responsible in framing a National Higher Education
Qualification Framework (NHEQF). The National Council for Teacher Education will
come under the GEC, as a professional standard setting body (PSSB).

 Other PSSBs will include professional councils such as Veterinary Council of India, Council
of Architecture, Indian Council of Agricultural Research and National Council for
Vocational Education and Training.

 The National Testing Agency will now be given the additional responsibility of conducting
entrance examinations for admissions to universities across the country, in addition to
the JEE Main and NEET.
 The policy proposes that higher education institutes like the IITs make changes with regard
to the diversity of learning.

 The policy proposes to internationalize education in India. Foreign universities can now set
up campuses in India.

 The fees of both private and public universities will be fixed.

 Teacher education

The NEP 2020 puts forward many policy changes when it comes to teachers and teacher
education. To become a teacher, a 4-year Bachelor of Education will be the minimum
requirement needed by 2030.] The teacher recruitment process will also be strengthened and
made transparent.[32] The National Council for Teacher Education will frame a National
Curriculum Framework for Teacher Education by 2021 and a National Professional Standards
for Teachers by 2022. The policy aims to:
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ensure that all students at all levels of school education are taught by passionate, motivated,
highly qualified, professionally trained, and well equipped teachers.

 Other changes

Under NEP 2020, numerous new educational institutes, bodies and concepts have been given
legislative permission to be formed. These include

 National Education Commission, headed by the Prime Minister of India

 Academic Bank of Credit, a digital storage of credits earned to help resume education by
utilizing credits for further education[
 National Research Foundation, to improve research and innovation
 Special Education Zones, to focus on the education of underrepresented group in
disadvantaged regions
 Gender Inclusion Fund, for assisting the nation in the education of female and transgender
children
 National Educational Technology Forum, a platform to facilitate exchange of ideas on
technology usage to improve learning

The policy proposes new language institutions such as the Indian Institute of Translation and
Interpretation and the National Institute/ Institutes for Pali, Persian and Prakrit. Other bodies
proposed include the National Mission for Mentoring, National Book Promotion Policy, National
Mission on Foundational Literacy and Numeric

1.6. Why we need the National Education Policy 2020?

You‘re probably expecting us to offer more insights on the new education policy. However, this
story is big news already and so many people have dissected it in so many ways (including us).
And honestly, I don‘t think we can add anything beyond this. So instead, we will explore another
subject — what does this new education policy really try to achieve?

On the face of it, the answer is rather simple. Education leads to employment and a new
education policy ought to create more employable individuals. This bit is fairly accurate And
although many people are rightfully disillusioned about the return on investment associated with
 15

education, it‘s safe to say that you‘re likely to do better with a degree in tow. Here‘s data from a
2011–2012 survey on employment. Better education equals better returns.

But there‘s a crisis brewing in India. Despite churning out more high skill workers than ever
before, unemployment is on the rise. When you talk to employers, they‘ll tell you stuff like —
 ―80% of Indian engineers are not fit for any job in the knowledge economy.‖ When you go look
at the state of skill development in India, you‘ll see we are lagging behind on most metrics. And
if you put all the facts together you‘ll realize this is a ticking time bomb just waiting to explode.
As a McKinsey report notes —
―In Japan, an estimated 700,000 young people, known as hikikomori, have withdrawn from
society, rarely leaving home. In North Africa, restless youth were at the vanguard of the
demonstrations that toppled governments in Egypt and Tunisia. In the United States, the still
faltering economy has been so difficult on Generation Y that there is even a television show,
Underemployed, about a group of 20-something college graduates forced into dead-end or
unpaid jobs. It is a comedy, but of the laughter-through-tears variety‖

India is at a similar crossroads right now. We are at the precipice of hosting a large working-
class population and barring a nuclear catastrophe, young boys and girls you see around you will
become the hard-working men and women that build the nation of tomorrow.

It‘s the fundamental premise on which India‘s growth story is built. It‘s the idea behind
the demographic dividend — when a country experiences low birth rates in conjunction with low
death rates and receives an economic dividend or benefit from the increase in productivity of the
working population that ensues.
However, if these very kids who‘ve worked so hard to graduate from school and university aren‘t
able to secure a decent living, then social unrest will inevitably follow and India‘s demographic
dividend will quickly devolve into the demographic nightmare.

So bridging this gap is quintessential to our cause.

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You could always solve this problem by creating new job opportunities. However, if the
education system consistently produces graduates who aren‘t equipped to tackle the needs of a
21st-century employer, then you won‘t make a significant dent either way.

Which means you can‘t solve this overnight. Employers need to actively engage with educational
institutions to produce graduates who better fit the bill and you must also offer students the same
kind of flexibility — To pick and choose as they like. If the education system is highly rigid,
students will be forced to go through a program, even if they feel they are better suited
elsewhere.

Consider for instance the simple act of offering prospective graduate students multiple entry and
exit points throughout the undergraduate program.

As Higher Education Secretary Amit Khare noted in a web conference yesterday 

―The credits that the students obtain in their first and second year will be stored using the
Digilocker system. So, in the third year, if they want to take a break and continue their course
within a fixed period, they can utilize these credits for further education‖

Meaning students will now be offered a certificate in the first year of graduation, a diploma in
the second year and a degree in the third or fourth year, depending on the course. And they can
come back within a fixed period to do more if they so wished. It‘s an insurance policy. You can
take a drop year and it won‘t be the end of the world. You can go work at a startup. You can do
NGO work. You can experiment. You can try your hand at different things and you‘ll still have a
certificate that‘s valuable.

It‘s this sort of flexibility that the Indian education system so desperately needed. After all, if you
don‘t offer students the right kind of incentives, they‘ll keep doing the same things and you‘ll
keep getting engineers who are barely employable.

Hopefully, the new education policy gives students some breathing room. Pursue creative arts
while studying physics. Learn how to code if you so wish. Study in your local language and
maybe you‘ll finally walk out of the system ready to do something that you really desire
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1.7.Pros and Cons of New Education Policy 2020

Recently many changes have been introduced in the academic system of India starting
from the school to college level. New National Education Policy has been approved by
the Union Cabinet reflecting all the changes.

This newly approved plan talks about major transformational reforms in the Indian
academic sector which are appreciated by many. Along with appreciation, there is also
criticism which focuses on the drawbacks of this new education policy. So, what are
the pros and cons of the new education policy 2020? Which post/ course has been
removed from higher education as per the NEP 2020? Let‘s waste no more time and dig
a bit deeper into this topic and find out all the important facts about it.

Let‘s begin with the advantages of NEP 2020.

Advantages of New Education Policy 2020:

 The Government aims to make schooling available to everyone with the help of
NEP 2020.
 Approximately two crore school students will be able to come back to educational
institutes through this new approach.
 According to the national education policy 2020, 5+3+3+4 structure will replace
the existing 10+2 structure. This structure is focused on student‘s formative years
of learning. This 5+3+3+4 structure corresponds to ages from 3 to 8, 8 to 11, 11 to
14 and 14 to 18. 12 years of schooling, 3 years if Anganwadi and pre -schooling are
included in this structure.
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 For children up to the age of 8, a National Curricular and Pedagogical Framework

for Early Childhood Care and Education will be designed and d eveloped by
NCERT.
 According to the national education policy 2020, the Education Ministry is to set
up a National Mission on Foundational Literacy and Numeracy. The responsibility
for successful implementation for achieving the foundation numeracy and lit eracy
for all students till class three falls upon the states of India. This implementation is
scheduled to be done by 2025.
 One of the merits of NEP 2020 is the formation of National Book promotion Policy
in India.
 Appropriate authorities will conduct the school examinations for grades 3, 5 and 8.
The board exams for grades 10 and 12 will continue but the NEP 2020 aims to re -
design the structure with holistic development.
 This new plan focuses on setting up a Gender Inclusion Fund. Special Education
Zones for disadvantaged regions and groups is also in the focused list.
 Parakh national education policy is to be set up by the Government.
 Special daytime boarding school ―BAL Bhavans‖ to be established in every state/
district in India. This boarding school will be used for participation in activities
related to play, career, art.
 By 2022, in consultation with teachers and expert organizations, NCERT, SCERTs,
the National Council for Teacher Education will develop a common National
Professional Standards for Teachers (NPST).
 SSSA or independent State School Standards Authority will be set up by the states/
UTs.
 According to the national education policy 2020, an Academic Bank of Credit will
be established. The credits earned by the students can be stored and whe n the final
degree gets completed, those can be counted.
 According to the national education policy 2020, Multidisciplinary Education and
Research Universities at par with the IITs and IIMs will be set up in the country.
These are scheduled to be set up for introducing multidisciplinary academic.
 19

 The same list of accreditation and regulation rules will be used for guiding both the
public and private academic bodies.
 Phased out college affiliation and autonomy will be granted to colleges.
 By the year 2030, it will be mandatory to have at least a four year B. Ed degree for
joining the occupation of teaching.
 For making the students prepared for future pandemic situations, online academic
will be promoted on a larger scale.
Drawbacks of the New Education Policy:

 In the National Education Policy 2020, language is a negative factor as there is a

problematic teacher to student ratio in India, thus introducing mother languages for
each subject in academic institutes is a problem. Sometimes, finding a competent
teacher becomes a problem and now another challenge comes with the introduction
of the NEP 2020 that is bringing study material in mother languages.

 According to the national education policy 2020, students willing to complete their
graduation have to study for four years while one can easily complete his/ her
diploma degree in two years. This might encourage the pupil to leave the course
midway.

 According to the national education policy 2020, students of the private schools
will be introduced with English at a much earlier age than the students of the
Government schools. The academic syllabus will be taught in the respective
regional languages of the Government school students. This is one of the major new
education policy drawbacks as this will increase the number of students
uncomfortable in communicating in English thus widening the gap between sections
of the societies.

 There was a separate slot for multi-discipline in NEP which is attractive and flexible at
the same time. Under this learners are allowed to opt-in a particular stream as usual and
are allowed to explore in their interested options. But the options given were not enough.
 20

Some important areas are still missing such as environmental studies, women's studies,
cultural studies, etc. as these options must be explored an

1.8. The New Education Policy will be implemented?

 The new education policy in 2020 came after 30 years and is all set to change the
existing academic system of India with the purpose of making it at par with the
international standard of academic.

 The Government of India aims to set up the NEP by the year 2040. Till the targeted
year, the key point of the plan is to be implemented one by one.

 The proposed reform by NEP 2020 will come into effect by the collaboration of the
Central and the State Government.

 Subject wise committees will be set up the GOI with both central and state -level
ministries for discussing the implementation strategy.

 To implement the success of this NEP education reform, the government will set up subject
wise committees with members from relevant ministries at both central and state level to
discuss the implementation plan for each area of the NEP policy.

 After this planning for NEP is done, there would be a yearly joint review of the progress
made in each aspect of the NEP policy
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With the introduction of NEP 2020, many changes have been made and one of those is
the discontinuation of M. Phil course. Even though there are many drawbacks in the
new education policy, the merits are more in number. It is believed by many that by
implementing these changes, the Indian academic system will be taken a step higher.

1.9. PROBLEMS IN CURRENT EDUCATION SYSTEM:

Education is the most imperative segment out of different segments of a social

foundation. The accomplished and appropriately prepar ed manpower can quicken the
pace of monetary development. Despite our earnest attempts, our instructive
improvement still stays at a low dimension.

Following are the principle issues looked in the advancement of training:

 Lack of capital:

The absence of adequate assets is the fundamental issue in the improvement of

instruction. An expense for training in Multi-Year Designs has been diminishing.
Because of inadequate finances, most instructive establishments need the framework,
science gear and libraries and so on. Because of this reason, desired outcomes can't be
accomplished.

Every year there is a separate budget on Education sector but it needs to be properly
channeled through the appropriate pipeline so that it reaches to each and every sector,
where it‘s needed the most.

 Expensive higher education

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College, expert and specialized instruction have turned out to be exorbitant in India.
Expense structure of specialized and expert establishments like IIM's is very high;
IIM's charge Rs. 2 lakh for each semester for MBA classes. It is past the range of the
regular man‘s expenditure limit. Privatization of advanced education has prompted the
development of benefit hungry business people. Presently advanced education is much
exorbitant undertaking.

 Neglect of Indian languages:

The medium of teaching, especially in science subjects, is English. So provincial

understudies who are not knowledgeable in English, can't contemplate science
appropriately in English. They have to suffer a lot because of this. Standar d
distributions are not accessible in native Indian dialects.

 Problem of brains drain :

When intelligent, talented and deserving candidates do not get suitable jobs in the
country, they prefer to go abroad for seeking jobs. So our country is deprived of good
talent. This phenomenon is called ‗Brain drain‘.

 Mass illiteracy :

Planning we are not able to achieve cent percent literacy. -Even now 35 percent people
remain illiterate. In India, the number of illiterates is almost one-third of the total
illiterates in the world. Advanced countries are 100% literate; the position in India is
quite dismal.

 Wastage of Resources :

Our education system is based on General Education. The dropout rate is very high in
primary and secondary level. Most of the students in 6-14 age groups leave the school
before completing their education. It leads to wastage of 5nancial and human resources.
 23

 General education oriented :

Our educational system is of General Education in nature. Development of technical and

vocational education is quite unsatisfactory. So our education is unproductive. Hence
number of educated unemployed persons is increasing day by day. This has become a
great concern for Govt.

 Problems of primary education :

Our primary education is ridden with too many problems. Large number of primary
schools has no buildings what to talk of basic facilities like drinking water, urinals and
electricity, furniture and study materials etc. Large numbers of primary schools are single
teacher schools and many schools are even without teachers. So the drop rate is very high
and a cause of concern. Concluding, we can say that there is quantitative expansion of
education but in qualitative development we are still lagging behind.

1.10. Comparison of National Education policy 1986 & National Education policy
2020

The 1986 National Education policy focused on the modernization of the education
sector using information technology. More attention was given to restructuring teacher
education, early childhood care, women‘s empowerment, and adult literacy. also
proposed that the autonomy of universities and coll eges will improve the quality of
education services. But NEP 1986 failed to improve the quality of education in terms
of creating graduates with employability skills and failed to generate research output in
terms of patents and scholarly publications. To compensate for the failure of previous
NEPs, NEP 2020 has proposals of a liberal education to support multidisciplinary and
 24

cross-disciplinary education and research in under-graduation and post-graduation

levels.

Serial No. NEP 1986 NEP 2020

1. The role of education is the all- Objective is to provide multi-
round development of students disciplinary and disciplinary
liberal education
2. Common education structures of Common education structures of
10 (5+3+2)+2+3+2 is followed 5 + 3 + 3 + 4 + 4 + 1 is suggested
3. The first preliminary education The first preliminary education
start at the 6 th year of a child as a start at third year of a child as a
primary school level Foundation stage
4. 2 year higher secondary level and 4 years secondary Education
two year Pre University levels stage is designated by clubbing 2
were separately considered and year higher secondary level and
both had board exam two year Pre University level
exams are suggested at the school
level accepted for board level
exam at 10 th and 12 th
5. 2 year of higher secondary level 4 years secondary Education
students choose specialization stage contains common subject
areas and subject life science and elective subject choice is
subjects or commerce subjects based on liberal education policy
for arts subjects
6. Postgraduate education is of two Post graduate education is of 1 to
year with specialization focus 2 year with more specialization
and research focus
7. Most of the colleges in HEIs All HEIs including colleges are
affiliated to state universities and autonomous and there will be no
had no autonomy in circulum and affiliated colleges to state
evaluation universities and autonomy in
deciding circulum and evaluation
8. Teaching learning method mainly Teacher learning method mainly
focuses on classroom training focuses on classroom training
and field work fieldwork and research project
9. In the higher education system In the higher education system
the expected students faculty the expected student facility ratio
ratio is 20 :1 is 30:1
10. H i accreditation is compulsory Accreditation is compulsory for
 25

for availing funds and functioning and offering the

government facilities only degree compulsory accreditation
is required once for every five
years for continuous operations
11. Choice based credit system Liberal education based on steam
and competency based credit
system
12. Both single discipline and Only multi-disciplinary colleges
multidiscipline college are and universities are promoted all
promoted single discipline colleges have to
convert them cell autonomous
multidisciplinary college or will
be closed and converted into
monuments or public libraries
13. No foreign university are allowed About hundred top ranked
to functioning directly in India foreign universities will be
allowed to functions in India to
compete with Indian universities
14. The coursework of PhD program The coursework of PhD program
comprises of research comprises of research
methodology and core subject methodology teaching and
related study circulum development aspect
along with the course subject
related study
15. No systematic and authentic National research foundations
funding agencies for university will be formed to fund for
and college research competitive and innovative
research proposal of all types and
across all disciplines
16. Suggestion for improving Suggestion for improving online
physical library facilities library membership including
including books and journal online book and online journal
17. Students have the freedom to Students have the freedom to
choose subject across their area choose subject outside and across
of study their areas of study
18. All undergraduate and All the undergraduate and
postgraduate admissions are postgraduate admissions of
based on the entrance exam public HEIs based on national
conducted at the college level or testing agency scores conducted
state level except NIT and by the national level
 26

medical College
19. The branded accreditation model Binary accreditation model will
is followed be followed which is yes or no
system instant of various grades
for institution
20. Security performance and Faculty performance and
accountability is linked to accountability is linked to
promotion but not linked to promotion and compensation
compensation

1.11. Online and digital: Ensuring equitable use of Technology in New

Education on future generations.

The recent rise in epidemics and pandemics necessitates that we are ready with
alternative modes of quality education whenever and wherever traditional and in-
person modes of education are not possible. In this regard,

the National Education Policy 2020 recognizes the importance of leve raging the
advantages of technology while acknowledging its potential risks and dangers. It calls
for carefully designed and appropriately scaled pilot studies to determine how the
benefits of online/digital education can be reaped while addressing or mitigating the
downsides. In the meantime, the existing digital platforms and ongoing ICT -based
educational initiatives must be optimized and expanded to meet the current and future
challenges in providing quality education for all.

Teachers require suitable training and development to be effective online educators. It

cannot be assumed that a good teacher in a traditional classroom will automatically be
a good teacher in an online classroom. Aside from changes required in pedagogy,
online assessments also required a different approach.
 27

Certain types of courses/subjects, such as performing arts and science practical have
limitations in the online/digital education space, which can be overcome to a partial
extent with innovative measures. Further, unless online education is blended with
experiential and activity-based learning.

The New education policy given the emergence of digital technologies and the
emerging importance of leveraging technology for teaching-learning at all levels from
school to higher education,

 Digital infrastructure: There is a need to invest in creation of open,

interoperable, evolvable, public digital infrastructure in the education sector that
can be used by multiple platforms and point solutions, to solve for India‘s scale,
diversity, complexity and device penetration. This will ensure that the
technology-based solutions do not become outdated with the rapid advances in
technology.
 Online teaching platform and tools: Appropriate existing e -learning platforms
such as SWAYAM, DIKSHA, will be extended to provide teachers with a
structured, user-friendly, rich set of assistive tools for monitoring progress of
learners. Tools, such as, two-way video and two- way-audio interface for
holding online classes are a real necessity as the present pa ndemic has shown.
 Virtual Labs: Existing e-learning platforms such as DIKSHA, SWAYAM and
SWAYAMPRABHA will also be leveraged for creating virtual labs so that all
students have equal access to quality practical and hands-on experiment-based
learning experiences
 Online assessment and examinations: Appropriate bodies, such as the proposed
National Assessment Centre or PARAKH, School Boards, NTA, and other
identified bodies will design and implement assessment frameworks
encompassing design of competencies, portfolio, rubrics, standardized
assessments, and assessment analytics. Studies will be undertaken to pilot new
ways of assessment using education technologies focusing on 21st century
skills.
 28

 Blended models of learning: While promoting digital learning and education, the
importance of face-to-face in-person learning is fully recognized. Accordingly,
different effective models of blended learning will be identified for appropriate
replication for different subjects.
 Training and incentives for teachers: Teachers will undergo rigorous training in
learner-centric pedagogy and on how to become high-quality online content
creators themselves using online teaching platforms and tools. There will be
emphasis on the teacher‘s role in facilitating active student engagement with the
content and with each other.
 Addressing the digital divide: Given the fact that there still persists a substantial
section of the population whose digital access is highly limited, the existing
mass media, such as television, radio, and community radio will be extensively
used for telecast and broadcasts. Such educational programmes will be made
available 24/7 in different languages to cater to the varying needs of the student
population.

1.12. .PURPOSE OF NEW EDUCATION POLICY 2020:

The new National Education Policy (NEP) aims to reorient the education system towards
meeting the needs of the 21st century by achieving the twin objectives of inclusion and
excellence, President Ram Nath Kovind said Saturday.

Addressing the Visitors‘ Conference on ‗Implementation of National Education Policy 2020 in

Higher Education‘, the President said the policy sets the vision of developing an equitable and
vibrant knowledge society by providing quality education to all.

―Higher education institutions have greater responsibility of making India a global knowledge
superpower. The quality standards set as benchmark by these institutions would be followed by
other institutions,‖ the President said.

He said the fundamental principles of the new policy include inculcating creativity and critical
thinking in order to encourage logical decision-making and innovation.
 29

―The NEP also seeks to encourage critical thinking and spirit of enquiry. Effective
implementation of the policy is likely to restore India‘s glory as a great centre of learning as
during the times of Takshashila and Nalanda,‖ he said.

Drawing inspiration from the ―Bhagvad Gita‖ and the Krishna-Arjun dialogue, the President
reiterated the concept of free communication and discussion between the teacher and the student.

The National Education Policy aims to reorient the education system towards meeting the needs
of the 21st century by achieving the twin objectives of inclusion and excellence. It sets the vision
of developing an equitable and vibrant knowledge society by providing quality education to all,
he said.

Listing the features of the new policy, Mr. Kovind said that it would also introduce the system of
academic bank of credits.

―It would digitally store the academic credits earned from various higher education institutions
so that degrees can be awarded, taking into account the credits earned by students. This would
allow students the freedom to take courses as per their vocational, professional or intellectual
requirements in addition to giving flexibility of suitable exit and re-entry points,‖ he said.

The need for strict monitoring of B.Ed., vocational and distance-learning courses is also being
taken care of in this policy,‖ he added.

Noting that the target of the NEP is to increase the Gross Enrolment Ratio or GER in higher
education to 50 percent by 2035, the President observed that the online system of education can
also be utilized to reach this target, especially in catering to the female students or those who do
not have physical access to educational institutions as well as international students.

Citing statistics, the President added that according to All India Survey of Higher Education for
2018-19, the GER for females is slightly higher than that for males.

However, the share of female students is extremely low in institutions of national importance and
particularly low in technical education, he said.
 30

―Such gender disparity in higher education should be corrected. It would be the role of head of
institutions that would have an impact on the teachers and students and hence the heads of
organizations should take active interest in implementing the policy,‖ Mr. Kovind said.

Union Education Minister Ramesh Pokhriyal ‗Nishank‘ expressed hope that the new education
policy would decentralize and strengthen the country‘s education system.

―The focus is to improve the quality of education standards in our country, he said, adding the
policy has given access to foreign universities to open campuses in India and vice-versa which
will be instrumental in the process of making India a soft power.

―All hurdles in the process of implementation of NEP should be overcome and dialogue should
be established with all stakeholders. The support of all sections is imperative in brainstorming
about the implementing process,‖ he said.

Vice Chancellors of all Central Universities and Directors of IITs, NITs and other institutions
participated in the conference. The NEP approved by the Union Cabinet in July replaces the
National Policy on Education framed in 1986.

1.13. The National Education Policy 2020 & Reforms it brings:

The new National Educational Policy 2020 revealed on Wednesday, 29 July, seeks to introduce
and implement a sea of changes across all levels of education in India, including the essential
understanding of education in the country. It also seeks to implement changes in the way the
facilitators of such education – schools, colleges and teachers – are trained and how they
approach education.

Among other things, the NEP has renamed the Ministry of Human Resource Development
(MHRD) as the Ministry of Education, a sign of the country‘s changing focus on education.

The policy is based on the pillars of ―access, equity, quality, affordability, accountability‖ and
will transform India into a ―vibrant knowledge hub‖, tweeted Prime Minister Narendra Modi
soon after it was unveiled.
 31

What are the reforms the NEP 2020 aims to bring about and how does it seek to change the
landscape of Indian learning? Read on. Among other things, the NEP 2020 suggests a slew of
reforms to school education, with a focus on flexibility of subjects and eliminating silos between
streams of learning. Another goal of the NEP is to achieve 100 percent Gross Enrolment Ratio in
preschool to secondary level by 2030.

First off, the NEP changes the existing 10+2 structure of school education to a 5+3+3+4,
covering children between the ages of 3-18.

This essentially brings into the fold children of the age group of 3-6 years, who were not covered
in the existing structure, which begins only at grade 1.

This structure, when broken up into corresponding grades, is:

Three years of anganwadi or preschool + two years in primary school in grades 1-2 covering
ages 3 to 8 years

The ‗preparatory stage‘ covering ages 8 to 11 years or grades 3-5

The ‗middle stage‘ covering ages 11 to 14 years or grades 6-8

The ‗secondary stage‘ covering ages 14 to 18 years in two phases – grades 9-10 in the first and
grades 11-12 in the second

The NEP aims to reduce the curriculum content to its core essentials, focusing on key concepts
and ideas in order that children are able to practice more critical thinking and among other
things, more analysis-based learning.

The NEP also states that there will be no hard separation among ‗curricular‘, ‗extra-curricular‘,
or ‗co-curricular‘ areas, among ‗arts‘, ‗humanities‘, and ‗sciences‘, or between ‗vocational‘ or
‗academic‘ streams. During grades 6-8, students will be required to take a course which will
provide hands-on experience of a number of important vocational crafts as well.
 32

In fact, children will also be given increased flexibility in the choices of subjects they wish to
study, especially in the secondary stage.

1.14. Early Childhood education: learning in the formative years.

Children learn more quickly between 0 to 8 years age of age. Preschoolers need exposure to
several different ways to play and learn and plenty of chances to practice what they are learning.
The formative years or the early stages of childhood are between 0-8 Years of a child‘s life
where they learn more quickly than at any other time in life. These are the years in which a child
experiences rapid cognitive (intellectual), social, emotional, and physical development.

The most beneficial learning and development process for a preschooler is play. It is
often recognized that play is an essential part of life and not just childhood. For children in their
formative years, play encourages all areas of development, from cognitive and physical to social
and emotional. Preschoolers are in the process of acquiring some crucial ―pre-skills‖ while
playing, singing, listening, interacting and observing.

These activities are contributors to preschoolers gaining experiences that ultimately help them
learn to read, write, build their math and science skills. They learn ―school readiness‖ skills,
which help them how to work in groups, understand the routines, and how to be students who
learn and grow.

An effective pre-schooling contributes to children by helping them learn through everyday play
and exploration in a safe and stimulating environment. Preschoolers need exposure to several
different ways to play and learn and plenty of chances to practice what they are learning.

A preschooler experiences five main areas of development:

1. Cognitive Development: Cognitive skills include problem-solving, asking questions, visual

discrimination, matching and comparing, sorting, organising, understanding fact and fiction,
understanding cause, and effect and simple reasoning. Healthy development of the brain requires
a healthy childhood experience.
 33

2. Social and Emotional Development: Social skills through expressing various emotions,
communicating their likes and dislikes, developing friendships with other children, and building
confidence. The child learns to get along with his siblings or the children of his age bracket to
achieve social and mental development.

3. Speech and Language Development: Introduction to basic tenets of reading skills with the help
of concepts of print, phonemic awareness, and phonics. Expressing and communicating through
basic writing skills with the help of developmentally appropriate drawings, listening to stories
and instructions, and beginning letter formations. Speaking and listening by participation in
conversations, asking and answering questions, describing things, adding details, speaking
audibly, clearly, and incomplete sentences.

4. Fine Motor Skill Development: Development status of children learned in early childhood care
and education with activities like eating, brushing teeth, dressing, washing hands and play
activities such as paper tearing, clay molding, cutting and sticking that they learn to detail and
structure to frame their future.

5. Gross Motor Skill Development: Access to good quality care and education programs outside
the home helps in muscle control, balance, and coordination by participation in physical
activities such as jumping, kicking, throwing, climbing ladders, opening doors, etc. Good health
and participation help in improving a child‘s chance of success in life.
 34

https://www.studymumbai.com/national-education-policy-nep/

1.15. HOW HAS THE NEW EDUCATION POLICY 2020 BEEN

RECEIVED?

Speaking to Livemint, K Kasturirangan, who is behind the drafting of the NEP, said that
―transforming and creating a dynamic education system is fundamental for the progress of any
country – India is no different‖ and that the idea ―is to open our minds to excellence.‖

The NEP has naturally been hailed by leaders from the reigning party. Union Minister Piyush
Goyal said that it would ensure ―a bright future for leaders of tomorrow‖ and ―nurture each
child‘s unique talent‖, while Smriti Irani, a former HRD minister herself, called it ―a
transformative restructuring of education in India‖.

Former Andhra Pradesh chief minister and Telugu Desam Party leader N Chandrababu Naidu
hailed the focus on learning in the mother tongue by the NEP.
 35

Congress leader Shashi Tharoor also welcomed the policy, but questioned the government for
not introducing it in Parliament first. In a series of tweets, he also stated that the challenge would
be ―to ensure aspiration is matched by implementation.‖

Meanwhile, Najma Akhtar, the Vice-Chancellor of Jamia Millia Islamia, said that the NEP
would transform India into a ―global knowledge superpower‖.

Speaking to Moneycontrol, Malabika Sarkar, Vice Chancellor of Ashoka University, said,

―The Gross Enrolment Ratio of 50 percent is an important target and all universities must
contribute to it. The initiatives announced under NEP 2020 should help achieve this target. The
government-recognized multiple the entry and exit options at the undergraduate level will give
more options to the youth.‖

―The emphasis on primary education in regional languages and the introduction of Sanskrit,
following the three-language formula, will turn out to be a great boon to the people of the
country especially in the rural areas,‖ Prof VK Tewari, Director, IIT Kharagpur told India Today.

Principal Director of Symbiosis, Vidya Yeravdekar told The Indian Express that the ―new NEP
is very forward and student-centric‖ but added that ―what is critical now is training teachers and
changing their mindset to adapt to the new challenges‖.
 36

CHAPTER 2 RESEARCH METHODOLOGY

2.1 MEANING:

Research methodology simply refers to the practical ―how‖ of any given piece of research. More
specifically, it‘s about how a researcher systematically designs a study to ensure valid and
reliable results that address the research aims and objectives. Research methodology is the
specific procedures or techniques used to identify, select, process, and analyze information about
a topic. In a research paper, the methodology section allows the reader to critically evaluate a
study‘s overall validity and reliability.

2.2 OBJECTIVES OF STUDY:

 New education policy 2020 emphasis the need to provide. Equitable and quality
education from the foundation stage through grade 12 to all children up
 The New education policy is innovative and intensive are really good.
 Ensure the holistic development of learners. We have to advance our students with
21st-century skills. These 21st Century skills will be: Critical Thinking, Creativity,
Collaboration, Curiosity, CL
 The NEP, 2020 emphasized the usage of technology in education. E-courses will be
developed in regional languages and virtual labs will be developed and a National
Educational Technology Forum (NETF) is being created.
 The New education policy on future generations has made vocational
education problematic by stating that it is ―perceived to be inferior to
mainstream education.‖ It further states that the policy aims to ―overcome the social
status hierarchy associated with vocational education‖
 One of the reforms introduced in the final draft of NEP 2020 is that students will now be
taught 21st-century skills from Class 6.
 To increase focus on knowledge gaining, implementation of knowledge, reading, writing,
speaking.
 To add high quality resources the education systems.
 37

 In order to achieve universal literacy at primary school by 2025.

2.3. LIMITATIONS OF STUDY:

 The Sample size is limited up to the number of 50.

 Lack of limited Data access.
 Lack of previous research studies on the topic.

2.4 SELECTION OF TOPIC

 To study on recent changes in education policy in details.

 To understand more about the new education policy on future generations.

2.5 SCOPE OF STUDY:

1. The policy will provide for a lot of flexibility and convenience to the students. This is a
crucial step even for the Institutions to place them at par with the International Higher
Education Institutions.

2. The restructuring of the 10+2 school curriculum, is one of the major highlights of this
comprehensive policy, and will make the education system more viable.

3. The regional languages have been given the due importance, especially in a country like
ours where we are proud of our diversity; this was a step in the right direction.

4. Having a single regulatory body will make it more structured and efficient to analyze and
monitor the education system.

5. The exam pattern has also been changed by the government as 10th and 12th board exam
will be continued but they will be low stakes as they were before earlier on student used
to get admission on the basis of their 10th class result The main focus of the government
In board exam is to test the knowledge of students and ho and how they are implementing
that knowledge. Twice a year board exam will be held in which students can improve
their result
 38

6. The Academic Bank of Credit is a masterstroke, students at the undergraduate level will
certainly benefit from this, and the flexibility it brings.
7. The new technology policy promotes the use of the technology and in advancing the
technology and learning process Neft national education technology forum.
8. The new education policy must help to re stablish teachers at all level as they are the
most essential member of our society because they shape our new generation of citizen
9. As of now new education policy the system has been streamline into and common
entrance exam for admission in University and colleges across the country Cee include
common aptitude test and second paper as per the subject exam and see I will be
conducted twice every year but all the professional courses like medical law IIT etc.
10. Earlier on students have to select their subjects after class 10th but now as per new
education policy selection of subject will be done from 9th onwards of now students can
study their chosen subject from 9th to class 12th.
2.6 SIGNIFICANCE:
 The New Education Policy lays emphasis on practical knowledge and skill development
which will begin from class 6th.
 the NEP 2020, there will be a single common entrance exam for admission to all higher
education institutes which will be held by NTA. The entrance exam will be optional and
not mandatory.
 Schools will not have any rigid formation of streams of arts, commerce, science, students
can take up whichever courses they want.
 The New education policy will increase technology on future generations for comfortable
study
 The New education policy will help students to develop scientific temper from a young
age.
 The NEP aims to make it easier to set up new quality of higher educational
institutes which will be at par with the global standards.
 NEP will make it easier for foreign colleges to set up their campuses here many students
who are unable to go abroad due to multiple reasons will be able to experience it and get
global exposure.
 39

2.7 SAMPLE UNIT AND SAMPLE SIZE:

 The Sample units of the project is any adult individual irrespective of its professional or
age.
 The Sample size of the project is 100.

2.8 TOOLS FOR ANALYSING DATA

The following are the tools used for the data analysis:
1. Bar graph
2. Line graph
3. Pie chart
4. Table

2.8.1 Explanation of the Data Analysis Tools:

1. Bar Graph:

A bar chart or bar graph is a chart or graph that presents categorical data with
rectangular bars with heights or lengths proportional to the values that they represent.
The bars can be plotted vertically or horizontally. A vertical bar chart is sometimes called a
column chart. A bar graph can be defined as a chart or a graphical representation of data,
quantities or numbers using bars or strips.Bar graphs are used to compare and contrast numbers,
frequencies or other measures of distinct categories of data.
 40

2. Line Graph:

A line graph is a type of chart used to show information that changes over time. We plot
line graphs using several points connected by straight lines. We also call it a line chart.
The line graph comprises of two axes known as 'x' axis and 'y' axis. The horizontal axis
is known as the x-axis. is a graph which uses lines to connect individual data points that
display quantitative values over a specified time interval. Line graphs use data point
"markers" that are connected by straight lines to aid in visualition.

3. Pie Chart
 41

A pie chart is a type of graph that represents the data in the circular graph. The slices
of pie show the relative size of the data. It is a type of pictorial representation of data. A pie
chart requires a list of categorical variables and the numerical variables. The ―pie chart” also is
known as ―circle chart‖, that divides the circular statistical graphic into sectors or slices in order
to illustrate the numerical problems. Each sector denotes a proportionate part of the whole. To
find out the composition of something, Pie-chart works the best at that time.

4. Table

One of the simplest methods used to analyze the data and to display the data is in tabular form.
In the tabular form, you get a systematic arrangement of rows and columns. The first column is
used to indicate the titles and the first row is also used to indicate the same.

5. Histogram :
 42

A histogram is a graphical representation that organizes a group of data points into user-
specified ranges. It is similar in appearance to a bar graph. The histogram condenses a
data series into an easily interpreted visual by taking many data points and grouping them
into logical ranges or bins. Histograms are commonly used in statistics to demonstrate
how many of a certain type of variable occurs within a specific range.

2.9 Methods of collecting data:

2.9.1 Meaning:

Data collection is a methodical process of gathering and analyzing specific information to proffer
solutions to relevant questions and evaluate the results. It focuses on finding out all there is to a
particular subject matter. Data is collected to be further subjected to hypothesis testing which
seeks to explain a phenomenon.

Hypothesis testing eliminates assumptions while making a proposition from the basis of reason.

For collectors of data, there is a range of outcomes for which the data is collected. But the key
purpose for which data is collected is to put a researcher in a vantage position to make
predictions about future probabilities and trends.

The core forms in which data can be collected are primary and secondary data. While the former
is collected by a researcher through first-hand sources, the latter is collected by an individual
other than the user.
 43

2.9.2 Importance of data collection:

There are a bunch of underlying reasons for collecting data, especially for a researcher. Walking
you through them, here are a few reasons; we hear so much about it, but do we really understand the
importance of data collection? At its most basic, data is simply a collection of different facts, including
numbers, measurements, and observations, that have been translated into a form that computers can
process.

This might sound easy, but data is effectively changing the world we live in and the way that we work. If
you own a business and are looking to grow, you likely have some notion that data is crucial in helping
you take the next step. Here is a breakdown to explain the importance of data collection

 Data empower you to make informed decisions :

Never lose sight of the fact that data equals knowledge. The more data you have at your disposal, the
better position you‘ll be in to make good decisions and take advantage of new opportunities. Good
data will also give you the justification and evidence you need to back up these decisions so that you
can feel confident explaining your reasoning going forward. Without solid data, you‘re much more
likely to make mistakes and reach incorrect conclusions.
 44

 Improve people lives

Data will help you to improve quality of life for people you support: Improving quality is
first and foremost among the reasons why organizations should be using data. By
allowing you to measure and take action, an effective data system can enable your
organization to improve the quality of people‘s lives. More and more studies are proving the
crucial role that data plays in pushing ROA forward and making the most of what your
organization already has at its disposal. You‘re likely already sitting on potential extra revenue
and simply need a smart data collection system in order to tap into it.

 Data Allows you to develop accurate theories :

Related to the way data helps you identify short term problems, it also provides the tools necessary to
develop more accurate long-term theories. Data can be thought of as the building blocks necessary to
build coherent models that allow you to visualize what is happening in different parts of your
organization.In order to truly implement effective solutions, you need to understand what is happening at
different locations and in different departments. Data allows you to do this.
 45

 Data solutions to problems

The fact of the matter is that every organization has problems and inefficiencies. Due to the ever-
changing nature of the business climate and society as a whole, it is nearly impossible to perfect
how an organization is run. That being said, access to good data will ensure that you‘re able to
identify significant problems early on and take action to solve them.
 46

 Data be strategies in your approach

Data increases efficiency. Effective data collection and analysis will allow you to direct
scarce resources where they are most needed. If an increase in significant incidents is
noted in a particular service area, this data can be dissected further to determine whether
the increase is widespread or isolated to a particular site. If the issue is isolated, training,
staffing, or other resources can be deployed precisely where they are needed, as opposed
to system-wide. Data will also support organizations to determine which areas should
take priority over others.

 Data saves you time :

 47

Having a smart data collection system in place will save you valuable time down the road. So many
resources are wasted going back again and again to retrieve the same information. A smart system
will gather and display data in a way that is easy to access and navigate, meaning everyone who is
part of your organization will save time.

 Data keep track of at all :

Good data allows to establish baselines, benchmarks, and goals to keep moving forward.
Because data allows you to measure, you will be able to establish baselines, find
benchmarks and set performance goals. A baseline is what a certain area looks like before
a particular solution is implemented. Benchmarks establish where others are at in a
similar demographic, such as Personal Outcome Measures® national data. Collecting
data will allow your organization to set goals for performance and celebrate your
successes when they are achieved.
 48

 Data help Access the Resources around you

Your organization probably already has most of the data and expertise you need to begin
analysis. Your HR office probably already tracks data regarding your staff. You are
probably already reporting data regarding incidents to your state oversight agency. You
probably have at least one person in your organization who has experience with Excel.
But, if you don‘t do any of these things, there is still hope! There are lots of free
resources online that can get you started. Do a web search for ―how to analyze data‖ or
―how to make a chart in Excel.‖
 49

2.9.3Methods of Data Collection:

In Statistics, data collection is a process of gathering information from all the relevant sources to
find a solution to the research problem. It helps to evaluate the outcome of the problem. The data
collection methods allow a person to conclude an answer to the relevant question. Most of the
organizations use data collection methods to make assumptions about future probabilities and
trends. Once the data is collected, it is necessary to undergo the data organization process. The
main sources of the data collections methods are ―Data‖.

A data can be classified into two types, namely primary data and secondary data. The primary
importance of data collection in any research or business process is that it helps to determine
many important things about the company, particularly the performance. the data collection
process plays an important role in all the streams. Depending on the type of data, the data
collection method is divided into two categories namely,

 Primary Data Collection methods

 Secondary Data Collection methods

 Primary Data Collection

Primary data or raw data is a type of information that is obtained directly from the first-
hand source through experiments, surveys or observations. The primary data collection
method is further classified into two types. They are
1. quantitative data collection Method
2. qualitative data collection Method
 50

 Quantitative data collection method

It is based on mathematical calculations using various formats like close-ended

questions, correlation and regression methods, mean, median or mode measures. This method
is cheaper than qualitative data collection methods and it can be applied in a short duration of
time.

 Qualitative data collection method

It does not involve any mathematical calculations. This method is closely associated with
elements that are not quantifiable. This qualitative data collection method includes
interviews, questionnaires, observations, case studies, etc. There are several methods to
collect this type of data. They are

1. Observation method :
Observation method is used when the study relates to behavioural science. This method is
planned systematically. It is subject to many controls and checks. The different types of
observations are:

 Structured and unstructured observation

 Controlled and uncontrolled observation

 Participant, non-participant and disguised observation

 51

2. Interview Methods :

The method of collecting data in terms of oral or verbal responses. It is achieved in two ways,
such as

 Personal Interview – In this method, a person known as an interviewer is required to ask

questions face to face to the other person. The personal interview can be structured or
unstructured, direct investigation, focused conversation, etc.

 Telephonic Interview – In this method, an interviewer obtains information by contacting

people on the telephone to ask the questions or views orally.

3. Questionnaire Method :

In this method, the set of questions are mailed to the respondent. They should read, reply and
subsequently return the questionnaire. The questions are printed in the definite order on the form.
A good survey should have the following features:

 Short and simple

 Should follow a logical sequence

 Provide adequate space for answers

 Avoid technical terms

 Should have good physical appearance such as color, quality of the paper to attract the
attention of the respondent

4. Schedule
This method is similar to the questionnaire method with a slight difference. The
enumerations are specially appointed for the purpose of filling the schedules. It explains the
aims and objects of the investigation and may remove misunderstandings, if any have come
up. Enumerations should be trained to perform their job with hard work and patience.
 52

 Secondary Data Collection

Secondary data collection, on the other hand, is referred to as the gathering of second-hand data
collected by an individual who is not the original user. It is the process of collecting data that
already exists, be it already published books, journals and/or online portals. In terms of ease, it is
much less expensive and easier to collect.

Your choice between Primary data collection and secondary data collection depend on the
nature, scope and area of your research as well as its aims and objectives. Secondary data is data
collected by someone other than the actual user. It means that the information is already
available, and someone analyses it. The secondary data includes magazines, newspapers, books,
journals, etc. It may be either published data or unpublished data.

 Published data are available in various resources including

 Unpublished data includes
 53

 Published data are available in various resources including

 Government publications
 Public records
 Historical and statistical documents
 Business documents
 Technical and trade journals

 Unpublished data includes

 Diaries
 Letters
 Unpublished biographies, etc.
 54

Chapter 3. LITERATURE REVIEW

3.1. Meaning
A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current
knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.

Conducting a literature review involves collecting, evaluating and analysing publications (such
as books and journal articles) that relate to your research question. There are five main steps in
the process of writing a literature review:
1. Search for relevant literature
2. Evaluate sources
3. Identify themes, debates and gaps
4. Outline the structure
5. Write your literature review
A good literature review doesn‘t just summarize sources – it analyzes, synthesis, and critically
evaluates to give a clear picture of the state of knowledge on the subject.

The literature review gives you a chance to:

 Demonstrate your familiarity with the topic and scholarly context
 Develop a theoretical framework and methodology for your research
 Position yourself in relation to other researchers and theorists
 Show how your research addresses a gap or contributes to a debate

3.2. Review of literature impact of new education policy

3.2.1. New education policy interplay of education and technology

Yashojit Mitra and devyani Singh
Published on August 21, 2020
Over the last decade India has transformed itself into on information intensive society and there
is a growing requirements to embrace the usage of technology in the field or education. The
central principles steering the education system will be the extensive use of technology in
 55

teaching and learning, removing language barrier, increasing access as well as education
planning and management. Virtual learning replacing in person learning experience, students and
teachers have been compelled to reimagine conventional learning and teaching techniques. It
details the vision of education for future generations and will be a quintessential tool towards
building a self reliant India. The policy is also get benefits to primary child. It is also proposed
that coding be introduced in curriculum as important skill that students must develop. The needs
to embrace technology in professional education as well as the incorporation of technology to
expedite the aim of achieving 100 %literacy by introducing New technology on adult learning
has also been put forward. And it benefits to the Policy envisage the establishment of the
National technology forum which shall operate as a platform for free exchange of idea on the use
of technology to enhance learning assessment planning and administration for school and higher
education The creation of the academic bank of credit to digitally store academic credit earned
from various HEI s to facilitate the grants of degrees based on credit earned over a period of
time. And the technologies of policy call for investment in digital infrastructure, development of
online teaching platform and tools virtual labs and digital repositories.

3.2.2. New education policy impact in higher education on future generations.

Swoyen satyendu
Published on 7 August 2020.

The announcement of NEP 2020 was purely unanticipated by many. The changes that NEP
2020 has suggested were something that many educationists never saw coming. The
education policy has impacted school and college education equally, and this article will
focus on NEP 2020 and its impact on Higher Education mainly. The effects will be surreal.
Here are the top four major points that stand out with great level change for higher
education a single overarching umbrella body for higher education, excluding medical and
legal education National Higher Education Regulatory Council (NHERC) for regulation,
General Education Council (GEC) for standard-setting, Higher Education Grants Council
(HEGC) for funding, and National Accreditation Council (NAC) for accreditation The
second highlight of the proposal is to introduce a single university entrance exam conducted
by the National Testing Agency. Earlier, to seek admission across various universities, a
 56

student had to go through the burden of multiple examinations plus the varied difficulty
level of question papers across many central universities. The policy also allows universities
to set up offshore campuses as well as many foreign universities can now set up institutes in
India. The focus on having multi-disciplinary colleges in every district by 2030 is a
promising idea as well. It will renew the countries' focus on arts, humanities, and a multi -
disciplinary form of education to ensure that our students are skilled well for the career
ahead

3.2.3. Vocational education on New education policy 2020 : opportunities and

challenges.
Author by Shubhangi Raman
Editor by Kavita Majumdar
Published on 11 Nov 2020

With the roll-out of the National Education Policy (NEP) 2020, vocational education has
garnered the required spotlight. The NEP 2020 is a comprehensive policy document that
extensively discusses the revamping of vocational education The policy focuses on bringing
vocational education into mainstream education, as recommended by successive commissions on
education over the years. The Kothari Commission report of 1966 was one of the earliest to
emphasize diversifying the curriculum at higher secondary levels through vocational courses the
National Education Policy, 1986, focused on improving the organizational and management
structure of vocational education. The NEP 2020 highlights the issues that teachers, especially at
higher secondary levels, are not fully skilled to teach vocational courses. The model of imparting
vocational education in India operates at two levels: vocational education (theory) and training
(practical). Along with mainstream secondary education, students are taught the theoretical part
of vocational training through subjects like SUPW, which has proven to be ineffective and an
additional burden There was no proper detailed curriculum, only basic introduction to all the
vocational courses, which proves to be ineffective in sparking an interest in vocational education
among school students. The existing system, therefore, fails to attract students from taking up
vocational courses in future.
 57

3.2.4. NEP allows schools to teach in mother tongue, but parents wonder which language it

will be
Author by kritika Sharma
Published on 1 August 2020.

One of the biggest talking points to emerge out of the new National Education Policy released
Wednesday is having the ‗mother tongue‘ as the medium of instruction up to class 5. Wherever
possible, students till Class 5 in schools should be taught in mother tongue/regional
language/local language.‖ The idea is drawn from various studies that show young children best
understand things in their mother tongue or home language. no language will be imposed‖. ―The
idea behind mother-tongue teaching is not to stop, hamper English-medium teaching. even
before schools figure out a way to implement this new policy, parents have started questioning it,
while experts have given mixed responses.

4.2.5. Governance and Management structure for higher education system

B. L. Gupta
Professor, Department of Education Management
National Institute of Technical Teachers‘ Training and Research, Bhopal, Madhya Pradesh,
India

The government of India declared the National Education Policy (NEP) 2020 which is the
first education policy of the 21st century. The NEP 2020 envision quality higher education
through multidisciplinary universities and autonomous colleges. The policy focuses on a
radical change in higher education in the regulatory system at the country level and
governance and management system at higher education institutions (HEIs) level. Leavitt‘s
model of change suggests that the change in one or more than one element viz task,
technology, structure, and people disturb the equilibrium of the system so it is necessary to
re-establish the equilibrium. The successful radical change can be designed and implemented
by the teams‘ structure at HEI level. The researcher made structured and semi structured
questionnaires and interview schedules were used to gather the data. Total 460 responses
 58

were collected and 171 interviews were conducted. The data were tabulated and analyzed
concerning research objectives and research questions. Based on the analysis of data the
existing governance and management system was described and new governance and
management systems were evolved. The governance and management system is very briefly
described in the context of NEP 2020.

4.2.6. New education in India: policy and practice

Author byJayandhala BG Tilak
Sage Publications Pvt. Limited, 2021

Education in India: Policy and Practice presents trends in shifting education policies in
independent India and how the State, academia and civil society reacted to the changing
priorities during the last 50 years. The 20 chapters, authored by eminent scholars and
experts, provide valuable insights into complex policy issues at the grassroots as well as
macro levels. The book discusses major challenges and concerns such as growth and
inequalities, education of women, quality of higher education and research, and making
policy reforms for the transformation of the system in such a way that it helps in broader
social transformation. The issues analyzed have also been taken up in the editor‘s
introductions, which provide a perspective on their wider social, political and economic
implications in detail. The series ‗Social Change in Contemporary India‘ brings together
key texts published in the prestigious journal Social Change, from 1971 till present times.
These writings, most of which are considered canonical, address important issues in
health, education, poverty and agriculture with special focus on disadvantaged groups

4.2.7. Addressing the challenges of education in modern India.

Mr. Abhay Maurya, Anjum Ahmed
Doctoral Scholar and Assistant Professor
International journal of multidiscipline education research
ISSUE: 12(5), December:2020
 59

It has been known since times immemorial that social and economic development can be
ushered in through education alone. As such, a futuristic education policy both at school and
university levels is extremely essential. Nations around the world have been framing
effective education policies juxtaposing traditional values and modern scientific culture and
making necessary and timely adaptations to make these adaptable to the present-day needs
this policy tries to overrule its predecessor, which was announced nearly three decades
earlier. Barring certain apprehensions, the new national education policy tries to bring in a
unified system of education across the length and breadth of this vast and diverse country. In
this paper, we have critically analyzed the policy and have recommended modifications to
ensure a seamless continuum with its predecessor besides increasing its relevance.

3.2.8. Do preschools add ‘value’? Evidence on achievement gaps

from rural India.
Sweta Gupta
November, 2020

Despite a long-standing preschool policy and investment in preschool infrastructure in India,

dating back to 1975, a rigorous evaluation of preschools in India remains virtually absent.
Using data from three geographically and economically distinct states in India, the paper
studies the immediate (1 year) impact of attending a preschool before starting primary school
on cognitive, early language and numeracy skills. I find that there is a positive and
significant premium of attending a preschool before starting primary school. However, the
entire effect is driven by children who attend private parsec that hools. A descriptive study
of the preschool quality by management type showed private preschools have lower student-
teacher ratios, longer hours of operation and a focus on formal instructional style of teaching.
On the other hand, public preschools conduct more play-based activities. The results of this
paper are particularly relevant in the backdrop of the new National Education Policy
(Government of India, 2020), which stresses the need to improve foundational literacy and
numeracy skills as early as in the preschool years. Given the findings of this paper, public
preschools would need considerable overhaul to be able to deliver on closing the learning
gaps. the varying levels at which children start primary school based on their preschool
 60

experience highlight the need for educators to develop innovative pedagogical tools to
effectively address learning heterogeneity within the classroom.

3.2.9. AN EXTENSIVE GET THROUGH INTO THE NEW EDUCATION POLICY, 2020

Navneet Kaur, Md Safikul Islam

India has always taken keen interest in the development and expansion of the education sector to
meet the diverse requirement of the population and meet the global standard of the education For
the purpose of the sustainable growth of the education many policies has been introduced time to
time. New Education Policy (NEP) is new initiative taken by the government to promote
inclusiveness at all levels of education and revamp the quality of education. The primary
objective of this paper is to analysis certain aspects of the NEP and certain limitations which can
be taken while devising the New National Policy on Education.

3.2.10. Reclaiming education policy for equality and Social justice

Author by Madhu prasad

Published on 4 November 2020

The National Education Policy 2020 (NEP 2020) has prominently claimed that it is breaking new
ground and is poised to achieve what no previous education policy has been able to achieve in
more than seventy years, ie providing quality education for all India's children. the policy
process itself shows inadequacies of procedure and fails entirely to analyze the obstacles facing
such a claim or to consider the achievements and failures of previous policies. A historical
survey highlights the impact of the caste system and colonial rule (both of which are not even
mentioned in the NEP 2020) and reveals how the long fought struggle for independence from
colonial rule (this too finds no consideration in NEP 2020) finally raised the call for liberty,
equality and fraternity in a meaningful way Consequently, the idea of education as a crucial
component of an egalitarian social transformation of India emerged and found expression in
earlier education policy. The reasons for its failure are examined.
 61

3.2.11 .A Vision or a dream of National education policy

Ashish shinde

The visionary document seems to be a race to achieve social prestige and material success,
sabotaging the dream of Education. ‗Padhega Bharat Badhega Bharat‘ is a delusionary assertion,
shown to be grounded in Indian values and tradition; will the policy implementation foster
‗education for all‘? Will it be executed with the same rigor and dedication we changed the names
of cities and towns? Or will it be just another illusion under ‗Ache Din Aayenge‘? It seems the
process has already begun with the change in the name of the Ministry of Human Resource
Development (MHRD) to the Ministry of Education (MOE). It is to be hoped the system
undertakes an adaptive approach to equitable education, and there will be opportunities to
examine its merits and revamp its demerits before the policy is implemented.

3.2.12. IMPACT Of New education policy on Employability.

Author: Drishti pant

Published on 05 August 2020

www.peoplaters.in.com

Education is the passport to the future for tomorrow belongs to those who prepare for it today
said Malcolm X yet for a long time now the Indian education system was being questioned for its
lack of effectiveness business leaders struggled to find job ready talent and job seekers grappled
to find a job where their skills match the demand but now the future looks promising with new
revised policy in process that am to focus on the holistic development of the emerging workforce
student on Wednesday July 29th The Indian government introduced the new education policy
which has created multiple debates across the country about the future of the education systems
in India this new policy has proposed significant changes in schools and higher educations it is
only a policy not a law implementation of its proposals depends on further regulations by both
States and the central as education is a concurrent subject but if implemented effectively the
policy can help reshape the future of the workforce and help the emerging job seekers become
more job ready There‘s no doubt that with a better education system the chances of employment
become better. Precious are not fully prepared for their working life and lack of proper education
 62

is one of the main reason industry academy gap is probably the most discussed think by
employer and job seeker with the new policy coming in pictures the schools and colleges
education will not only be seen as a facilitators of degree but it will be treated as a medium to
build personality and it will help the student in there Hollister professional growth

3.2.13. Significance of Libraries in Indian education policy 2020.

Author : Shukla, Gopal Mohan; Bajpai, R. P.

Published on 4 November 2020

International Journal of Information Dissemination & Technology

The government of India has implemented two education policies yet now. The central
government has announced his latest third education policy 2020 recently for implementation.
This education policy is the first complete policy of the present 21st century, which has replaced
the previous policy after 34 years. Under this article country's all three education policies have
been deeply analyzed in special reference to libraries. The article provides consolidated
information on all three Indian education policies and their recommendations in special reference
to libraries. This analytical approach provides useful insights into the positivity and drawback of
education policies. Given the country's present expectations realistic suggestions and
recommendations have been made for the development of a community-oriented library system.
This article will provide useful insight and significant outlines to library professionals,
educationalists, planners, and policymakers that how the country's libraries can be made more
vibrant through new education policy.

3.2.14. Building India Atmanirbhar University

C.Rajkumar

Times of India blog, 2020

The National Education Policy 2020 has heralded a new imagination for the Indian higher
education system. It has created an inspiring vision that has the potential to build and nurture
world-class universities and higher education institutions (HEIs) in India. However, this vision
 63

depends on our ability and commitment to the pursuit of systemic, systematic, synchronous and
sustainable reforms as envisaged in the policy. An equally important aspect of the higher
education vision can and should be is what the Honorable Prime Minister of India has envisaged
– the evolution of what he has called, ―Atmanirbhar Bharat‖

3.2.15. How National Education Policy 2020 can be a lodestar to transform future
generation in India

Author: Kishore Kumar, Ajai Prakash, Krishanveer Singh

Published on 25 September 2020

https://doi.org/10.1002/pa.2500

The Education policy has bought beneficial in future generations The last 50 years have
witnessed big leap transformation of applications supported by advancements in science and
technology Even today due to the fast advancement it is difficult to evaluate how usage shapes
up in the near future. This requires an upgraded educational structure to cope with the
challenges. The new National Education Policy (NEP) 2020 of India provides a comprehensive
framework from primary education to higher education, vocational & technical education and a
new paradigm of internet‐ based e‐ leanings. Five founding pillars of this policy (i.e., Access,
equity, affordability, accountability, and quality) have been considered to build the new
education system of India to create a perfect harmony with the principles of United Nations (UN)
2030 agenda for sustainable development. This paper looks at how India should step up with
caution to achieve the objectives. The paper presents some major loopholes and execution
challenges that need to be addressed to truly foster ―quality education for all‖ with the objective
of providing value to the globe. The research has get lots of info about changes in Education
policy in future.

3.2.16. A Study of Satellite Networks and Educational Technologies for Ubiquitous

Education

Author: Sujatha Ramesh, Natarajan krishnaier

Published on1 June 2020

 64

National Conference on Convergence to Digital World-Quo Vadis (ICCDW),

Indian educational satellite, EDUSAT, launched from GSLV was the world's first dedicated
satellite to provide education to rural and urban students through Virtual Classrooms. To realize
this, we require conventional education, as well as Satellite Networks that foster interactive and
inexpensive distance education through e-learning. This type of learning process will provide
education for all. The Indian educational satellite networks are compared with those of other
nations to understand the methodologies to improve literacy. The value addition provided by
educational technologies like Artificial Intelligence, Cloud Computing, Big Data, Augmented
Reality, Virtual Classroom, etc. in association with satellite networks, is also investigated This
paper examines the synergistic utilization of educational technologies with ubiquitous
connectivity of satellites to provide education to tribal as well as remote hilly regions like the
recently created Union Territory of Ladakh. In the urban areas and Smart Cities, high tech
education is best implemented by using high bandwidth satellite networks in conjunction with
high speed terrestrial optical fiber links and modern EdTech. This study gives input to the
initiatives of the Ministry of Human Resources Development (MHRD) of the Government of
India for the proposed New Education Policy (NEP), which envisages equitable and inclusive
education for all.

3.2.17. Undergraduate education in India: The quality issues

Arif Hassan

Published September 27, 2020

The research has discussed the quality issue in undergraduate education in the light of the New
Education Policy recently formulated in India. NEP 2020 has proposed multiple cherished goals
and calls for reforms in the content, process, and delivery of education. The existing quality of
education is far from satisfactory as indicated in the growing number, nearly 70%, of
unemployable graduates. There seems to be a wide gap between the industry requirements and
the competencies of students. The education system suffers from several inadequacies and
challenges. education as well as teaching methods. Improving quality requires better trained
teachers and innovative teaching methods. This should help students develop critical thinking
 65

skills and the ability to evaluate any piece of information. Moreover, the development of soft
skills, such as communication, leadership, and problem-solving skills has so far not received any
serious attention. Teachers should change from lecture to more discovery and discussion-based
teaching. The paper discussed several qualities of a good teacher. Preparing students for the
21st-century job market is yet another big challenge

3.2.18. Media Education in India: policy and praxis in old and new Communication media.

Author by CHSN Murthy

Published on 25 August 2020

https://doi.org/10.1002/9781119166900.ch27

The chapter details the vagaries and inconsistencies of the term media education in India. It
includes a brief overview of Indian media education and research through the lens of cinema,
print, radio, and television. The chapter brings attention to the lack of policy in media education
and research in India. cognizant of the dearth of scientific literature on Indian media education. It
attempts to delve into the confused beginnings of media education in India, beginning with
earlier communication media that then led to new media, finally exploring a critique of the gap
between policy and praxis. . It draws a distinction between old and new paradigms in media
education and posits that, if a national policy comes forth, it should bridge the gap between the
policy and praxis between old and new communication media as well as media literacy and
education as disciplines.

3.2.19. Does the National education policy on miss out on real issue?

Author by Gaurav Vallabh

Published on 12 August 2020

www.newsimdianexpress.com

the national education policy 2020 from a bird‘s eye view look promising.the schooling year a
divided into several section with program outcome specified for each level before one jumps to
uploading the NEP , point requires a deep drive into the current challenges that India education
system faces at a Grass root level the issue of bringing kids to schools retaining students
 66

especially girls in school in a blink teachers to deliver the n AP imagine curriculum creating and
enabling sufficient technology infrastructures delivering the committed education budget and
ensuring that even educated Indian is employable we need to rebuild our university rather than
inviting universities from other countries improve our own research infrastructures create a
strong ecosystems of learning and learning and relearning coupled with inculcating culture of
critical thinking innovation and research we should also not miss out on real issue like poor
infrastructure as poor research facility storage of teachers and healthy Government schools and
high numbers of students drop out the education has to act as stepping stone towards reclaiming
the pedestal India has lost as a country with thinker philosopher mathematician scientist and not
as a distractions to sway peoples away from the real issues in education.

3.2.20. Bridging Economic Inequality in India through Higher Education: A Study on

Rural, First Generation Learners

Kala Vijayakumar

A Study on Rural, First Generation Learners. Doctor of Education thesis, University of

Liverpool

There is a pressing need for India to address this issue. Widening participation in higher
education has the potential to open up new opportunities, reduce income inequality and promote
economic growth and social welfare. Widening participation has resulted in many first
generation learners entering the higher education institutions. Gainful employment for these first
generation learners is one potential way for bridging economic inequality. Many researchers
have opined that supplementary measures need to be taken to help the first generation learners to
compete with their peers and get gainfully employed. A private, self-financed, philanthropic
engineering school in Chennai, a city in India, had designed a special supplementary curriculum
to help first generation learners, from rural villages belonging to the economically lower strata,
to overcome the cultural and social barriers and get gainfully employed. The purpose of this
research was to understand the lived experiences of a cohort of rural, first generation learners,
who had undergone this curriculum and to comprehend their perception of the effectiveness of
this specially designed supplementary curriculum in enhancing their employability skills and
 67

economic status and also the impact it had on their family‘s economic status. A qualitative
phenomenological approach was taken for this study, since the requirement was to understand in-
depth the challenges faced by the rural, first generation learners from their perspective and get a
deep insight into how they overcame them. The themes were extracted from the participants‘
interviews and were analyzed. The participants of this study perceived that higher education
alone may not have been sufficient for them to overcome the challenges in getting meaningful
employment. Their lived experiences suggest that the specially designed curriculum was
necessary to help them to overcome the cultural and social barriers and to equip them with the
necessary employability skills to enter the workforce. The study concludes with
recommendations to the education policy makers and higher education institutions. More
research into the scalability of the proposed supplementary curriculum to a larger mass of diverse
first generation learners is recommended.

3.2.21. Analysing the tweets to examine the behavioural response of Indian citizens over
the approval of national education policy 2020

Munich Saini, Madanjit Singh, Manpreet Kaur, Manevpreet Kaur

28 August 2020

https://doi.org/10.1016/j.ijedudev.2021.102356

Indian education regulating body introduces the National Education Policy 2020 (NEP 2020)
with the objective of improving the education infrastructure. In this study, we analyse the tweets
(related to NEP) intending to look for the behavioural responses of the Indian People over the
approval of NEP. It interestingly points out that some of the Indian states are showing majorly
negative emotions for the acceptance of policies in the new education system in the initial period
of the NEP. The research analysis the maximum people aware about NEP. The outcomes of this
study will help the education policymakers in getting an insight into the response of Indian
citizens in context to the purposed policy. They can take preventive, perfective, and corrective
measures to improve and provide more clarification to the people of the regions where the
negative emotions are alarming.
 68

3.2.22. A Study on Awareness about the Impact of National Education Policy-2020 among
the Stakeholder of Commerce and Management Disciplinary.

Author by Devi and cheluvaraju

Published on 6 December 2020

The new policy is aiming to achieve majorly three aspects such as highest quality, equity, and
integrity in the education system from schooling to higher education. Commerce and
management education play an important role in the country‘s economy as it effects all the
sectors like manufacturing, service industry, research and development, banking etc. in all the
field finance is the nerve system and knowledge to manage finance is dealt with commerce and
management. The current education policy existing in India are concentrating majorly on
theoretical aspects which lacks the practical training among the students ie, the major drawback
for meeting the global job opportunities. Therefore, the National Education Policy-2020 is
aiming to develop creative potential, skill and analytical thinking which are the need in the
global job market is Hence all the curriculum of commerce and management should be
redesigned based on the outcome based education, where the stakeholders can know in prior
what they are going to learn and how it is beneficial to develop themselves to meet the future
changes in economy.

3.2.23. Lifelong Learning Policies and Provisions for Senior Citizens in India: An Overview

Author: Ruchi Mittal, Pradeep Kumar Misra

Published: 25 January 2021

Asian Journal of Education and Social Studies

The population of senior citizens is on the rise in India. Keeping senior citizens engaged and
active throughout their lives is a challenge that can be met by offering need-based lifelong
learning opportunities to them. Senior citizens, in addition to their will and efforts, need support
from the government and community to engage in lifelong learning in a productive and
meaningful manner. the right kind of policies and opportunities can help senior citizens practice
 69

lifelong learning and have maximum benefit. Based on this analysis, the paper suggests potential
measures to realize the vision of ‗Lifelong Learning for All Senior Citizens' in India.

3.2.24. NEP 2020: NCERT book with local content flavour, emphasis on online education.

Author: Rohit Sindhu

Published: 02 August 2020

NEP 2020 introduces several major changes at School Education level like including of local
content with flavour in NCERT books. The reduction in content and increased flexibility of
school curriculum and the renewed emphasis on constructive rather than rote learning, must be
accompanied by parallel changes in school textbooks, New Education Policy reads. Local
content with flavour in NCERT books: Where possible, schools and teachers will also have
choices in the textbooks they employ – from among a set of textbooks that contain the requisite
national and local material - so that they may teach in a manner that is best suited to their own
pedagogical styles as well as to their students and communities‘ needs. the NEP 2020, the aim is
to to provide such quality textbooks at the lowest possible cost -namely, at the cost of
production/ printing - in order to mitigate the burden of textbook prices on the students and on
the educational system. it must be borne in mind that NCERT curriculum would be taken as the
nationally acceptable criterion, New Education Policy says. through suitable changes in
curriculum and pedagogy, will be made by NCERT, SCERTs, schools, and educators to
significantly reduce the weight of school bags and textbooks.
 70

CHAPTER NUMBER 4: DATA ANALYSIS, INTERPRETAION AND

PRESENTATION

4.1 Primary Data:

Primary Data was collected from all individuals irrespective of their age, profession or
area. Target population was any individual who had a little bit knowledge about electric
cars and was aware of it. Individuals from the age of 20 to 40 years were the main
focused area. Total respondents are 100 individuals
 71

4.2 Data Interpretation and Presentation:

4.2.1 Age:

o 20 AND BELOW
o 21 TO 40
o 41 TO 60
o ABOVE 60

AGE NO OF RESPONSES PERCENTAGE

20 & BELOW 24 24%
21 TO 40 42 42%
41 TO 60 34 34%
60 ABOVE - -
TOTAL 100 100%

Age
45
40
35
30
25
20
15
10
5
0
20 & below 21-40 41-60 Above 60

Interpretation:

From the above diagram, 24% of the respondent belongs to the 20and below.42 % of the
respondent belongs to the 21 to 40. 34% of the respondent belongs to the 41to 60.
 72

4.2.2 GENDER:

o MALE
o FEMALE
o OTHERS

Gender NO OF RESPONSES PERCENTAGE

Male 74 74%
Female 26 26%
Others - -
TOTAL 100 100%

Gender
80

70

60

50

40

30

20

10

0
male female others

Interpretation:

From the above diagram, we come to conclusions that 74% of the respondent were men and 26%
of the respondent were female.
 73

4.2.3 Question number 6:

ARE YOU AWARE ABOUT THE NEW EDUCATION POLICY 2020?

o Yes
o No

PARTICULARS NO OF RESPONSES PERCENTAGE

Yes 84 84%
No 16 16%
Total 100 100%

ARE YOU AWARE ABOUT THE NEW

EDUCATION POLICY 2020?
yes no

16%

84%

Interpretation:

From the above diagram, we come to conclusions that approximately 84% of the
respondent were aware about the New education policy 2020.16% of the
respondent were don‘t aware about the New education policy 2020.
 74

4.2.4 IN YOUR OPINION WHAT IS THE STANDARD OF INDIAN EDUCATION?

o Fair
o Excellent
o Par
o Poor
PARTICULARS NO OF RESPONSES PERCENTAGE
Fair 36 36%
Excellent 10 10%
Par 22 22%
Poor 32 32%
Total 100 100%

IN YOUR OPINION WHAT IS THE

STANDARD OF INDIAN EDUCATION?
fair excellent par poor

32% 36%

22% 10%

Interpretation:

From the above diagram, we come to conclusions that approximately 36% of the respondent
were fair opinion about the standard Indian education .whereas 10% of the respondent were
excellent opinion about the standard Indian education. While 22% of the respondent were par
opinion about the standard Indian education.32%of the respondent were poor opinion about the
standard Indian education.
 75

4.2.5 DO YOU THINK THAT THE NEW EDUCATION POLICY WILL BE ABLE TO
PROVIDE QUALITY EDUCATION AT A REASONABLE PRICE?

o Yes

o No

o Not sure

PARTICULARS NO OF RESPONSES PERCENTAGE

Yes 60 60%
No 2 2%
Not Sure 38 38%
Total 100 100%

DO YOU THINK THAT THE NEW

EDUCATION POLICY WILL BE ABLE TO
PROVIDE QUALITY EDUCATION AT A
REASONABLE PRICE?

38% yes
no
60% not sure

2%

Interpretation:

From the above diagram, we come to conclusions that approximately 60% of the respondent
think that education policy will provide quality education at a reasonable price.whearas 2% of
the respondent think that education policy will provide quality education at a reasonable price.
Remaining 38% were neutral regarding their responses.
 76

4.2.6 Do you think that the new education policy has a special focus on the national
research foundation?

o Yes

o Maybe

o No

PARTICULARS NO OF RESPONSES PERCENTAGE

Yes 62 62%
No 4 4%
Maybe 34 34%
Total 100 100%

Do you think that the new education policy

has a special focus on the national research
foundation?
yes no maybe

34%

62%

4%

Interpretation:
From the above diagram, we come conclusions that approximately.62% were positive about NEP
will focus on national research foundation.4% of the respondent were disagreed about NEP will
focus on national research foundation.34% of the respondents were neutral about the NEP will
focus on national research foundation.
 77

4.2.7 DO YOU THINK THE NEW EDUCATION POLICY CAN BRING INNOVATIVE CONCEPTS IN
THE COMPETITIVE WORLD?
o YES
o NO
o MAYBE

PARTICULARS NO OF RESPONSES PERCENTAGE

Yes 68 68%
No 6 6%
Maybe 26 26%
Total 100 100%

DO YOU THINK THE NEW EDUCATION POLICY

CAN BRING INNOVATIVE CONCEPTS IN THE
COMPETITIVE WORLD?

Yes No Maybe

26%

6%
68%

Interpretation:
From the above diagram, we come to conclusions that approximately.68% were positive about
that education policy can bring innovative concept in the competitive world.6%of the respondent
were disagreed about the education policy can‘t bring innovative concept in competitive
world.26% were neutral regarding their responses.
 78

4.2.8 DO YOU THINK THAT THE IMPLEMENTATION OF NEW EDUCATION POLICY IS BENEFICIAL
TO THE FUTURE GENERATIONS?
o Yes
o No
o Maybe

PARTICULARS NO OF RESPONSES PERCENTAGE

Yes 68 68%
No 8 8%
Maybe 24 24%
Total 100 100%

DO YOU THINK THAT THE IMPLEMENTATION

OF NEW EDUCATION POLICY IS BENEFICIAL
TO THE FUTURE GENERATIONS?
yes no maybe

24%

8%
68%

Interpretation:
From the above diagram ,we come to conclusions that approximately.68% were think that
education policy is beneficial to the future generations.8%of the respondent were disagreed
about that education policy is beneficial to the future generations.24% of the respondent were
neutral about that education policy is beneficial to the future generations.
 79

4.2.9 DOES THE NEW EDUCATION POLICY HELP IN ENHANCING CRITICAL

THINKING AND CREATIVITY AMONG STUDENTS?
o Yes
o No
o Maybe

PARTICULARS NO OF RESPONSES PERCENTAGE

Yes 76 76%
No 16 16%
Maybe 8 8%
Total 100 100%

DOES THE NEW EDUCATION POLICY HELP IN

ENHANCING CRITICAL THINKING AND
CREATIVITY AMONG STUDENTS?
yes no maybe

8%

16%

76%

Interpretation:
From the above diagram, we come to conclusions that approximately. 76% were think that New
education policy will help in critical thinking and creativity among students.16% of the
respondent were disagreed that education policy will help in critical thinking and creativity
among students.8% of the respondent were neutral regarding their responses.
 80

4.2.10 WHICH APPROACH WILL PROVE BENEFICIAL TO STUDENTS?

o THEORETICAL
o PRACTICAL
o BOTH

PARTICULARS NO OF RESPONSES PERCENTAGE

Theoretical 10 10%
Practical 38 38%
Both 52 52%
Total 100 100%

WHICH APPROACH WILL PROVE BENEFICIAL

TO STUDENTS?
Theoretical Practical Both

10%

52%
38%

Interpretation:
From the above diagram we come to conclusions that approximately 10%were choose
theoretical approach will prove beneficial to students. Whereas 38%of the respondent were
choose practical approach will prove beneficial to students. While 52% of the respondent were
choose both.
 81

4.2.11 WILL THE INTRODUCTION OF TECHNOLOGY IN THE TEACHING

PROCESS HELP THE STUDENTS?
o Strongly disagree
o Disagreed
o Neutral
o Agree
o Strongly agree

PARTICULARS NO OF RESPONSES PERCENTAGE

Strongly disagree 4 4%
Disagreed - -
Neutral 28 28%
Agree 46 46%
Strongly agree 22 22%
Total 100 100%

WILL THE INTRODUCTION OF

TECHNOLOGY IN THE TEACHING
PROCESS HELP THE STUDENTS?
Strongly disagree Disagreed Neutral Agree Strongly agree
4% 0%
22%
28%

46%

Interpretation:
From the above diagram we come to conclusions that approximately.4% of the respondent were
strongly disagree about that technology in the teaching process help the students. 28%of the
respondent were neutral about that technology in the teaching process is help the students.46% of
the respondent were agree about that technology in the teaching process is help the
students.22%were strongly agree regarding their response.
 82

4.2.12 WILL GOING G-LOCAL PROVE BENEFICIAL FOR THE INSTITUTIONS AND
THE EDUCATION SYSTEM?
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
PARTICULARS NO OF RESPONSES PERCENTAGE
Strongly disagree 2 2%
Disagreed 2 2%
Neutral 38 38%
Agree 38 38%
Strongly agree 20 20%
Total 100 100%

WILL GOING G-LOCAL PROVE BENEFICIAL FOR

THE INSTITUTIONS AND THE EDUCATION
SYSTEM?
Strongly disagree Disagreed Neutral Agree Strongly agree

2% 2%

20%

38%

38%

Interpretation:
From the above diagram, we come to conclusions that approximately.2% were strongly disagree
about that global local will prove beneficial to education system.2% were disagreed about that
global local will prove beneficial to education system. Whereas 38% were neutral regarding
there response.. While 20% were strongly agree about the global local will prove beneficial to
education system.38%were agree regarding their responses.
 83

4.2.13 WILL THE MULTILINGUAL POLICY HELP IN BETTER UNDERSTANDING

FOR STUDENTS?

o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
PARTICULARS NO OF RESPONSES PERCENTAGE
Strongly disagree 6 6%
Disagreed - -
Neutral 22 2%
Agree 54 54%
Strongly agree 18 18%
Total 100 100%

WILL THE MULTILINGUAL POLICY HELP IN

BETTER UNDERSTANDING FOR STUDENTS?
Strongly disagree Disagreed Neutral Agree Strongly agree
6%
0%

18%
22%

54%

Interpretation:
From the above diagram, we come to conclusions that approximately.6%of the respondent were
strongly disagree about that in education system multilingual policy is give better understanding
for students. Whereas 22%were neutral regarding their responses. while 54% were agree about
the multilingual policy is give better understanding for students.18% were strongly agree
regarding their responses.
 84

4.2.14 WILL THE INTRODUCTION OF VOCATIONAL EDUCATION PROVE

BENEFICIAL TO THE STUDENTS?
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree

PARTICULARS NO OF RESPONSES PERCENTAGE

Strongly disagree 4 4%
Disagreed 4 4%
Neutral 14 14%
Agree 52 52%
Strongly agree 26 26%
Total 100 100%

WILL THE INTRODUCTION OF

VOCATIONAL EDUCATION PROVE
BENEFICIAL TO THE STUDENTS?
Strongly disagree Disagreed Neutral Agree Strongly agree
4% 4%
26% 14%

52%

Interpretation:
From the above diagram, we come to conclusions that approximately.4%of the respondent were
strongly disagree about that vocational education will prove beneficial to the students. Whereas
4% of the respondent disagreed about that vocational education will prove beneficial to the
students. While 14% were neutral regarding there responses.52% of the respondents were agree
about that vocational education will prove beneficial to the students.26% were strongly agree
regarding their responses.
 85

4.2.15 IS IT NECESSARY FOR INTRODUCING TECHNICAL SUBJECTS LIKE

CODING AT A YOUNG AGE?
o Yes
o No
o Maybe
PARTICULARS NO OF RESPONSES PERCENTAGE
Yes 46 46%
No 14 14%
Maybe 40 40%
Total 100 100%

IS IT NECESSARY FOR INTRODUCING

TECHNICAL SUBJECTS LIKE CODING AT A
YOUNG AGE?
Yes No Maybe

40%
46%

14%

Interpretation:
From the above diagram, we come to conclusions that approximately. 46% were positive about
the introducing technical subject like coding at young age.14% of the respondent were disagreed
the introducing technical subject like coding at a young age. 40% of the respondent were neutral
regarding there responses.
 86

4.2.16 SHOULD THE CONCEPT OF INTERNSHIP TO BE INCLUDED THIS EARLY

IN THE EDUCATION SYSTEM?
o Yes
o No
o Maybe

PARTICULARS NO OF RESPONSES PERCENTAGE

Yes 58 58%
No 2 2%
Maybe 40 40%
Total 100 100%

SHOULD THE CONCEPT OF INTERNSHIP TO BE

INCLUDED THIS EARLY IN THE EDUCATION
SYSTEM
yes no maybe

40%

58%

2%

Interpretation:
From the above diagram we come to conclusions that approximately.58%were agreed on the
concept of internships to be included this early in the education system. Whereas 2% were
disagreed on the concept of internships to be included this early in the education system. While
40%of the respondent were neutral regarding the response.
 87

4.3 Secondary data:

The Indian education system is ready to embrace a change if we go by the latest Brainly
survey. The world‘s largest online learning platform for students, parents, and teachers,
Brainly, surveyed its Indian user base on the National Education Policy (NEP) 2020. The
findings - based on responses from 4036 Brainly users belonging to various academic levels -
indicate the students look forward to the policy. Realising the long-term impact of the
COVID-19 and the active role of technology in reducing its effect, the Government of India
recently announced NEP 2020. The policy broadly focuses on multidisciplinary and
multilingual approach, skill development, and ramp-up of digital learning. The intent is to
prepare students by promoting value-based education for real-world challenge sit seems the
concept is already popular amongst the students as 66.8% are aware of the announcement. In
fact, a majority of respondents believe the technology can play a role in learning at the
school level. 65.6% of students think apps; satellite TV channels, online courses, etc. can
help understand the subject better while only less than one-fifth could not say for sure. In the
survey, 60.3% of students preferred the idea of choosing subjects over hard streams like Arts,
Science, etc. as it gives them more flexibility to pursue their favourite subjects. Only one-
fifth of the Brainly users (20.4%) would like to stick to the prevalent stream -based
curriculum. However, a majority (58.7%) of students prefer to be taught in a commonly
accepted language as opposed to 24.8% who would like being taught in their mother tongue.
72.7% of students showed interest in learning contemporary subjects like Artificial
Intelligence, Design Thinking, Organic Living, etc. at school level (middle and secondary
stage). It is worth noting that the introduction to new-age subjects has been planned to make
the students future-ready. The forward-looking policy has received overwhelming support
from the Brainly users. A whopping 87.7% of students expect it to bring a positive change
and reduce the pressure for academic excellence. This shows learners are willing to adopt a
culture that is more progressive and beyond the bookish knowledge. Commenting on the
survey findings, Rajesh Bysani, CPO of Brainly said, ―The learner wants to break free from
the learning model that has been rigid, rote, and focuses solely on grades. Instead, a more
impactful education system is needed today that focuses on the overall development of
students, ultimately, preparing them for a lifetime. At Brainly, we enable students to do the
same by bringing them together with our model of community-based learning. It wouldn‘t be
 88

wrong to say that today Brainly has built a global community that reflects this basic approach
in all walks of its life. Now, with NEP in place, it will be interesting to see how the new
policy takes such learning methods forward."

4.4 Analysis of data:

The ecosystem of education will have the capacity to meet the challenge head-on. Past policies
fell short despite valiant efforts because there was no willingness to do things that are not
necessarily popular. Sacking teachers, introducing differential salaries on performance, ensuring
the attendance of teachers, calls for a degree of tenacity which has been missing. It is one thing
to have a vision document and quite another to have a policy. Policy is meant for praxis. It is to
be implemented effectively for impact. It is the prerogative of the government to prepare and
choose a policy option among different policy choices, and use its special power to resolve
conflict arising out of it. On NEP, here are some first-cut problems. The first problem of NEP is
arriving at a budget of 6% of the Gross Domestic Product (GDP) for education with the states
and the Centre striving to reach it. In reality, with 50% of the population below the age of 25,
what is perhaps required is more than 10% of GDP. If a stand is taken that education, though
under the Concurrent List, is mostly under the purview of the state, thus, the responsibility of
states, we are running faster to stay in the same place. The Kothari Commission in 1966
suggested 6% of GDP as the advised outlay. The second problem is historical and centered on
what the government intends to do with its institutions. An overwhelming majority of India‘s
population is financially stressed, and cannot seek services beyond government institutions or
questionable private institutions. Education and health costs are similar. They are essential but
tend to become expensive unless government institutions are accessed. So it is the same set of
institutions, and the existing cohort of teachers and professors, which will be enjoined to deliver
new outcomes. One-and-a-half million teachers, whose presence is more marked by absence, and
professors who are not sure how the classes will fill up, are to be repurposed. Issues such as
changes in the ecosystem, supervisory structure, and incentives and disincentives are too
complicated to be left entirely to the states. From the enrolment of nearly 100% students at the
primary level, it becomes 72% at upper primary, 52% at secondary, 43% in higher secondary and
only 20% to levels above higher secondary. The National Statistical Office (NSO) reports show a
clear deterioration in access between 2014 and 2018. It is as much a function of poor quality
 89

education and a lack of interest on one hand, and sharply falling returns to education on the
other. The tragedy in India has been more unemployment for better-educated people. While the
survey shows 6.8% as the unemployment rate, for school graduates it is 10.7%, for college
graduates, it is 13.2%, and it is 35% for women graduates (CMIE data). Discrimination makes
the picture more complicated. There are other issues too. Introducing early childhood care and
education through the anganwadi workers is an attempt to face a brave new world with a rusted
system. In most places, these workers may not even be trainable. How well NEP has been
designed in the context of India will depend upon how well the capacity is commensurate with
efforts. After all policies are designed, not conceived in an inspired burst.
 90

Chapter 5 – Conclusion and Suggestions

5.1 Conclusion
National education policy 2020 is a big revolution replacing the 34-year-old policy idea and
envisioning bringing about the much-needed modification in the Indian Education System. The
Policy has maintained a delicate balance between the traditions and the interdisciplinary
approach, which is the need of the 21st century. Higher education is an important aspect in
deciding the economy, social status, technology adoption, and healthy human behavior in every
country. Improving GER to include every citizen of the country in higher education offerings is
the responsibility of the education department of the country government. National Education
Policy of India 2020 is marching towards achieving such objective by making innovative
policies to improve the quality, attractiveness, affordability, and increasing the supply by
opening up the higher education for the private sector and the same time with strict controls to
maintain quality in every higher education institution. , NEP-2020 is expected to fulfill its
objectives by 2030. All higher education institutions with current nomenclature of affiliated
Colleges will expand as multi-disciplinary autonomous colleges with degree giving power in
their name or becomes constituent colleges of their affiliated universities. An impartial agency
National Research Foundation will fund for innovative projects in priority research areas of basic
sciences, applied sciences, and social sciences & humanities. These transformations will start
from the academic year 2021-22 and will continue until the year 2030 where the first level of
transformation is expected to visible. Hence, the
Indian higher education system is moving from teacher centric to student centrical information
centric to knowledge centric, marks centric to skills centric, examination centric to experimental
centric, learning centric to research centric, and choice centric to competency centric. NEP has
the potential to revamp the skills of the youth of our country and has all the right tools that are
needed to be competitive at the global level.
 91

5.2 SUGGESTIONS

1. Ph.D. should be a compulsory qualification for a permanent teaching position in Colleges

& Universities:
Like Integrated B.Ed. is compulsory qualification to Foundation, preparatory, middle, and
secondary school education teaching, Ph.D. research should be a compulsory degree for College
and University teaching. This is due to the reason that, research is going to be an integral part of
bachelor‘s and master‘s degrees as per NEP 2020.

2. Compulsory Faculty Annual Publication leading to IPR:

In order to maintain sustainable quality and to avoid faculty obsolescence in Colleges and
Universities, the IPR generation should be compulsory. In this regard, the college faculties
should publish at least two open access scholarly research papers with copyright certificates from
Govt. of India or at least two proofs of patent submissions annually, failed to which the annual
increment should be suspended.

3. ) A proper definition of Multidisciplinary College :

A multidisciplinary Institution should have a minimum of Five disciplines (not five Courses)
belonging to different faculty areas. The real essence of the objective of studying in a
Multidisciplinary campus to provide multidisciplinary choice and experience of campus comes
only if the number of subject disciplines in operations are at least five in number. For example,
(1) Languages, (2) Basic Sciences, (3) Social Sciences, (4) Engineering, (5) Education, (6)
Medical Sciences, (7) Dental Sciences, (8) Para-medical sciences, (9) Business Management &
Commerce, (10) Computer Science, (11) Agriculture & Veterinary Science, (12) Law & Legal
Studies, (13) Indian Medicines, (14) Indology, etc.

4. Compulsory three modes of Teaching–Learning processes in HEIs :

The HEIs should maximize the use of technology and minimize the brick and mortar model of
the campus-based teaching-learning process. To give exposure of online education to tech-
generation students the HEIs should adopt technology based training methods which include: (a)
 92

Weekly three days classroom-based classes, (b) Weekly 2 days online classes, and (c) Weekly
one day industry/vocational/skill based online/classroom-based classes, (d) Two subjects per
semester through MOOC like SWAYAM/NPTEL, ODL, etc.

5. Higher Education Leaders should be Role Models in Research & Innovations:

The heads & members of all Committees of HE Departments and controlling agencies should be
selected based on their active research contribution during the last five years. Obsolete deadwood
professors/bureaucrats should be kept outside from decision making positions strictly. There
should not be any political or bureaucratic interference or appointments to these committees. Age
should not be constraints but performance should be criteria.

6. Compulsory Employability & Entrepreneurship related papers in each semester to

promote Employability & Entrepreneur ability among the students: The undergraduate
programs should be designed in such a way that there should be two skill based subjects focusing
on employability skills and entrepreneur ability skills respectively apart from core subjects, non-
core subjects, and elective subjects. The evaluation scheme for these skill based subjects should
be continuous internal assessment without holding semester end exams. Such an innovative
model gives confidence for the students to choose an entrepreneur career.

7. Vocational Training based Earn while Learn Encouragement:

To encourage self-dependency after 18 years of age, students should be encouraged to develop
skills in their interested area and involve in some kind of economic/productive activities thereby
their dependency on parents can be reduced. This is possible through vocational training and
building their confidence to earn while learn programmes. The vocational training based earn
while learn can be strengthened at HE level through offering additional credits to Academic
Bank of Credits (ABC).

8. Strengthening Integrated National Digital Library (INDL): National Digital Library

should be strengthened to adding every book published in the country through strict instructions
to the National ISBN granting agency and a digital copy of all Journals which have ISSN.
Library grants to all other libraries of any sectors should be stopped and their libraries should be
 93

converted into Digital libraries through the membership of the Integrated National Digital
Library. All HEIs should be the compulsory member of the INDL to have access to books,
periodicals, Journals, Patents, and every other database from a single place.

Needless to say, the New Education Policy is undoubtedly a progressive and ambitious policy
that India is waiting for. All the Best!!
 94

REFERENCE

1. MAGAZINES AND JOURNAL

 How national education policy 2020 can be a lodestar to transform future generations in
India.-author by kishor kumar,ajal Prakash
 Building India‘sAtmanirbhar Universities- Author: Raj Kumar,C
 Policy and praxis in old and New Communication media –Author: C.S.H.N.Murthy,
publisher: Handbook of media education research.
 Bridging economic inequality in India through higher education. A study on rural, first
generation learner- Author: kala Vijayakumar, publishers: University of Liverpool.
 Significance of libraries in India education policies – Author: Shukla, Gopal mohan;
Bakpai, R.p. publisher: IJOIT
 Undergraduate education in India: The quality issues – Author: Arif Hassan, publisher:
international journal of human potential management.
 Analysis the tweets to examine the behavioural response of Indian citizen over the
approval of national education policy 2020 – Author: Munich Saini, Madanjit Singh,
Manpreet Kaur, and Manevpreet Kaur.
 Lifelong learning policies and provisions for senior citizens in India -Author: Ruchi
Mittal, Pradeep Kumar Misra, publishers: Asian journal of Education and social studies.
 A study of awareness about the impact of national education policy 2020among
stakeholders of commerce and management disciplinary – Author : Devi and
Cheluvaraju, publisher : EJBMR
 Impact of new education policy on employability – Author: Drishti pant , publisher :
people matters.
 Do preschools add ‗value‘? Evidence on achievement gaps from rural India. – Author :
Sweta gupta , publisher ; Department of Economics, University of Sussex Business
School Working Paper Series
 95

II. Newspaper Article:

 Does the National education policy miss out on real issues? – Author: Gourav Vallabh,
publishers – The New India express.
 NEP allow schools to teach in mother tongue but parents wonder which language it will
be – Author: kritika Sharma, publisher: The print.in.
 Education in India: policy and practice – Author: Jayandhala BG Tilak, publisher: stage
publication.

III. Research work

 Vocational education in the NEP 2020 : opportunities and challenges -Author :
Shubhangi Raman , edited : kavita Majumdar
 Governance and management structures for higher education system – Author :
B.L.Gupta , publisher : international journal advanced research in education
 Addressing the challenges of education in modern India.- Author : Mr. Abhay Maurya,
Anjum Ahmed , publisher : IJMER
 NEP 2020 : NCERT book with local content and flavour, emphasis on online education-
Author : Rahul Sindhu , publisher : see latest

IV. WEBSITE

 https://www.noticebard.com/new-educational-policy-2020

 https://www.education.gov.in/sites/upload

 https://www.niepid.nic.in ›nep2020

 https://www.policeresults.com

 https://www.wbedu.in

 https://www.researchgate.net

 https://www.economicsdiscussion.net/articles/problems-faced-in-the-progress-of-

education
 96

 https://www.mhrd.gov.in/sites/upload_files/mhrd/files/nep/Engish.

 https://en.m.wikipedia.org/wiki/National_Education_Policy_2020

 https://www.ugc.ac.in/pdfnews/5294663_Salient-Featuresofnep-English merged

 https://m.economictimes.com/industry/services/education/new-education-policy-aims-to-

achieve-twin-objectives-of-inclusion-excellence

 https://www.thequint.com

 https://www.google.com/url?sa=t&source=web&rct=j&url=https://mpra.ub.uni-

muenchen.de/102549/1/MPRA_paper

 https://www.hindustantimes.com/education/nep-2020-implementation-of-new-education-

policy-in-our-education-system

 https://upscpathshala.com/content/pros-cons-new-education-policy-2020
 97

APPENDIX
 Data Collection from Individuals:
Questionnaire

1. NAME

2. AGE
o 20 and below
o 21 -40
o 41 – 60
o Above 61

3. E-Mail address

4. CONTACT No.

5. Gender
o Male
o Female
o Prefer not to say
o Other

6. Are you aware about the new education policy 2020?

o Yes
o No
 98

7. In your opinion what is the standard of Indian education?

o Excellent
o Poor
o Fair
o Par
o Below par

8. Do you think that new education policy will able to provide quality education at
reasonable price?
o Yes
o No
o Not sure

9. Do you think that new education policy has a special focus on national research
foundation?
o Yes
o No
o May be

10. Do you think that new education policy will bring innovative concept in a
competitive world?
o Yes
o No
o May be

11. Do you think that the implementation of new education policy is beneficial to the
future generations?
o Yes
o No
o May be
 99

12. Does the New education policy help in critical thinking and creativity among
students?
o Yes
o No
o May be

13. Which approach will prove beneficial to students?

o Theoretical
o Practical
o Both

14. Will the introduction of the technology in the teaching process help the students?
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree

15. Will going G-local prove beneficial for institutions and education system?
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree

16. Will the multilingual policy help in better understanding for students?
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
 100

17. Will the introduction of vocational education prove beneficial to the students?
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree

18. Is it necessary to introducing technical subject like coding at a young age?

o Yes
o No
o May be

19. Should the concept of internships to be included this early in education system?
o Yes
o No
o May be

20. What are your views on the implementation of new education policy 2020?