A Study On The Awareness of New Education Policy (2020) Among The Primary School Teachers in Dindigul District

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A STUDY ON THE AWARENESS OF NEW EDUCATION POLICY (2020) AMONG


THE PRIMARY SCHOOL TEACHERS IN DINDIGUL DISTRICT

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© UIJIR | ISSN (O) – 2582-6417
MARCH, 2021 | Vol. 1
Universe International Journal of Interdisciplinary Research
Issue 10
(Peer Reviewed Refereed Journal)

A STUDY ON THE AWARENESS OF NEW EDUCATION POLICY (2020)


AMONG THE PRIMARY SCHOOL TEACHERS IN DINDIGUL DISTRICT
Author’s Name: 1Mahendraprabu, 2Mani Mookkiah
Affiliation: 1Department of Education, Alagappa University, India
2
Department of Education, Alagappa University, India
E-Mail: eduprabu2011@gmail.com
DOI No. – 08.2020-25662434
Abstract
The New Education Policy (2020) Draft Act released from the Government of India. They gave two month’s for
Teacher Educators, Principals, and Policymakers to submit their insight. Objective: to find the Awareness on New
Education Policy (2020) among the Primary School Teachers in Dindigul District. Methods: The investigator
used the survey method for the present study. Sample: Three Hundred teachers from primary schools. The total
sample was selected through a simple random sampling technique. Tool: the tool used to test the National
Education Policy 2020. Analysis and discussion: It is inferred from the above table that 21.9 % male primary
school teacher have low level, 63.1 % of them have moderate and 15 % of them have high level of New Education
Policy in Gender. Regarding female primary school teacher 27.9 % of them have low level, 62.1% of them have
moderate level and 10 % of them have high level of New Education Policy in Gender. There is a significant
difference between the awareness of New Education Policy (2020) primary school teachers’ with respect to
gender, type of management.
Keywords: Awareness, New Education Policy (2020), Primary School Teachers, Gender, Management.

INTRODUCTION
Education is vital to the achievement of maximum human potential, the development of a just
and equal society and the promotion of national development. Providing universal access to
quality education is the cornerstone to India's continued rise and global leadership in terms of
economic development, social justice and scientific progress, equality, national integration and
preservation of culture.

The 21st century's first education strategy which seeks to solve our country's many rising
developmental imperatives. This Policy recommends that all facets of the education framework,
including its legislation and governance, be updated and redesigned to establish a modern
paradigm that is consistent with the aspiring aspirations of education in the 21st century,
including SDG4, thus drawing on the values and value systems of India. It is founded on the idea
that schooling must improve not only cognitive capacities, but also ethical, mental, and
emotional capacities and dispositions, both the “foundational capacities” of literacy and
numeracy and “higher-order” cognitive capacities, such as logical thought and problem solving.

REVIEW OF LITERATURE
They compared the National Education Policy (2019) with the American Education system, Ms.
Sujatha Ramesh, Dr. K. Natarajan (2019). The National Education Policy has approved the
switchover to Uh, like the USA course. The modular strategies are equivalent to those of the

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© UIJIR | ISSN (O) – 2582-6417
MARCH, 2021 | Vol. 1
Universe International Journal of Interdisciplinary Research
Issue 10
(Peer Reviewed Refereed Journal)

USA. Kalervo N Gulson, seller of Sam (2018), concludes that Allowing fresh private and public
links through policy topologies. Aithal P.S, Shybhrajyotsna Aithal (2019) Nikil Govind (2019)
evaluated the proposal's positive and negative and some recommendations for future changes.

OBJECTIVES OF THE STUDY


1. To find out the level of awareness of National Education Policy 2020.
2. To find out the significant difference between the awareness of New Education Policy
(2020) among the primary school teachers with respect to background variables, such
as gender, location, type of management.

HYPOTHESIS OF THE STUDY


1. The level of awareness of New Education Policy (2020) is average.
2. There is no significant difference between the awareness of New Education Policy
(2020) primary school teachers’ with respect to background variables, such as gender,
location, type of management.

DELIMITATION OF THE STUDY


1. The present study is confined to 300 primary school teachers
2. The study is limited to primary school teachers who are living in Dindigul District only.
3. The investigator has used only survey method.
METHODOLOGY OF THE STUDY
The investigator adopted a survey method to collect data from the population for studying the
New Education Policy (2020) awareness among primary school teachers in Dindigul District.

POPULATION AND SAMPLE


The primary School teachers who are working in Dindigul District considered as a population
for the present study. The Government and Self-Finance Primary School Teachers were selected
for the above study. The investigator has used simple random sampling technique for selecting
the sample from the population. The sample consists of 300 primary schools teacher from 10
schools in Dindigul Educational Districts, Tamil Nadu.

TOOL USED
1) Personal data sheet
The respondents were asked to fill up a personal data form in order to seek information
about them like Gender, Location, and Type of management.
2) National Educational Policy (2020)
The investigator prepared the National Educational Policy (2020) awareness tool. The
investigator designated multiple-choice type questionnaire as a tool for gathering data
in the present study. The device includes 30 items related to National Educational Policy
(2020) awareness. To establish the validity and reliability, the prepared tool was given
to experts in the field of education.

RESULTS AND DISCUSSION


H1: The level of awareness of New Education Policy (2020) is average.
Low Moderate High
Variable Category
No. % No. % No. %

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© UIJIR | ISSN (O) – 2582-6417
MARCH, 2021 | Vol. 1
Universe International Journal of Interdisciplinary Research
Issue 10
(Peer Reviewed Refereed Journal)

Male 35 21.9 101 63.1 24 15.0


Gender
Female 39 27.9 087 62.1 14 10.0
Rural 20 12.5 093 58.1 47 29.4
Location
Urban 13 9.30 086 61.4 41 29.3
Government 32 20.0 092 57.5 36 22.5
Type of management
Self-Finance 22 15.7 111 79.3 07 5.00

It is inferred from the above table that 21.9 % male primary school teacher have low level, 63.1
% of them have moderate and 15 % of them have high level of New Education Policy in Gender.
Regarding female primary school teacher 21.9 % of them have low level, 63.1% of them have
moderate level and 10 % of them have high level of New Education Policy in Gender. The above
table reveals that 12.5 % of rural primary school teacher have low level, 58.1 % of them have
moderate level and 29.4 % of them have high level of New Education Policy in location.
Regarding Urban primary school teacher 9.3 % of them have low level, 61.4 % of them have
moderate level and 29.3 % of them have high level of New Education Policy in location. The
above table reveals that 20 % of Government primary school teacher have low level, 57.5 % of
them have moderate level and 22.5 % of them have high level of New Education Policy in type of
management. Regarding Self-Finance primary school teacher 20 % of them have low level, 79.3
% of them have moderate level and 5 % of them have high level of New Education Policy in type
of management.

H2: There is no significant difference between the awareness of New Education Policy (2020)
primary school teachers’ with respect to gender, location, type of management.
Calculated ‘t’
Variable Category Mean SD Remarks
value
Male 51.11 10.25
2.08 S
Gender Female 48.73 9.58
Rural 49.86 10.45
0.26 NS
Location Urban 50.16 09.49
Government 46.57 10.31
6.92 S
Type of management Self-Finance 53.92 08.04
(At 5% level of significance, the table value of ‘t’ is 1.96)

Fig.1: Difference between the awareness of New Education Policy (2019)


primary school teachers’ with respect to gender, location, type of
management

60 51.11 48.73 49.86 46.57


50.16 53.92
50
40
30
20 10.25 9.58 10.45 9.49 10.31
10 8.04
0 Mean
Self-Finance
Male

Urban
Female

Government
Rural

SD

Gender Location Type of management

It is inferred from the above table 2 and Fig.1 that the calculated value of ‘t’ is greater than the
table value of ‘t’ at 5% level of significance. Hence the null hypothesis is rejected and there is a
significant difference between the awareness of New Education Policy (2020) primary school
teachers’ with respect to gender. It is inferred from the above table 2 and Fig.1 that the
calculated value of ‘t’ is less than the table value of ‘t’ at 5% level of significance. Hence the null
hypothesis is accepted and there is no significant difference between the awareness of New

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© UIJIR | ISSN (O) – 2582-6417
MARCH, 2021 | Vol. 1
Universe International Journal of Interdisciplinary Research
Issue 10
(Peer Reviewed Refereed Journal)

Education Policy (2020) primary school teachers’ with respect to location. It is inferred from the
above table 2 and Fig.1 that the calculated value of‘t’ is greater than the table value of ‘t’ at 5%
level of significance. Hence the null hypothesis is rejected and there is a significant difference
between the awareness of New Education Policy (2020) primary school teachers’ with respect
to type of management.

FINDINGS
1. The according to Mahalakshmi “21.9 % male primary school teacher have low level, 63.1
% of them have moderate and 15 % of them have high level of New Education Policy in
Gender. Regarding female primary school teacher 21.9 % of them have low level, 63.1%
of them have moderate level and 10 % of them have high level of New Education Policy
in Gender”.
2. The awareness of the New Education Policy (2020) Gender, location, type of
management is average.
3. There is a significant difference between the awareness of New Education Policy (2020)
primary school teachers’ with respect to gender. Male Secondary School teachers have
more awareness than female teachers.
4. There is no significant difference between the awareness of New Education Policy
(2020) primary school teachers’ with respect to location. Urban secondary school
teachers have more awareness than rural teachers.
5. There is a significant difference between the awareness of New Education Policy (2020)
primary school teachers’ with respect to type of management. Government School
teachers have more awareness than Self-finance teachers.

CONCLUSION
In general, primary school teachers have low awareness of the New Education Policy (2020).
The awareness program must be organized by the state or central Government, at least for
teachers only. In general, females do not have satisfactory intention to know about new
development. But it is not correct we must make awareness for, particularly female teachers.
Additional than rural teachers are not interested to know about the new updates due to
location. Self-finance teachers have no way to interact with other peoples, so they have low
awareness; the state or central Government must organize awareness programs to make
conscious of the New Education Policy (2020) extremely.

REFERENCE
1. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
2. Misra, Satya Narayana and Sanjaya Ku. Ghadai. “Make in India and Challenges before
Education Policy.” Journal of Education and Practice, vol. 6, no. 1, 2015, pp. 97-103.
3. Khetarpal, Sonal. “National Education Policy 2019: Old Wine in New Bottle.” Business
Today, 2019, https://www.businesstoday.in/current/economy-politics/national-
education-policy2019-old-wine-in-new-bottle/story/353751.
4. Aithal, P. S. “Analysis of Higher Education in Indian National Education Policy Proposal
2019 and its Implementation Challenges.” International Journal of Applied Engineering
and Management Letters, vol. 3, no. 2, 2019, pp. 1- 35.

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© UIJIR | ISSN (O) – 2582-6417
MARCH, 2021 | Vol. 1
Universe International Journal of Interdisciplinary Research
Issue 10
(Peer Reviewed Refereed Journal)

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