20QZCMD012 Arun Kumar D G

“A STUDY ON EFFECT OF NATIONAL EDUCATION POLICY
ON EDUCATION SECTOR”
Project submitted in partial fulfilment of the requirements
For the award of the degree of
MASTER OF BUSINESS ADMINISTRATION
OF
BANGALORE UNIVERSITY
By
ARUN KUMAR D.G
Reg. No: 20QZCMD012

Under the guidance of
Prof. MAHADEV PRASAD

Assistant Professor
BANGALORE INSTITUTE OF MANAGEMENT STUDIES

Bangalore University
Mysore Road Bangalore-560059
2021-2022
STUDENT DECLARATION
I hereby declare that “ A STUDY ON EFFECT OF NATIONAL EDUCATION POLICY

ON EDUCATION SECTOR” is the result of the project work carried out by me under the
guidance of Prof. MAHADEV PRASAD in partial fulfilment for award of master’s in business
administration by Bangalore University.
I also declared that this project is the outcome of my own effort and it has not been submitted to
any other university or institution for the award of any other people degree or certificate.
PLACE: BANGALORE NAME: ARUN KUMAR D.G

DATE: REG.NO: 20QZCMD012
CERTIFICATE OF ORIGINALITY
This is to certify that the project tittle title “A STUDY ON EFFECT OF NATIONAL EDUCATION
POLICY ON EDUCATION SECTOR” is original work of Mr. ARUN KUMAR D.G bearing
university Register number: 20QZCMD012 and is being submitted in partial fulfilment for the award of
the Master’s degree Business Administration of Bangalore university. The report has not been submitted
earlier to this University\Institution for the fulfilment of the requirement of a course of study Mr.
ARUAN KUMAR D.G is guided by Prof. MAHADEV PARSAD who is Faculty guide as per the
regulations of Bangalore University.
Signature Faculty Guide Signature Principal\HOD
Date Date
ACKNOWLEDGEMENT
My course of acknowledgement proudly beings with my humble gratitude to god for his blessing
and the constant assistance for the accomplishment of this task.
This is an opportunity to express my sincere thanks to Bangalore Institute of Management

Studies, for giving an opportunity to pursue my studies leading to MBA, I immensely thank to
Dr. K M NAGENDRA, principle and all the faculty members of Bangalore Institute of
Management Studies, who have constantly motivated and guided me through this fruitful
endeavour.
I also thank our beloved HOD, Prof. PRAKASH NAIK for his continuous support throughout
my project work.
This project could not be completed without the able guidance and support of my guide,
Mr. MAHADEV PARASAD , Assistant professor, BIMS.
I would like to thank Bangalore University for giving me an opportunity to undertake a project
work.
I am very thankful to my parents and friends who directly or indirectly being the source of
institution and having rendered me all support, I am immensely thankful to all who helped me in
completing this project successfully.
.
PLACE: BANGALORE NAME: ARUN KUMAR D G

CHAPTER 1
INTRODUCTION
1
INTRODUCTION
In 1986 the public authority drove by Rajiv Gandhi presented another instruction strategy on
trainings. The National Education Policy 2020. Which was endorsed by the Union Cabinet of
India on 29 July 2020. Layout the vision of India's new schooling system. The new strategy
replaces the past National approach on Education. 1986 The strategy is a complete structure for
rudimentary schooling to advanced education as well as professional preparation in both
provincial and metropolitan in India.
The strategy means to change India's framework by 2021 Shortly after the arrival of the
arrangement, the public authority explained that nobody will be compelled to concentrate on a
specific language and that the vehicle of guidance won't be moved from English to any
territorial language.
Himachal Pradesh has turned into the primary state to carry out New Education Policy 2020.
The National Educational Policy should be carried out in all schools over India by 2020.
NEP 2020 will open up new learning amazing open doors to the understudies. Its greatest effect
would be the adjustment of the learning climate and the learning system for the understudies.
The new schooling strategy will: Increase center around the ability improvement and capability
advancement of the understudies.
The National Policy on Education (NPE) is an approach planned by the Government of India
to advance training among India's kin. The approach covers rudimentary training to universities
in both country and metropolitan India. The principal NPE was proclaimed by the Government
of India by Prime Minister Indira Gandhi in 1968, the second by Prime Minister Rajiv Gandhi
in 1986, and the third by Prime Minister Narendra Modi in 2020.
The National Education Policy 2020 (NEP 2020), which was supported by the Union Cabinet
of India on 29 July 2020, traces the vision of India's new school system. The new strategy
replaces the past National Policy on Education, 1986. The strategy is a thorough system for
rudimentary instruction to advanced education as well as professional preparation in both
provincial and metropolitan India. The arrangement means to change India's school system by
2021. The language strategy in NEP is a wide rule and warning in nature; and it ultimately
depends on the states, establishments, and schools to settle on the execution.
2
The NEP 2020 institutes various changes in India's schooling strategy. It intends to increment
state use on instruction from around 4% to 6% of the GDP at the earliest opportunity. In January
2015, a board under previous Cabinet Secretary T. S. R. Subramanian began the counsel cycle
for the New Education Policy. In light of the board report, in June 2017, the draft NEP was
submitted in 2019 by a board drove by previous Indian Space Research Organization (ISRO)
boss Krishnaswamy Kasturirangan. The Draft New Education Policy (DNEP) 2019, was
subsequently delivered by Ministry of Human Resource Development, trailed by various public
conferences. The Draft NEP had 484 pages. The Ministry embraced a thorough meeting process
in forming the draft strategy: "More than two lakh ideas from 2.5 lakh gram panchayats, 6,600
squares, 6,000 Urban Local Bodies (ULBs), 676 areas were gotten." The vision of the National
Education Policy is: "Public Education Policy 2020 imagines an India-driven schooling system
that contributes straightforwardly to changing our country economically into a fair and lively
information society by giving great instruction to all." Quality advanced education should plan
to foster people who are phenomenal, smart, balanced, and innovative.
It should empower an individual to concentrate on at least one particular areas of interest at an

inside and out level and foster person, moral and sacred qualities, scholarly interest, logical
attitude, imagination, administration soul, and the abilities of the 21st century across a scope of
fields, including sciences, sociologies, artistic expression, humanities, dialects, individual,
mechanical the professional subjects. The new training strategy carries a few major changes to
the momentum framework, and the key features are multidisciplinary colleges and schools,
with somewhere around one in or close to each area, patching up understudy educational plans,
instructional method, assessment, and backing for improved understudy insight, laying out a
National Research Foundation to help astounding companion looked into work and really seed
learn at colleges and universities. The primary issues looked by the Indian advanced education
framework incorporates authorized partition of capabilities, early specialization and understudy
spilling into limited research regions, less spotlight on research all things considered colleges
and schools, and absence of cutthroat companion explored scholarly examination subsidizing
and huge associated colleges prompting low degrees of undergrad instruction
Public Education Policy (NEP)
These are a bunch of strategies planned by the Government of India to advance instruction
among Indian individuals. NEP is essentially a complete structure to direct the advancement of
3
schooling in the country. The desire of such a system was first acknowledged in the year 1968
which was then returned to and changed in the year 1986. This was again audited and refreshed
in 1992 according to the need of great importance. From that point forward, the whole world
and the general area have seen enormous changes. Henceforth, this year, the public authority
chose to overhaul these arrangements to make them more applicable and convincing for the
instruction environment.
Schooling is principal for accomplishing full human potential, fostering an evenhanded and just
society, and advancing public turn of events. Giving general admittance to quality instruction
is the way in to India's proceeded with rising, and initiative on the worldwide stage as far as
monetary development, civil rights and fairness, logical progression, public coordination, and
social safeguarding. General excellent instruction is the most ideal way forward for creating
and boosting our country's rich abilities and assets to ultimately benefit the individual, the
general public, the nation, and the world. India will have the most noteworthy populace of
youngsters on the planet over the course of the following ten years, and our capacity to give
great instructive open doors to them will decide the eventual fate of our country. The worldwide
training advancement plan reflected in the Goal 4 (SDG4) of the 2030 Agenda for Sustainable
Development, embraced by India in 2015 - tries to "guarantee comprehensive and impartial
quality instruction and advance long lasting learning open doors for all" by 2030. Such a
grandiose objective will require the whole school system to be reconfigured to help and
cultivate learning, so the basic focuses in general and objectives (SDGs) of the 2030 Agenda
for Sustainable Development can be accomplished. The world is going through fast changes in
the information scene. With different emotional logical and innovative advances, for example,
the ascent of large information, AI, and man-made reasoning, numerous untalented positions
worldwide might be taken over by machines, while the requirement for a talented labor force,
especially including math, software engineering, and information science, related to
multidisciplinary capacities across technical studies, sociologies, and humanities, will be
progressively in more prominent interest. With environmental change, expanding
contamination, and exhausting regular assets, there will be a sizeable change by they way we
meet the world's energy, water, food, and disinfection needs, again bringing about the
requirement for new talented work, especially in science, science, physical science, farming,
environment science, and sociology. The developing rise of pestilences and pandemics will
likewise call for cooperative exploration in irresistible infection the board and improvement of
immunizations and the resultant social issues elevates the
4
requirement for multidisciplinary learning. There will be a developing interest for humanities
and craftsmanship, as India moves towards turning into a created country as well as among the
three biggest economies on the planet. To be sure, with the rapidly changing work scene and
worldwide environment, it is turning out to be progressively important that youngsters learn,
yet more significantly figure out how to learn. Schooling hence, should move towards not so
much satisfied, but rather more towards finding out about how to think basically and take care
of issues, how to be inventive and multidisciplinary, and how to improve, adjust, and assimilate
new material in novel and evolving fields. Instructional method should develop to make
training more experiential, comprehensive, coordinated, request driven, disclosure situated,
student focused, conversation based, adaptable, and, obviously, charming. The educational
program should incorporate fundamental expressions, creates, humanities, games, sports and
wellness, dialects, writing, culture, and values, notwithstanding science and arithmetic, to foster
all viewpoints and capacities of students; and make training all the more balanced, helpful, and
satisfying to the student. Schooling should construct character, empower students to be moral,
normal, humane, and mindful, while simultaneously set them up for profitable, satisfying
business. The hole between the present status of learning results and what is required should be
connected through endeavor significant changes that bring the best, value, and uprightness into
the framework, from youth care and instruction through advanced education. The point should
be for India to have a school system by 2040 that is best in class, with evenhanded admittance
to the best training for all students paying little heed to social or monetary foundation. This
National Education Policy 2020 is the primary training strategy of the 21st century and intends
to address the many developing formative objectives of our country. This Policy proposes the
modification and redoing of all parts of the instruction structure, including its guideline and
administration, to make another framework that is lined up with the optimistic objectives of
21st century training, including SDG4, while expanding upon India's customs and worth
5
CHAPTER-2
THEARITICAL BACKGROUND OF THE STUDY
6
2.1 NEED FOR THE STUDY
 Multiple entry and exit option in degree courses

 Discontinuation of multiple programs
 Single regular for higher education institutes
 Low stake board exams
 Common entrance exams for universities
2.2 OBJECTIVES OF NEP
 To understand the scope and effect of NEP.

 To evaluate the effectiveness of NEP 2020 over the old one.
 To understand the importance of NEP.
 To study the on effect of national education policy on education sector
2.3 SCOPE OF THE STUDY
 Schooling to begin from age of 3years

 Mother tongue to be instated as medium of instruction.
 A single overarching body of higher education.
 Separation between subject stream to be blurred.
2.4 RESEARCH METHODOLOGY

The procedures or strategies used to find, select, process, and analyse information about
a topic are referred to as research methodology. The methodology portion of a research
article allows the reader to critically examine the study's overall validity and dependability.
2.4.1 Type of Research
Descriptive research on analytical in the researcher uses factor and this research will
help through the questionnaire.
7
2.4.2 Source of Data
 Primary data: Primary data will be collected through the useof self-administered
questionnaire.
 Secondary data: Secondary data will be collected through the various materials
such as journals, magazines, newspapers and other related articles.
2.4.3 Sampling
Sampling refers to the process of collecting or choosing respondent for the study
2.4.3.1 Sampling Type : Random sampling.
2.4.3.2 Sampling Frame : Bangalore.
2.4.3.3 Sampling Unit : individual in Bangalore
2.4.3.4 Sample Size 100
2.4.4 Tools for Data Collection

Data will be collected through survey along with questionnaire, Tables Graphs and
Chats.
2.5 LIMITATIONS OF THE STUDY
 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 language for
each subject in academic institute is a problem.
 According to the national educational 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.
 According to the national educational policy 2020 students of the private schools will
be introduced to English at a much earlier age than the student of the government
school.
8
2.6 LITERATURE REVIEW
(Raphaela Schlicht, 2010) This study says since the publication of the OECD's international
student assessment programmer (PISA). Following this line, the current study gives the first
empirical assessment of the impact of national education policies on inequality in European
Union member states. The association between individual social background and educational
attainment is moderated by average class size and education expenditures.
(Kurien, 2020) This research explains how the policy offers a wide range of adjustments and
reads generally as a progressive text with a firm grasp on the existing socioeconomic landscape
and the prospect of future unpredictability. To keep up, education for a new generation of
learners must essentially deal with the increasing dematerialization and digitization of
economies, which necessitates the development of a completely new set of competences. NEP
2020 provides the way for a large number of young aspiring students to gain the necessary
skills.
(Kaurav, 2020) This research focuses on The NEP 2020 provides an elaborative framework
for a country's educational system to develop. In general, it takes a long time to replace a policy.
The current situation the policy is the third in the series and takes the place of the NEP.The
NEP 2020 lays forth a clear roadmap to achieve this goal.in the country's education It is,
however, not the case. It is necessary to adhere to the rules. The first priority for NEP 2020 is
to protect the environment. Universities from all across the world will be eligible to participate.
Their campuses across the nation as part of the NEP, Reshaping will be a major focus in
2020.the programmer of study The most crucial aspect is that there will be. There should be a
strong focus on teaching kids all courses in their home language. The NEP 2020focuses on the
need for professionals to be trained in a variety of industries ranging from agriculture to
artificial intelligence.
(B.Venkateshwarlu, 2021) Higher education is a critical factor in determining a country's

economy, social standing, technological adoption, and healthy human behavior, according to
this study. The education department of the country government is responsible for improving
GER to include every person of the country in higher education opportunities. India 2020's
National Education Policy is moving in that direction.by enacting novel policies to increase the
quality, attractiveness, and affordability of the product, as well as expanding supply by opening
up new markets higher education for the commercial sector, while also enforcing tight quality
9
controls across the board institution. Faculty members are also given the freedom to choose
their own curriculum, approach, and other aspects of their teaching. Given the current policy
framework, pedagogy, and evaluation frameworks from the academic year 2021-22, these
changes will be implemented. And will continue until 2030, when the first stage of transition
will be seen.
(Cheluvaraju, 2020) The audit had worked on the data on NEP 2020 impact on the
accomplices of business and the leaders' discipline from a more broad viewpoint. The relative
survey on the current NEP and NEP 2020 has raised the detriments of the current NEP which
was affecting the improvement of Indian economy and impacting the young people in achieving
their objectives. The NEP 2020 leads all of the accomplices to fulfill the cutting edge needs at
public and overall level with the objective that the lifestyle and the by and large money related
advancement will be achieved out and out. Any movements in the current circumstance will
have both positive and antagonistic results accordingly we should concentration undeniably
toward the beneficial outcomes and embrace it enough and end up being useful for the public
authority help of the country.
Tholath (2021) distinguished that the NEP decidedly impacts the creative, social, and
memorable 23 legacy of India. The strategy guarantees that Indian qualities and culture are not
lost in adjusting toward the western school systems (Tholath, 2021). The NEP 2020 changes
the existent school system by comprehensively zeroing in on three sub-topics to be specific,
improvement of educational program, understudy and courses. Courses and educational
program would be created to upgrade understudies' inclination and furnish them with
multidisciplinary information and abilities. This arrangement will have post-COVID-19
ramifications for the partners. The post-emergency school system expects instructors to foster
their educational abilities, fuse innovation in the conveyance of talks, and update themselves to
meet the advancing requirements for helping the bigger society. Educational program
configuration will assume a focal part in building a solid starting point for understudies as an
extraordinary shift from hypothetical figuring out how to certifiable use of speculations would
be required. The policy‟s thought of implanting provincial language for understudies at HEIs
would make advanced education open to the youthful populace in ancestral and rustic region
of the country.
(Kaurav et al., 2020). Moreover, the objective of NEP to increase the gross enrollment ratio
to 50 per cent would subsequently increase the employment ratio in future. However, there are
10
a few challenges that should be considered to ensure feasibility in the long run. Firstly, the
educators should also proficient in regional languages to impart education to specific students.
Secondly, curriculum design is a vital part of ensuring the quality of education, and thus
creating committees (either discipline wise or grade wise) of experienced teachers and
policymakers would help bring better knowledge outcomes among graduates/postgraduates.
This would also lead increase the probability of creating industry-ready professionals and
entrepreneurial mindset amongst them.
(Dutta, 2020). Indeed, even the understudies (at school and college level) would profit from
an assortment of computerized learning devices, innovation communities for leading quality
exploration, online advanced learning courses, advanced libraries, and ICT-empowered
foundation at HEIs. Granting specialized dialects would extend understudies' information in
the area of innovation, biotechnology, enormous information investigation, nanotechnology,
etc. NEP referenced presenting a National Education Technology Forum where understudies
can share their thoughts on utilizing and creating advances. While the emergency enhanced a
few issues looked by HEI, understudies and instructors one of them being the „digital divide‟,
Dutta (2020) expressed that compelling execution of SWAYAM would connect comparable
circumstances. The drives like SWAYAM and Swayamprabha would foster the digitization
cycle in the instruction environment and help understudies from in reverse financial foundation
to join the information economy.
Saini et al. (2021), stakeholders showed positive emotions and welcomed the NEP 2020. Saini
et al. (2021) pointed out that some states had negative emotions in accepting the NEP, 24
thereby, policymakers should attempt to bring awareness about the related benefits of the
policy. The positive emotions are influenced by the comprehensive nature of the NEP which is
built on five pillars- Accessibility, Equity, Quality, Accountability, and Affordability (Kumar,
Prakash, & Singh, 2020). These pillars considered the requirements of three prominent
stakeholders- students, teachers, and HEIs by ensuring holistic development. Furthermore
Aithal & Aithal (2020) suggested following the top-down approach for effective
implementation of the policy.
Lissen & Bautista (2020) proposed keeping a harmony among worldwide and nearby; and
contemporary and traditional regions for accomplishing long haul manageability in schooling.
11
According to Kumar, K., et al (2020) National Education Policy 2020 will end up being an
achievement for Indian Education. NEP-2020 gives an extensive structure to essential training
to incorporate showing business and specialized schooling. It likewise got arrangement for
internet‐based e‐ leanings which is change in perspective from regular framework. The
quintessence of NEP is access, value; moderateness, obligation, and quality as per United
Nations manageable objectives. NEP isn't liberated from escape clauses yet it has brought
profound understanding into worldwide situation. It ought to be executed with incredible
wariness to address difficulties that are expected for cultivating quality training for all. Deb, P.
(2020) talked about the Indian ethos and social qualities in instructing that got its place in
National Education Policy (NEP) 2020.
Taina Saarinen (2008) has addressed the text and discourse analysis in education policy from
theoretical and methodological points of view. Policies are discursive processes and it disputes
instruction policies. Policy documents can be used as information and it is seen usually in the
case in instruction policy analysis. But text analytical tools are required to be applied
consistently. Most specialists agree that instruction should be intelligent of expectations so as
to adopt the proactive role. It should meet the expectations of recruiters and prepare students
for future job tasks, upcoming changes in employment patterns. Education should contribute
towards innovation in society (U Teichler, 1999).
Trevor Gale &Deborah Tranter (2011) has highlighted traditions, concepts and practices of
social justice in Australian education policy. It portrays the changes in policy, importance of
market analysis as per proposals of the Bradley Review. The importance of empowering
students with social justice, equity and social inclusion in higher education is analyzed in the
study.
Tornike Khoshtaria et al (2020) examined the brand name and its impact in Georgian
Universities. Fierce competition forced the Georgian universities to utilize various promotional
strategies to get students/customers. However, their attempt failed as university did not forecast
the market demand correctly. This study provided insight on customer or market demand based
education system. It also concluded whether or not whole equity dimensions have a control on
university brand name with competition in market. It will promote universities to partner, or
co-create, treat students as important stakeholder. A conceptual model based on co-creation
across inputs, processes, and outcomes can be devised.
12
Dollinger &Jason Lodge (2019) projected a model that highlights and distinguishes the
dualvalue of co-creation, co-production, and operation. The proposed education model may
facilitate guide, directors, and researchers to ensure quality education. Recent discourse
regarding the fourth age has solved many problems. The requirement for basic changes within
the industrial structure and better education systems may prepare for technological revolution.
There are multiple challenges in terms of its overall industrial structure, labour market and
better education. There is a need to upgrade the roles of its government, trade and universities
in information creation and talent formation.The higher education practice in Asia has gone for
massive reform and internationalization. This has created opportunities for developing
cosmopolitan learning in Singapore’s higher education. Cosmopolitan learning is associated
with Internationalization of education and plays a crucial role in shaping the international
students’ identities, aspirations and worldviews.
(Hannah Soong, 2020). In this Kumar: New education policy (NEP) 2020: A roadmap for
India 2.0 4 global era of economic liberation, internationalization of higher education (IHE) is
emerging trend. It has become a standard practice as reflected in (HE) policies of many
countries. While comparing international HE policies in China and Australia, for the period
2008–2015; the impact of globalization and internationalization of education was found (Min
Hong, 2018). Internationalization of higher education (IoHE) will forge strong linkage between
nations, its establishments, and strengthen people to people contact with in the regions. But it
has been criticized as it is not in line with nation centered interest and got conflict with its
cultural values. This is reflected in the case of education system of East Asian countries
13
CHAPTER-3
PROFILE OF SELECTED INDUSTRY RESPONDENTS
14
Public EDUCTIONAL POLICY OF INDIA
India will comparatively extend its establishments and colleges concentrating on every
traditional language and writing, with solid endeavors to gather, protect, decipher, and
concentrate on the huge number of original copies that poor person yet accepted their due
consideration. Sanskrit and all Indian language foundations and divisions the nation over will
be altogether reinforced, with sufficient preparation given to huge new bunches of understudies
to study, specifically, the huge quantities of compositions and their interrelations with different
subjects. Old style language foundations will plan to be converged with colleges, while keeping
up with their independence, so personnel might work, and understudies also might be prepared
as a component of hearty and thorough multidisciplinary programs. Colleges devoted to
dialects will become multidisciplinary, towards a similar end; where applicable, they may then
additionally offer B.Ed. double degrees in instruction and a language, to foster remarkable
language instructors in that language. Further, it is likewise suggested that another organization
for Languages will be laid out. Public Institute (or Institutes) for Pali, Persian and Prakrit will
likewise be set up inside a college grounds. Comparable drives will be completed for
establishments and colleges concentrating on Indian expressions, craftsmanship history, and
Indology. Research for exceptional work in this multitude of regions will be upheld by the
NRF.
Innovation USE AND INTEGRATION IN EDUCATION SECTOR
India is a worldwide innovator in data and correspondence innovation and in other state of the
art areas, like space. The Digital India Campaign is assisting with changing the whole country
into a carefully enabled society and information economy. While schooling will assume a basic
part in this change, innovation itself will assume a significant part in the improvement of
instructive cycles and results; hence, the connection among innovation and training at all levels
is bidirectional. 23.2. Given the hazardous speed of mechanical improvement aligned with the
sheer imagination of techsavvy educators and business visionaries including understudy
business visionaries, it is sure that innovation will affect schooling in more than one way, just
some of which can be predicted right now. New advancements including computerized
reasoning, AI, block chains, savvy sheets, handheld registering gadgets, versatile PC testing for
understudy improvement, and different types of instructive programming and equipment won't
simply change what understudies realize in the study hall yet the way in which they learn,
15
and accordingly these regions and past will require broad exploration both on the mechanical
as well as instructive fronts.
A rich assortment of instructive programming, for all the above purposes, wills be created and
made accessible for understudies and instructors at all levels. All such programming will be
accessible in all significant Indian dialects and will be open to a wide scope of clients
remembering understudies for far off regions and Divyang understudies. Training learning e-
content will keep on being created by all States in every territorial language, as well as by the
NCERT, CIET, CBSE, NIOS, and different bodies/organizations, and will be transferred onto
the DIKSHA stage. This stage may likewise be used for Teacher's Professional Development
through e-content. CIET will be reinforced to advance and grow DIKSHA as well as other
instruction innovation drives. Appropriate gear will be made accessible to educators at schools
so instructors can reasonably incorporate e-substance into educating learning rehearses.
Innovation based instruction stages, like DIKSHA/SWAYAM, will be better incorporated
across school and advanced education, and will incorporate appraisals/audits by clients, to
empower content designers make easy to understand and subjective substance.
Specific consideration should be paid to arising troublesome innovations that will
fundamentally change the schooling system. When the 1986/1992 National Policy on
Education was formed, it was hard to foresee the problematic impact that the web would have
brought. Our current school system's powerlessness to adapt to these fast and problematic
changes places us exclusively and broadly in a difficult situation in an inexorably aggressive
world. For instance, while PCs have generally outperformed people in utilizing authentic and
procedural information, our schooling at all levels unnecessarily troubles understudies with
such information to the detriment of fostering their higher-request capabilities.
This strategy has been figured out when an undeniably troublesome innovation - Artificial
Intelligence (AI) 3D/7D Virtual Reality - has arisen. As the expense of AI-based expectation
falls, AI will actually want to coordinate or beat and, thusly, be a significant guide to even
talented experts like specialists in specific prescient errands. Artificial intelligence's
troublesome potential in the work environment is clear, and the school system should be ready
to answer rapidly. One of the super durable assignments of the NETF will be to classify
emanant advances in view of their true capacity and assessed time span for disturbance, and to
intermittently introduce this investigation to MHRD. In view of these sources of info, MHRD
will officially recognize those advancements whose development requests reactions from the
school system.
16
On the web AND DIGITAL EDUCATION: ENSURING EQUITABLE
USE OF TECHNOLOGY
New conditions and real factors require new drives. The new ascent in plagues and pandemics
requires that we are prepared with elective methods of value instruction at whatever point and
any place customary and in-person methods of training are impractical. In such manner, the
National Education Policy 2020 perceives the significance of utilizing the benefits of
innovation while recognizing its likely dangers and risks. It calls for painstakingly planned and
fittingly scaled pilot studies to decide how the advantages of on the web/advanced training can
be procured while tending to or relieving the disadvantages. Meanwhile, the current advanced
stages and progressing ICT-based instructive drives should be streamlined and extended to
meet the current and future difficulties in giving quality training to all.
In any case, the advantages of on the web/computerized schooling can't be utilized except if
the advanced gap is dispensed with through deliberate endeavors, for example, the Digital India
crusade and the accessibility of reasonable registering gadgets. It is vital that the utilization of
innovation for on the web and computerized instruction sufficiently addresses worries of value.
Instructors require appropriate preparation and advancement to be powerful web-based
teachers. It can't be expected that a decent instructor in a conventional homeroom will naturally
be a decent educator in a web-based study hall. Beside changes expected in instructional
method, online evaluations likewise require an alternate methodology. There are various
difficulties to leading internet based assessments at scale, remembering limits for the sorts of
inquiries that can be posed in a web-based climate, dealing with organization and power
interruptions, and forestalling dishonest practices. Specific kinds of courses/subjects, for
example, performing expressions and science reasonable have impediments in the on the
web/computerized instruction space, which can be defeated to a fractional degree with
inventive measures. Further, except if online instruction is mixed with experiential and action
based learning, it will quite often turn into a screen-put together schooling with restricted center
with respect to the social, emotional and psychomotor elements of learning.
Tending to the computerized partition: Given the way that there actually perseveres a
significant segment of the populace whose advanced admittance is exceptionally restricted, the
current broad communications, like TV, radio, and local area radio will be widely utilized for
broadcast and broadcasts. Such instructive developers will be made accessible all day, every
day in various dialects to take special care of the changing requirements of the understudy
17
populace. A unique spotlight on happy in all Indian dialects will be stressed and required;
advanced content should arrive at the instructors and understudies in their mechanism of
guidance beyond what many would consider possible.
MORE HOLISTIC AND MULTIDISCIPLINARY EDUCATION:

The NEP 2020 cases that, a comprehensive and multidisciplinary training would expect to
foster all limits of people - scholarly, tasteful, social, physical, passionate, and moral in a
coordinated way. Such a training will assist with growing balanced people that have basic 21st
century limits in fields across artistic expression, humanities, dialects, sciences, sociologies,
and expert, specialized, and professional fields; an ethic of social commitment; delicate
abilities, like correspondence, conversation and discussion; and thorough specialization in a
picked field or fields. The NEP 2020 imagines one enormous multidisciplinary Higher
Education Institution (HEI) in or close to each area, by 2030.
Towards the accomplishment of such a comprehensive and multidisciplinary instruction, the
adaptable and creative educational plans of all HEIs will incorporate credit-based courses and
activities in the space of local area commitment and administration, natural schooling, and
worth based training. Climate training will incorporate regions, for example, environmental
change, contamination, squander the executives, disinfection, preservation of natural variety,
the board of organic assets and biodiversity, woods and untamed life protection, and
economical turn of events and living. Esteem based schooling will incorporate the advancement
of humanistic, moral, Constitutional, and all inclusive human upsides of truth (satya), honorable
direct (dharma), harmony (shanti), love (prem), peacefulness (ahimsa), logical attitude,
citizenship values, and furthermore fundamental abilities; examples in seva/administration and
interest in local area administration projects will be viewed as a necessary piece of all
encompassing training. As the world is turning out to be progressively interconnected, Global
CitizenImpact on Students.
NEP 2020 will open up new learning opportunities to the students. Its biggest impact would be
the change in the learning environment and the learning process for the students. The new
education policy will: Increase focus on the skill improvement and competency
development of the students.
One of the merits of NEP 2020 is the formation of the National Book promotion Policy in
India. Appropriate authorities will conduct the school examinations for grades 3, 5 and 8. The
18
board exams for grades 10 and 12 will continue but the NEP 2020 aims to re-design the
structure with holistic development.
ADVANTAGES & DISADVANTAGES OF NEP

Advantages:
1. The Government aims to make schooling available to everyone with the help of NEP 2020.
2. Approximately two crore school students will be able to come back to educational
institutes through this new approach.
3. According to the national education policy 2020, the 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.
4. For children up to the age of 8, a National Curricular and Pedagogical Framework for Early
Childhood Care and Education will be designed and developed by NCERT.
5. 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 of numeracy and literacy for all students till class
three falls upon the states of India. This implementation is scheduled to be done by 2025.
6. One of the merits of NEP 2020 is the formation of the National Book promotion Policy in
India.
7. 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.
8. Parakh national education policy is to be set up by the Government.
19
9. 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.
10. 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 when the final degree gets
completed, those can be counted.
11. 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.
12. The same list of accreditation and regulation rules will be used for guiding both the public
and private academic bodies.
13. Phased out college affiliation and autonomy will be granted to colleges.
14. By the year 2030, it will be mandatory to have at least a four year B. Ed degree for joining
the occupation of teaching.
15. For making the students prepared for future pandemic situations, online academic will be
promoted on a larger scale.
Disadvantages
1. 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, which is bringing study
material in mother languages.
2. 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.
3. According to the national education policy 2020, students of the private schools will be
introduced to 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
20
number of students uncomfortable in communicating in English thus widening the gap between
sections of the societies.
Implementation:
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.
SWOT analysis of National Education Policy
STRENGTHS
21
 The policy has strengthened the foundation of education by re-envisioning the school
curriculum from the 10+2 model to 5+3+3+4 for the holistic development of a child; 80%
of the cognitive development occurs during this stage.
 Multiple entries and exit from any course is a flexible move which will enable students to
get a ‘basic certificate’ if they complete a year if two ‘diploma certificates’ will be awarded
and once the completion, of course, a ‘degree’ will be given, hence no loss of years will be
there.
 The introduction of greater flexibility in the choice of subjects and removing the barriers
between arts and sciences, curricular, co-curricular and extra-curricular, and sports and
vocational crafts would enable students to study and progress at their own pace.
 The allocation to the education sector in GDP from 4.43% to 6% of GDP is a welcome step.
The policy targets Gross Enrolment Ratio in higher education to be increased to 50%
(currently 26.3%) by 2035 and Universal literacy by 2025 for primary schools.
 Assessment will shift to a formative style that encourages higher-order thinking skills,
critical thinking, and conceptual clarity, which is a great step moving away from rote
learning practiced in our schools.
 Gender sensitivity is also an integral part of the curriculum, which will sensitize students
towards gender issues.
 The focus on the suitable infrastructure development at schools to make access easier for
children with disability and inclusive classrooms are an appropriate measure to create a
conducive environment in totality.
 The teaching of contemporary subjects at middle and secondary stages: Artificial

Intelligence, Design Thinking, Holistic Health, Organic Living, Environmental Education,
Global Citizenship Education (GCED) is another feature in the cap.
 Inclusion of the ‘Classical Language’ as an option will strengthen language proficiency.
 Teaching in the mother tongue at the primary level, and if possible, up to class 8 has been a
welcome move as all over the world, educationists are unanimous that teaching in the
mother tongue in the early years promotes easier learning, better understanding, and
improved learning skills.
22
Weaknesses
 The policy’s failure to address the role of the private sector in school education coherently
aside from reiterating existing tropes about philanthropy—is somewhat disappointing.
 Extending compulsory education both to preschool and secondary education will require a
large sum of investment; however, there are no specific provisions mentioned in the policy
regarding the methods of mobilizing funds for the same.
 Also, clubbing 3 years of preschool with the first two grades of the primary can create
further challenges for the Right of Children to free and Compulsory Education Act(RTE).
 The successive reports of ASER (Annual Survey of Education Report) picture a sorry state
of affairs in the education system. The poor learning outcomes, gaps between textbook
teaching and real-life vocations, huge imbalance in rural-urban, private-public education
sectors. As per ASER 2019, only 16% of children in Class 1 in 26 surveyed rural districts
can read the text at the prescribed level, while almost 40% cannot even recognize letters.
 The current global pandemic has shown huge challenges for the education system in various
ways. However, the NEP does not talk about it or rather shows concern in terms of upcoming
pandemic related challenges.
 The salubrious domain of learning, along with the ongoing Happiness Curriculum, which is
currently implemented in schools of Delhi government, should have been included for
engaging students and connecting them with mindfulness.
 The cost of training the in-service teachers will also require time, energy, and resources for
which the government has to allocate proper resources and infrastructure.
 According to the India Internet 2019 Report, 99% of users in the country access the internet
through mobiles, not laptops or computers. Laptops and desktops usage is only 2% and 1%
respectively in rural areas and 6% and 4% respectively in urban areas of the country.
Further, internet penetration is still very poor and stands at a mere 27% in rural India. Under
the Bharat Net program, more than 40% of the villages are yet to be connected to the internet
grid that creates a disadvantageous situation for rural students.
23
Opportunities
 A holistic report card is what the NEP 2020 is envisaging, where the performance of a
student will be measured, keeping in mind all the three domains of learning:
cognitive, psychomotor, and affective, which will help them in understanding the world
from all the aspects of life.
 It indeed is a welcoming step for the students as well as authorities to pave the way for
foreign universities to set up campuses in the country, which will not only provide more
research-based options for students, increase competency but can also stop brain drain in
the longer run.
 The academic credit stored in a digital locker will be like a bank credit through which a
student will be able to resume education after a break, as specified by the higher education
commission later.
 An autonomous body, the National Educational Technology Forum, will be created to

provide a platform for the free exchange of ideas on the use of technology to enhance
learning, assessment, planning, administration, both for school and higher education.
 The best idea in the policy is ‘Pairing Schools’ or say ‘twinning’ of one government school
with one private school which enables the students to see the different aspects of learning
by doing, the infrastructure, teaching methodology and the whole set up of education from
different perspectives.
 Keeping in interest, versatility, and uniqueness of an educator is one such move that has
brought hope for educators by giving them more autonomy in choosing aspects of pedagogy
in classroom teaching, in lieu of chalk & talk, lecture, or audio-visual aids. Teachers should
be encouraged to research their own practices for reflection, review, and self-assessment.
 This policy has been released at the opportune moment when it has a huge demographic
dividend. If this policy has been implemented in letter and spirit, it’s going to bring a
transformational impact for the future of the youth.
24
Threats
 The three-language formula is not appreciated by many states like West Bengal, Andhra
Pradesh, and Tamil Nadu, as making Hindi as a compulsory language will look like an
imposition on the people south of Vindhya.
 The NEP 2020 itself is an exercise of imposing uniformity and standardization along a
single axis of control and power, which is paradoxical given India’s size, population,
diversity, and constitutional federalism. It might be resisted by many States as education is
in the concurrent list.
 The free breakfast scheme proposed, though, a great initiative, will increase the fiscal
burden and add on to an already mid-day meal scheme that has seen irregularities and
corruption over the years.
 There is a mismatch in the skill imparted in educational institutions and jobs available.
 The majority of experts feel that though policy speaks of encouraging reason and critical
thinking, campus activities, the real actions on the ground differ, as can be seen from attacks
on the campus and critical thinkers in the last few years.
 The COVID-19 pandemic has shown that there is a need to build a huge digital
infrastructure for providing digital education.
 With unemployment and job losses, remuneration can be kept low, and employers can
fire the educators in the knowledge sector that there are plenty more mediocre teachers and
unskilled teachers to take their place.
 As per the 2016 All India Survey on Higher Education, nearly 22 million students
(65%) are enrolled in private institutions in various courses. The evidence of the movement
of the education system in India – in the direction of becoming more privatized and costlier
– is thus clear and unambiguous.
25
CHAPTER
ANALYSIS AND INTERPRETATION
26
Part A- Demographic analysis
This chapter data collected through structured primary data.
4.1 Table showing Age Respondents
Age Group No of Respondents Percentage (%)
26-30 52 52
30-40 35 35
40-60 13 13
Graph showing Age Respondents
Age respodents
13%
26-30
52% 30-40
35% 40-60
Analysis and Interpretations

From above table and Graph showing Age group respondents are 26-30 age peoples are given
52% respondents and 32% respondents are in the age group of 30-40, 13% respondent’s age
group of 40-60.
27
Table showing Gender Respondents
Particulars No of respondents Percentage (%)
Male 68 68
Female 32 32
Total 100 100
Chart showing Gender Respondents
Gender Respondnts
80
70
60
50
40
68
30
20
32
10
0
Male Female
From above table and Graph showing highly 68% of respondents are male and 32% of
respondents are Female
28
4.3 Table showing Educational Qualification respondents
Particulars No.of Respondents Percentage (%)
SSLC 19 19
PUC 13 13
Graduate 14 14
Others 54 54
Chart showing Educational Qualification respondents
Educational Qualification
60
50
40
30
54
20
10 19
13 14
0
SSLC PUC Gradute Others
From above table and Graph showing highly 54% of respondents are others,14% respondents
are Graduates in the educational qualification,13% of respondents are completed PUC and
19% of respondents are completed SSLC.
29
4. 4 Table showing marital status
Married 31 31
Unmarried 69 69
Total 100 100
Chart showing marital status
Maritail status
31%
Married
Unmarried
69%
From above table and Graph showing highly 31% of respondents are married and 69% of
respondents are Unmarried.
30
Part B –Questionnaires
4.5 Table is showing Are you aware of National educational policy
YES 63 63
No 37 37
Total 100 100
Chart is showing Are you aware of National educational policy
National educational policy

70
63
60
50
40 37
30
20
10
0
YES NO
From above table and Graph showing 63% of respondents given yes aware of national
educational policy and 37% of respondents given yes aware of national educational policy.
31
4.6 Table is showing which government educational body will prepare National
Curriculum Framework for School Education (NCFSE) based on the principles of
National Education Policy 2020
MHRD 3 3
NCERT 11 11
IITS 59 59
SCERT 27 27
Total 100 100
32
Chart is showing which government educational body will prepare National Curriculum
Framework for School Education (NCFSE) based on the principles of National Education
Policy 2020
National Curriculum Framework for School Education (NCFSE)

70
60
50
40
30 59
20
27
10
11
0 3
MHRD NCERT IITS SCERT
From above table and Graph showing 59% of respondents IITS government educational body
will prepare National Curriculum Framework for School Education (NCFSE) based on the
principles of National Education Policy 2020, 27% of respondents SCERT government
educational body will prepare National Curriculum Framework for School Education (NCFSE)
based on the principles of National Education Policy 2020, 11% of respondents NCERT
government educational body will prepare National Curriculum Framework for School
Education (NCFSE) based on the principles of National Education Policy 2020.
33
4.7 Table is Showing NEP 2020 recommended development of ‘national textbooks with
local content and flavor’. What is your view about this statement
True 59 63
False 41 37
Total 100 100
Chart is Showing NEP 2020 recommended development of ‘national textbooks with local
content and flavor’. What is your view about this statement
textbooks with local content and flavor’
41
59
From above table and Graph showing 59% of respondents are given True NEP 2020
recommended development of ‘national textbooks with local content and flavor’. What is your
view about this statement, 41% of respondents are given False NEP 2020 recommended
development of ‘national textbooks with local content and flavor’. What is your view about
this statement.
4. 8 Table is showing NEP 2020 Replace
34
NEP 1986 47 47
National Policy on 36 36
Education 1969
Both A and B 10 10
None of the Above 7 7
Total 100 100
Chart is showing NEP 2020 Replace
NEP 2020 Replace

50
45
40
35
30
25
47
20
36
15
10
5 10 7
0
NEP 1986 National Policy on Both A and B None of the Above
Education 1969
From above table and Graph showing 47% of respondents given response NEP 2020 Replace
with NEP 1986, 36% of respondents given response National Policy on Education 1969
Replace with NEP 1986, 10% of respondents given response Both A and B Replace with NEP
1986.
35
4.9 Table is showing Ministry of Human Resources Development (MHRD) renamed
Ministry of Human 25 25
Development
Ministry of Education 36 36
Ministry of Higher 29 29
Education
Ministry of Human Capital 10 10
Total 100 100
Chart is showing Ministry of Human Resources Development (MHRD) renamed
Ministry of Human Resources Development (MHRD)
10 25
29
36
Ministry of Human Development Ministry of Education

Ministry of Higher Education Ministry of Human Capital
From above table and Graph showing 29% of respondents are given Ministry of Human
Resources Development (MHRD) renamed Ministry of Human Development, 36% of
respondents are given Ministry of Human Resources Development (MHRD) renamed Ministry
36
of Education, 29% of respondents are given Ministry of Human Resources Development
(MHRD) renamed Ministry of Higher Education.
4.10 Table is showing will be created as an apex body for fostering a strong research
culture and building research capacity across higher education as per NEP 2020
National Commission 67 67
Foundation
Higher Commission 21 21
Education
National Research 12 12
Foundation
None of the above 0 0
Total 100 100
Chart is showing will be created as an apex body for fostering a strong research culture
and building research capacity across higher education as per NEP 2020
37
higher education as per NEP 2020
12
21
67
National Commission Foundation Higher Commission Education

National Research Foundation None of the above
From above table and Graph showing 67% of respondents are given National Commission
Foundation will be created as an apex body for fostering a strong research culture and building
research capacity across higher education as per NEP 2020, 21% of respondents are given
Higher education commission will be created as an apex body for fostering a strong research
culture and building research capacity across higher education as per NEP 2020, 12% of
respondents are given National Research Foundation will be created as an apex body for
fostering a strong research culture and building research capacity across higher education as
per NEP 2020.
38
4.11 Table is showing foundational pillars in NEP 2020
Accessibility 56 56
Affordability 25 25
Accountability 12 12
Quality 7 7
Total 100 100
Chart is showing foundational pillars in NEP 2020
foundational pillars in NEP 2020
7
12
56
25
Accessibility Affordability Accountability Quality
From above table and Graph showing 56% of respondents are given Accessibility is the
foundational pillars in NEP 2020, 25% of respondents are given Affordability is the
foundational pillars in NEP 2020, 12% of respondents are given Accountability is the
foundational pillars in NEP 2020.
39
4.12 Table showing According to the National Education Policy 2020 by how much
percent the Gross Enrollment Ratio in higher education to be raised
25% 52 52
50% 29 29
35% 9 9
40% 10 10
Total 100 100
Chart is showing According to the National Education Policy 2020 by how much percent the
Gross Enrollment Ratio in higher education to be raised
National Education Policy 2020
10
9
52
29
25% 50% 35% 40%

From above table and Graph showing 52% of respondents are given 25% National Education
Policy 2020 by how much percent the Gross Enrollment Ratio in higher education to be raised,
29% of respondents are given 50% National Education Policy 2020 by how much percent the
Gross Enrollment Ratio in higher education to be raised, very less number only 9% of respondents
are given 35% National Education Policy 2020 by how much percent the Gross Enrollment
Ratio in higher education to be raised.
40
4.13 Table showing NEP 2020 recommends that ‘Fund’ to build the nation’s capacity to
provide equitable quality education for all girls as well as transgender students. What will
be the name of the fund
Gender-Employment Fund’ 9 9
Gender-Inclusion Fund’ 11 11
‘Gender-Promotion Fund’ 6 6
‘Gender-Education Fund’ 74 74
Total 100 100
Chart is showing NEP 2020 recommends that ‘Fund’ to build the nation’s capacity to
provide equitable quality education for all girls as well as transgender students. What will
be the name of the fund
‘Fund’ to build the nation’s capacity

80
70
60
50
40
74
30
20
10
9 11
0
6
Gender-Employment Fund’ Gender-Inclusion Fund’ ‘Gender-Promotion Fund’ ‘Gender-Education Fund’
41
From above table and Graph showing most of 74% of respondents Gender-education-fund NEP
2020 recommends that ‘Fund’ to build the nation’s capacity to provide equitable quality
education for all girls as well as transgender students, only 6% of respondents Gender-
promotion-fund NEP 2020 recommends that ‘Fund’ to build the nation’s capacity to provide
equitable quality education for all girls as well as transgender students, 11% of respondents
Gender-inclusion-fund NEP 2020 recommends that ‘Fund’ to build the nation’s capacity to
provide equitable quality education for all girls as well as transgender students.
42
4.13 Table is showing NEP 2020 stated to establish a national repository of high-quality
resources on foundational literacy and numeracy on Government Digital Platform. What
is the name of the Govt. Digital platform
NCERT 65 65
DIKSHA 24 24
DISHA 9 9
NISHITHA 2 2
Total 100 100
Chart is showing NEP 2020 stated to establish a national repository of high-quality

resources on foundational literacy and numeracy on Government Digital Platform. What
is the name of the Govt. Digital platform
43
NEP 2020 stated to establish a nationalrepository
9 2
24
65
NCERT DIKSHA DISHA NISHITHA
From above table and Graph showing most of 65% of respondents given response NCERT NEP
2020 stated to establish a national repository of high-quality resources on foundational literacy
and numeracy on Government Digital Platform, 24% of respondents given response Diksha
NEP 2020 stated to establish a national repository of high-quality resources on
foundational literacy and numeracy on Government Digital Platform, 9% of respondents given
response Disha NEP 2020 stated to establish a national repository of high- quality resources on
foundational literacy and numeracy on Government Digital Platform.
4.14 Table is showing frequency of NEP on Educational Sector
Particulars No of Respondents Percentage (%)
Very often 36 36
often 14 14
Seldom 50 50
Total 100 100
44
Chart is showing frequency of NEP on Educational Sector
60
50
50
40
36
30
20
14
10
0
Very often Often Seldom
From above table and Graph showing 36% of respondents are given very often frequency of
NEP on Educational Sector,50% of respondents showing frequency of NEP on Educational
Sector, 14% of respondents are given showing frequency of NEP on Educational Sector.
4.15 Table is showing satisfy of NEP rules and regulations
Strongly agree 21 21
Agree 65 65
Neutral 1 1
Strongly disagree 10 10
disagree 3 3
Total 100 100
Chart is showing satisfy of NEP rules and regulations
45
4.16 Table is showing satisfy of NEP rules and regulations
Strongly agree 21 21
Agree 65 65
Neutral 1 1
Strongly disagree 10 10
disagree 3 3
Total 100 100
Chart is showing satisfy of NEP rules and regulations
70
65
60
50
40
30
21
20
10
10
3
1
0
Strongly agree Agree Netrual Strongly disagree Disagree
From above table and Graph showing 65% of respondents are agree satisfy of NEP rules and
regulations,21% of respondents are strongly agree satisfy of NEP rules and regulations,1% of
respondents are neutral 10% of respondents are Strongly disagree satisfy of NEP rules and
46
regulations ,3% of respondents are disagree satisfy of NEP rules and regulations.
4.17 Table is showing best opinion of NEP 2020
Very Good 45 45
Good 16 16
Average 10 10
Poor 12 12
Very poor 17 17
Total 100 100
Chart is showing best opinion of NEP 2020
50
45
45
40
35
30
25
20
16
15 12
10
10
5 3
0
Very Good Good Average Poor Very Poor
From above table and Graph showing 45% of respondents are given very good of NEP
47
2020,16% of respondents are given Good of NEP 2020 ,10% of respondents are given of NEP
2020 and 12% of respondents are given of NEP 2020.
48
CHAPTER 5
FINDINGS, SUGGESTIONS AND CONCLUSION
49
Findings
 These small school sizes have made it economically suboptimal and operationally complex to
run good schools,
 The school education regulatory system must focus on developing and improving parameters
which lead to better educational outcomes
 New private schools will have to obtain a License to Start a School (LSS) from SSSA - this will
be on the basis of a transparent self-declaration
 building research capacity across higher education as per NEP 2020, 12% of
respondents are given National Research Foundation will be created as an apex body
for fostering a strong research culture and building research capacity across higher
education as per NEP 2020.
 Earmark half of the Government budgets for the education of SEDGs
 Set clear targets for higher GER for SEDGs; Ensure gender balance in admissions to HEIs
 Enhance access by building more high-quality HEIs in aspirational districts and Special
Education Zones containing larger numbers of SEDGs;
 Provide more financial assistance and scholarships to SEDGs;
 Conduct outreach on higher education opportunities and scholarships among SEDGs;
 Develop technology tools for better participation and learning outcomes
 Age group respondents are 26-30 age peoples are given 52% respondents and 32%
respondents are in the age group of 30-40, 13% respondent’s age group of 40-60.
 68% of respondents are male and 32% of respondents are Female
 showing highly 54% of respondents are others,14% respondents are Graduates in the
educational qualification,13% of respondents are completed PUC and 19% of
respondents are completed SSLC
50
SUGGETIONS
 Reformulate the RTE based on outcomes

 Reformulate the RTE based on outcomes
There is a dire need to revisit The Right of Children to Free and Compulsory Education
Act (RTE)-2009. RTE has been successful in providing universal access to elementary
education, increasing retention and improving school infrastructure. But it has failed to
improve learning levels of children.
 Improve public schools for quality and social integration
Another mandate of RTE which needs careful rethinking is the one-size-fits all
approach of reserving 25% of seats (Section 12 (1) (c)) in private schools for the weaker
sections of the society. This clause was conceived to expand the options for poor parents
to send their kids to private schoolsIncrease budgetary allocation on education
 Universalize Secondary Education
India is close to achieving universal access to elementary education. However,
elementary education is too basic to provide any life skills or vocational skills for
productive employment. The next logical step for government should be to universalize
secondary education.
 Replicate successful Government school systems
To provide quality secondary education, the Government can look back at the
successful system of Jawahar Navodaya Vidyalayas. Rajiv Gandhi had mooted the idea
of setting up NVs in 1986
51
CONCLUSION
The policy introduces a whole gamut of changes and reads largely as a very progressive
document, with a firm grasp on the current socio-economic landscape and the prospect of future
uncertainty. Education for a new generation of learners has to essentially engage with the
increasing dematerialization and digitalization of economies, which requires a completely new
set of capabilities in order to be able to keep up. This seems to be an even more vital perquisite
now, with the trend towards digitalization and disruptive automation being quickened by the
pandemic. Overall, the NEP 2020 addresses the need to develop professionals in a variety of
fields ranging from Agriculture to Artificial Intelligence. India needs to be ready for the future.
And the NEP 2020 paves the way ahead for many young aspiring students to be equipped with
the right skillset.
The new education policy has a laudable vision, but its strength will depend on whether it is
able to effectively integrate with the other policy initiatives of government like Digital India,
Skill India and the New Industrial Policy to name a few, in order to effect a coherent structural
transformation. Hence, policy linkages can ensure that education policy addresses to and learns
from Skill India’s experience in engaging more dynamically with the corporate sector to shape
vocational education curriculum in order to make it a success. There is also a necessity for more
evidence-based decision-making, to adapt to rapidly evolving transmutations and disruptions.
NEP has reassuringly provisioned for real-time evaluation systems and a consultative
monitoring and review framework. This shall empower the education system to constantly
reform itself, instead of expecting for a new education policy every decade for a shift in
curriculum. This, in itself, will be a remarkable achievement. The NEP 2020 is a defining
moment for higher education. Effective and time-bound implementation is what will make it
truly path-breaking
52
REFERENCE
Website
www.nep2020.com
www.googleschoolar.com
 B.Venkateshwarlu. (2021). A CRITICAL STUDY OF NEP 2020: ISSUES,

APPROACHES, CHALLENGES, OPPERTUNITIES AND CRITICISM.
INTERNATIONALJOURNALOF
MULTIDISCIPLINARYEDUCATIONALRESEARCH, VOLUME:10(ISSUE:2(5)),
191-196
 Cheluvaraju, L. D. (2020). A Study on Awareness about the Impact of National

Education Policy-2020 Among the Stakeholder of Commerce and Management
Disciplinary. EJBMR, European Journal of Business and Management Research, Vol.
5(Issue 6 ), 1-5. doi:DOI: http://dx.doi.org/10.24018/ejbmr.2020.5.6.640
 Kaurav, R. P. (2020). NEW EDUCATION POLICY: QUALITATIVE (CONTENTS)

ANALYSIS AND. Journal of Content, Community & Communication, Vol. 12, 4-13.
doi:DOI: 10.31620/JCCC.12.20/02
 Kurien, A. (2020). Impact of New Education Policy 2020 on Higher Education. Internal
Quality Assurance Cell, MACFAST, Tiruvalla, India, 1-10.
doi:10.6084/m9.figshare 13332413.v1
 Raphaela Schlicht, I. S.-S. (2010). Educational Inequality in the EU: The Effectiveness
of the National Education Policy. First Published, 29-59.
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 Ainin, S., Feizollah, A., Anuar, N. B., & Abdullah, N. A. (2020). Sentiment analyses
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 Aithal, P. S., & Aithal, S. (2020a). Analysis of the Indian National Education Policy
2020 towards Achieving its Objectives. International Journal of Management,
Technology, and Social Sciences, 19–41. https://doi.org/10.47992/ijmts.2581.6012.0
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 Aithal, P. S., & Aithal, S. (2020b). Implementation Strategies of Higher Education Part
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 Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative
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 .
V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology,

3(2), 77-101.
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socially-embedded actors, or psychologically-instinctive beings?: motivations and
worldviews of Sikh separatists from India. Studies in Conflict and Terrorism, 0(0), 1–
22. https://doi.org/10.1080/1057610X.2020.17 11604
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complex process of realist theory generation, refinement and testing. International
Journal of Social Research Methodology, 24(1), 123–
134.https://doi.org/10.1080/13645579.2020 .1803528
 Dutta, D. A. (2020). Impact of Digital Social Media on Indian Higher Education:
Alternative Approaches of Online Learning during COVID-19 Pandemic Crisis.
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https://doi.org/10.29322/ijsrp.10.05.2020.p 10169 Govt. of India (1968). National
Education Policy, 1968. https://web.archive.org/web/20090731002
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 National Education Policy, 1986. https://web.archive.org/web/20090619075

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631/http://education.nic.in/cd50years/g/ T/49/0T490401.htm Govt. of India (2020).
National Education Policy 2020. https://www.mhrd.gov.in/sites/upload_fi
les/mhrd/files/NEP_Final_English_0.pdf
 Holloway, I., & Galvin, K. (2016). Qualitative Research in Nursing and Healthcare.
John Wiley & Sons. IGNOU (1985). The Indira Gandhi National Open University Act
1985 (No. 50 of 1985). http://www.ignou.ac.in/userfiles/IGNOU
_ACT(Amended%20till%2024_09_19).pdf
 Kaurav, R. P. S., Rajput, S., & Baber, R. (2019). Factors affecting the acceptance of
elearning by students: A study of e-learning programs in Gwalior, India. South Asian
Journal of Management, 26(1), 76-95. Kaurav, R. P. S., Suresh, K. G., Narula, S., &
Baber, R. (2020). New education policy:
55
QUESTIONNAIRES
56
I am Arun kumar D G Pursuing MBA in bangalore institute of management studies bangalore
presently I am doing “ A STUDY ON EFFECT OF NATIONAL EDUCATION POLICY ON
EDUCATION SECTOR” for understanding the concept detail survey on NATIONAL
EDUCATION POLICY.
I am requesting you to spend your valuable time in completing this questionnaire your responses can
put more light on my study and I can come out realize finding.
1. Name:
2. Age:
a)26-30
b)30-40
c)40-60
3. Gender:
a) Male
b) Female
4. Educational qualification:
a. SSLC
b. PUC
c. Graduate
d. Others
5. Marital status:
a. Married
b. Unmarried
6. Are you aware of national educational policy

a. Yes
b. No
7. Which government educational body will prepare national curriculum framework for
school education (ncfse) based on the principles of national education policy 2020
a. mhrd
b. Ncert
c. iits
d. Scert
57
8. Nep 2020 recommended development of ‘national textbooks with local content and
flavor’. What is your view about this statement
a. True
b. False
9. Below nep 2020 replace with

a. Nep 1986
b. National policy on education 1969
c. Both a and b
d. None of the above
10. Ministry of human resources development (mhrd) renamed

a. Ministry of human development
b. Ministry of education
c. Ministry of higher education
d. Ministry of human capital
11. Which one will be created as an apex body for fostering a strong research culture
and building research capacity across higher education as per nep 2020
a. National commission foundation
b. Higher commission education
c. National research foundation
d. None of the above
12. Which one is the main foundational pillars in nep 2020

a. Accessibility
b. Affordability
c. Accountability
d. Quality
13. According to the national education policy 2020 by how much percent
the gross enrollment ratio in higher education to be raised
a. 25%
b. 50%
58
c. 35%
d. 40%
14. Nep 2020 recommends that ‘fund’ to build the nation’s capacity to provide
equitable quality education for all girls as well as transgender students. What will
be the nameof the fund
a. Gender-employment fund’
b. Gender-inclusion fund’
c. ‘gender-promotion fund’
d. ‘gender-education fund’
15. What is the name of the govt. Digital platform

a. Ncert
b. Diksha
c. Disha
d. Nishitha
16. Which frequency of nep on educational sector

a. Very often
b. Often
c. Seldom
17. Are you satisfy of of nep rules and regulations

a. Strongly agree
b. Agree
c. Neutral
d. Strongly disagree
e. Disagree
18. What is best opinion best opinion of nep 2020

a. Very good
b. Good
c. Average
d. Poor
59
e. Very poor
60
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<1
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<1
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<1
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Science Columbia by -2007
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33 Physical activity among Norwegian adolescents- a multilevel analysis , Publication

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34 CONVECTION IN CONDENSIBLE-RICH ATMOSPHERES by Ding- Publication

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<1
Transcriptase by Mueller-2004
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“A STUDY ON EFFECT OF NATIONAL EDUCATION POLICY

ARUN KUMAR D.G

Reg. No: 20QZCMD012

Prof. MAHADEV PRASAD

BANGALORE INSTITUTE OF MANAGEMENT STUDIES

Mysore Road Bangalore-560059

I hereby declare that “ A STUDY ON EFFECT OF NATIONAL EDUCATION POLICY

PLACE: BANGALORE NAME: ARUN KUMAR D.G

Signature Faculty Guide Signature Principal\HOD

This is an opportunity to express my sincere thanks to Bangalore Institute of Management

PLACE: BANGALORE NAME: ARUN KUMAR D G

It should empower an individual to concentrate on at least one particular areas of interest at an

Public Education Policy (NEP)

 Multiple entry and exit option in degree courses

2.2 OBJECTIVES OF NEP

 To understand the scope and effect of NEP.

2.3 SCOPE OF THE STUDY

 Schooling to begin from age of 3years

2.4 RESEARCH METHODOLOGY

2.4.1 Type of Research

2.4.3.2 Sampling Frame : Bangalore.

2.4.3.3 Sampling Unit : individual in Bangalore

2.4.3.4 Sample Size 100

2.4.4 Tools for Data Collection

 In the national education policy 2020 language is a negative factor as there is a

(B.Venkateshwarlu, 2021) Higher education is a critical factor in determining a country's

MORE HOLISTIC AND MULTIDISCIPLINARY EDUCATION:

ADVANTAGES & DISADVANTAGES OF NEP

8. Parakh national education policy is to be set up by the Government.

SWOT analysis of National Education Policy

 The teaching of contemporary subjects at middle and secondary stages: Artificial

 Inclusion of the ‘Classical Language’ as an option will strengthen language proficiency.

 An autonomous body, the National Educational Technology Forum, will be created to

This chapter data collected through structured primary data.

4.1 Table showing Age Respondents

Age Group No of Respondents Percentage (%)

Graph showing Age Respondents

Analysis and Interpretations

Particulars No of respondents Percentage (%)

Total 100 100

Chart showing Gender Respondents

Analysis and Interpretations

Particulars No.of Respondents Percentage (%)

Chart showing Educational Qualification respondents

Analysis and Interpretations

Particulars No of respondents Percentage (%)

Total 100 100

Chart showing marital status

Analysis and Interpretations

4.5 Table is showing Are you aware of National educational policy

Particulars No of respondents Percentage (%)

Total 100 100

Chart is showing Are you aware of National educational policy

National educational policy

Analysis and Interpretations

Particulars No.of Respondents Percentage (%)

Total 100 100

National Curriculum Framework for School Education (NCFSE)