CRITICAL STUDY OF NPE 1986 AND

NEP 2020
-- Submitted By: Sakshi Sharma, B.Ed. 1st year

 INTRODUCTION OF NATIONAL EDUCATION POLICY 2020

The concept of National education system puts emphasis on eliminating educational disparities, improving
society and quality of life. It also includes providing funding to schools so parents don't feel that they send
their children at a high fee rate to private schools. Structural change of education springs from reforms made
for all Educational policy. Primary education should be bright, interesting and should attract them towards
school. Elementary education should inculcate morals and values. Aim for higher secondary education
should be imparting professional and social and practical knowledge which will benefit the degree they want
to achieve.

By 2030-2032, India is projected to become the third largest economy in the world with an estimated GDP
of 10 trillion dollar. It's clear that the 10 trillion economy of the country will be driven by the world's
knowledge resources, not its natural resources. To boost the growth of the Indian education sector, the
current government introduced Comprehensive National Education Policy for 2020. The currently presented
National Education Policy 2020 proposes a central education system that contributes directly to the
sustainable transformation of our nation into equal and vibrant knowledge society by providing quality
education for all.

The Union Cabinet approved the National Education Policy (NEP) in July 2020.
The Union Cabinet has approved the new National Education Policy 2020 with an aim to introduce several
changes in the Indian education system – from the school to the college level.

 Its aims at making “India a global knowledge superpower”.

 The Cabinet has also approved the renaming of the Ministry of Human Resource Development to
the Ministry of Education.
 The New Education Policy cleared by the Cabinet is only the third major revamp of the framework
of education in India since independence.

• The two previous education policies were introduced in 1968 and 1986.

The Ministry of Human Resources Development formed a committee chaired by Dr. K.

Kasturirangan on National Education Policy Preparation. The commission was established in June
2017. The Commission submitted its report on May 31, 2019. The National Policy on Education covers
primary and higher education in urban and rural India.

• The first education policy was promulgated in 1968 and the second followed in 1986.

• The first NPE was based on the recommendations of the Board of Education (1964-66). The policy aims to
"fundamentally restructure" India's education system and provide equal educational opportunities for all in
order to achieve national integration and better economic and cultural development.
Importance of NEP:

Some of the benefits of the new Education Policy 2020 to help reform the higher education sector that
makes it significant are listed below:

 Focus on practical skills:

The new teaching policy aims to improve students' practical knowledge rather than just focusing on rote
memorization. However, some institutions have already recognized the importance of hands-on skills and by
providing computer access to labs and organizing workshops for students, have achieved this goal.

 Greater use of technology in education:

The government will establish an autonomous body, the National Educational Technology Forum (NETF),
to ensure proper integration of technology into education. Educational institutions can empower teachers
and students by using Information and Communication Technology in the educational process.

 Digitalization of teaching and learning processes:

A team of experts for the development of digital infrastructure such as, digital libraries, e- content, etc.
shaped to meet student needs and maximize learning outcomes in higher education.

 NEED/ KEY FEATURES AND PRINCIPLES OF NEP 2020

NEP 2020 replaces the previous National Policy on Education, 1986. The need for the new policy was felt
because with the changing times, changing environment and changing society a need for change in policy
was also felt. The new policy has some key features that were absent from the previous one. Those key
features are listed below.

Key Features of NEP 2020:

 Curriculum and content

NEP aims to move from a 10+2 structure to a 5+3+3+4 structure of which early childhood education will be
a part formal education. Additionally, NEP 2020 focuses on reducing curriculum content to create room for
critical thinking. Develop human resources with 21st century skills. Therefore, all aspects of curriculum and
pedagogy should be considered, NEP has been considered to meet these goals. Challenges in successfully
implementing these changes include adapting the curriculum to the social environment and the National
Curriculum Framework. Educators also need to rethink curriculum content and adjust textbooks
accordingly.

 Recruitment and training of teachers

This directive provides for the redesign of the school curriculum. However, in order to effectively deliver
the curriculum, relevant authorities should train teachers and understand educational and pedagogical needs
to ensure a smooth transition to the new education. In addition, we need to shift the emphasis from teacher-
centered learning to student-centered learning and foster youth collaborative skills, critical thinking,
problem-solving and decision-making skills. Teaching profession in India is still largely a low paid job in
India, therefore, enough motivation for teachers in form of revised compensation is needed for the
successful implementation of NEP 2020.
  Technology

NEP 2020 is focused on harnessing the benefits of technology for the youth of tomorrow. But developing
digital infrastructure such as digital classrooms, expert distance learning models, and AR/VR tools that
bridge the gaps in teaching and laboratory infrastructure is a major challenge as most schools do not have
adequate facilities to support these tools. Also, the costs associated with building a digital infrastructure may
not be affordable for all schools across the country. Additionally, the use of digital learning tools in rural
areas of the country where internet connectivity is almost non-existent is a big question. Governments
should therefore work to improve the underlying infrastructure that underpins digital infrastructure.

 Exam structure

NEP focuses on formative assessment rather than summative assessment of learning. Main purpose of
reforming the grading system is designed to facilitate continuous tracking of learning outcomes. However,
ongoing assessment should include the school and teachers using innovative assessment approaches and
assignments. These approaches require technical intervention and active involvement of teachers and
students. About 80% of the 400,000 private schools are 'budget private schools'. Therefore, providing a
continuous evaluation framework is a difficult task in these schools.

From creative imagination to empathy to scientific spirit, all the aspects must be addressed and
respected. Education must be able to create a safe space for all the learners to explore and express
themselves. Principles of NEP are:

 Recognize, identify and develop each student's unique abilities

All students are different with different learning styles, interests, and abilities. Both teachers and parents
need to recognize that they understand and appreciate the unique abilities of their students. This creates
room for growth and gives students more confidence.

 Acquisition of basic reading comprehension and arithmetic skills

Foundational Literacy and Numeracy (FLN) can be defined as a child's ability to read simple texts and solve
basic math problems. Ensuring that a student has the necessary understanding of words and numbers by they
reach third grade is one of NEP's key principles.

 Flexibility

Each child has different tendencies. Some students may be interested in mathematics, some may be
interested in physical education, and some may be interested in art. Flexibility for students to choose their
desired career path according to their interests is one of the core principles of NEP 2020.

 No hard separations

Intentionally or unintentionally, people often tend to prioritize curricular-related activities over

extracurricular activities, and the same is true for science and the arts. The former is usually emphasized.
The National Education Policy emphasizes that there should be no strict divisions between these. All issues
and activities need attention without being divided equally. Interdisciplinary and integrated education
“ensuring the unity and integrity of all knowledge” is one of the key concepts of NEP 2020.
Interdisciplinarity allows students to acquire the various skills they need to succeed in life. Education is
more than just textbook knowledge, and NEP 2020 will ensure that this long-standing problem in our
education system is curbed.
  Emphasis on conceptual understanding

It has become a pattern to memorize for exams and quickly forget the memorized concepts. NEP 2020 tries
to curb this by emphasizing a better understanding of concepts rather than cramming them.

 Creativity and critical thinking

NEP encourages reasoning and innovation. A closer look at the principles help you understand how they are
all closely related. Developing the unique competencies of students, teachers and parents helps foster
independent thinking and innovation.

 Ethics and Human and Constitutional Values

Another fundamental principle that guides the entire educational system is empathy, respect for others,
cleanliness, courtesy, democratic spirit, service spirit, respect for public property, scientific temperament,
freedom, responsibility, pluralism and equality and justice.

 Promote multilingualism and the power of language

India is a country of thousands of differences and in order to recognize this, educational institutions need to
encourage multilingualism in teaching and learning life skills. Life skills are the skills needed to empower
individuals to meet life's challenges. Communication, resilience, problem solving, perseverance, etc. are
some of the important life skills.

 Focus on regular formative assessments for learning

Formative assessment is used to identify a student's strengths and weaknesses or to address a student's
needs. It helps teachers identify knowledge gaps and fill those gaps.

 Extensive use of technology

With the rapid development of technology, opportunities for better teaching and learning are increasing.
NEP 2020 encourages the use of technology as it helps break down various barriers and make management
better and more efficient.

 Respect for diversity and respect for local context

Education is paramount while respecting diversity and emphasizing local context. The textbooks must
capture the cultural nuances and draw examples from life that the students will be able to connect with.
This will ensure better comprehension and understanding.

 Full justice and inclusion

Equity and inclusion are at the heart of all educational institutions, and students should not feel left out. All
children should have access to a quality education, regardless of their socioeconomic status. This policy
affirms that closing social category gaps in school access, participation and learning outcomes remains one
of the main goals of all education sector development programs.

 Synergy in curriculum across all educational levels

A joint effort to ensure better quality education from early childhood education to higher education, the
curriculum should be rhythmic. Students should be introduced to the concepts in a professional manner and
be taught with the highest degree of precision. Teachers and lecturers are at the heart of the learning process.
  NATIONAL POLICY ON EDUCATION, 1986

After the enactment of the 1968 policy, educational institutions at all levels throughout the country were
greatly expanded. Perhaps the most notable development was the acceptance of a common educational
structure across the country, with most states adopting the 10+2+3 system. A restructuring of the bachelor-
level degree program had also begun. Despite all this, the general formulations contained in the 1968 policy
were not properly implemented.

In 1985, the Indian government reviewed the general education system and policies and it was articulated in
the document “Challenge of Education: A Policy Perspective.” Former Prime Minister Rajiv Gandhi
introduced the National Education Policy in May 1986. New Policy on Education was proposed to
prepare India for the 21st century.

The 1986 NPE identified the following as the essence of education:

• Education is fundamental to everyone in our national perception. Education is conducive to holistic

development.

• Education refines the sensibilities and perceptions that contribute to national cohesion, scientific
temperament, intellectual and spiritual independence.

• Education develops the workforce at different levels of the economy. It is also the foundation on which
research and development thrives, as it is the ultimate guarantee of national independence.

The NEP had set specific goals to adopt. The 1976 Amendment of the Constitution included education in the
Concurrent list which meant that education was a subject of responsibility of both the Center and the State.
This paved way for national integration and improvement of quality in education. This was taken into
consideration while formulating National Policy on Education of 1986.

The key features of NPE, 1986 are as following:

 Education administration will be decentralized.

It focused on the decentralization of education administration and is divided into 'Indian Education Service'
at national level, 'State Education Service' at state level and 'District Education Board' at district level.

 Educational institutions are provided with sufficient resources.

The second part of the National Education Policy of 1986 states that education contributes to the material
and spiritual development of the human being and that it promotes democratic values (liberty, equality,
fraternity, etc.) and socialism and fundamental to social and economic development. Due to lack of
education, these values cannot be achieved. Education is therefore an indispensable investment. In the
eleventh part of this education policy it has been declared that sufficient resources will be made available to
implement it and the Central Government will make a provision to spend 5 percent of its budget on
education.

 The 10+2+3 education pattern would be implemented across the country.

In 1986, Part 3 of the National Education Policy adopted a 10 + 2 + 3 education pattern nationwide. The
first ten years of training are consistent across the country and there is a core curriculum for that. At the +2
level, talented students are prepared for a university education and the rest are directed towards vocational
training according to their individual interests and abilities. At +3 levels, higher knowledge will be provided,
useful in preserving culture and modernizing the country. At the same time, education in medicine, law,
agriculture, science and technology is organized, through which people's and society’s needs are met.

 Various levels of education will be reorganized.

Part 5 of this Education Policy focused on reorganizing education at all levels. Its aim was to reform the
curriculum and raise the levels of pre-primary, primary, secondary and tertiary education. The education of
social and cultural values on the one hand, and the natural sciences, mathematics, computers, etc. on the
other would be emphasized at all educational levels. Coordination between cultural preservation and
modernization would also be valued.

 Pre Primary education would be organized.

At the preschool level, attention would be paid to the physical and mental development of young children,
food, clothing, hygiene and environment, and appropriate sports, play and exercise would be organized.

 The goal of free and compulsory education would be achieved as soon as possible.
Primary education should become accessible to everyone. By 1995, all children between the ages of 11 and
14 will have access to higher education. The primary school conditions would be reformed. At least two
classrooms, two toilets, two teachers, blackboards, chalk, dusters and sports equipment would be made
available as part of the Operation Black Board program. Non-formal education centers would be opened for
children who cannot attend formal education centers for any reason.

 Reorganization of secondary education.

Part 5 of this 1986 National Education Policy stated that secondary education would be made available to
any interested student. At this level, 3 language formula would be introduced and education of mathematics,
science, social sciences, history, nationalism, constitutional responsibility, civil rights and obligations,
cultural heritage, and work experience would be made mandatory. Navodaya Vidyalayas would be
established in each district to serve as models for other schools.
At the +2 level, regional vocational training would be organized alongside general education, striving to
ensure that by 1995 25% of students will be trained in the vocational category.

 Expanding and upgrading higher education.

Part 5 of this educational policy clarifies that through higher education, students would acquire special
knowledge and skills, which in turn would contribute to the development of the nation. Its present
curriculum will be reformed and teaching will be made thought provocating. At the same time, teachers'
performance would be evaluated and promoted according to their qualifications.UGC is responsible for
maintaining the standards of higher education. The Open University was founded to make higher education
universally accessible

 Technical and management education will be reformed.

Given the importance of technical and management education, Part 6 of this educational policy focuses on
its proper organization. It is described as planning technical and management education in anticipation of
future needs and providing a wide range of opportunities for technical education for women and children in
vulnerable segments of society. To raise the level of this training, the curriculum had been updated to
emphasize practical skills rather than theoretical knowledge, while special attention is paid to research work.
  THE CURRICULAR STRUCTURE OF NEP 2020 AND ITS COMPARISON
WITH NPE 1986

The 1986 National Education Strategy focused on modernizing the education system through the use of
information technology. Greater attention was being paid to teacher training, early childhood education,
equality for women and rebuilding adult literacy. It was also indicated that giving universities autonomy
would raise the standard of educational services. However, in terms of producing learners with employable
skills, NEP 1986 did not stand up to the expectations and struggled to produce academic output in the form
of patents and scientific publications. To offset the disappointment of previous NEPs, NEP 2020 proposes a
liberal education that encourages interdisciplinary and interdisciplinary teaching and research at the
undergraduate and graduate levels. The following table presents the contrasts in some features of the
2020 National Education Policy with the original 1986 National Education Policy. This proposal replaces
the current 10+2 schooling system with 5+3+3+4 new pedagogical and curricular restructurings for
ages 3 to 18. Children in the 3-6 age range are currently not covered by the 10+2 structure, since Class 1
starts at the age of 6. A clear foundation for Early Childhood Care and Education (ECCE) from age 3 is
contained within the current 5+3+3+4 framework and aims to improve holistic learning, growth and well-
being.

Figure: Visual representation of the difference between the curricular structure of NPE1986 and NEP 2020.
 Comparison of the curricular structure of NPE 2020 with that of NPE 1986 is explained in the
following table:
PARAMETER OF NEP 2020 NPE 1986
COMPARISON
Academic The curricular or academic structure of Common education structure (10+2) is
Structure school education will be restructured into a followed all over the country. This 10+2
new (5+3+3+4) design consisting of four represents the child's age range: 6 to 18.
stages as Foundational stage (5years),
Preparatory stage (3years), Middle stage (3
years) and Secondary stage (4years). This
5+3+3+4 represents the child’s age range: 3
to 18.
Stages
Stages No. Class Age Stages No. of Class Age
of years
years Primary+ 10 1-10 6-16
Foundationa 3+2 Preschool 3-8 Middle+ years
l years + 1-2 Secondary
Preparatory 3 3-5 8-11 Senior 2 years 11-12 16-18
years Secondary
Middle 3 6-8 11-14
years
Secondary 4 9-12 14-18
years

Early Ages A strong foundation for early childhood In the 10+2 structure, children in the age
care and education with the new 5+3+3+4 group of 3-6 are not covered as Class 1
structure (ECCE) from age 3 is also begins at age 6.
included and aims to promote better overall
learning, development and well-being.

Early Childhood Strong investment in ECCE has the
Care and potential to give all young children the
Education access, enabling them to participate and
flourish in the educational system
throughout their lives. It shall be delivered
through a significantly expanded and
strengthened system of early-childhood
education institutions consisting of:
(a) Standalone Anganwadis
(b) Anganwadis co-located with primary
schools
(c) Pre-primary schools/sections covering
at least age 5 to 6 years co-located with
existing primary schools
(d) Stand-alone pre-schools – which would
recruit workers/teachers specially trained in
the curriculum and pedagogy of ECCE.
Existing ECCE programs include:
(a) integrated child development service
(ICDS)
(b) Volunteering organization assisting
in early childhood education Center
(ECE).
(iii) Balwadis and Day Care Centers
(iv) a kindergarten operated by state
government, local government
companies and other institutions.
(v) Maternal and child health services
through primary care centers and sub
center.
Reason for introducing the new curricular structure

Currently, children aged 3-6 years are not covered in the 10+2 structure. The new 5+3+3+4 structure
provides a strong foundation for early childhood care and education (ECCE) starting from age 3 and aims to
promote better general learning, development and well-being.

Over 85% of a child's cumulative brain development takes place before 6 years of age and this shows
the importance of proper care and stimulation of the early brain. Ensuring healthy brain
development and growth is the aim of providing high quality ECCE. Yet quality education is still
adequately provided to young children, especially those from socio-economically disadvantaged
backgrounds. Strong investment in ECCE has the potential to give all young children such access, enabling
them to participate and flourish in the educational system throughout their lives. Provision of quality early
childhood development, care, and education therefore must be achieved as soon as possible to ensure that all
students entering Grade 1 are school ready.

ECCE ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based
learning, comprising of alphabets, languages, numbers, counting, colors, shapes, indoor and outdoor play,
puzzles and logical thinking, problem-solving, drawing, painting and other visual art, craft, drama and
puppetry, music and movement. It also includes a focus on developing social capacities, sensitivity, good
behavior, courtesy, ethics, personal and public cleanliness, teamwork, and cooperation. The overall aim of
ECCE will be to attain optimal outcomes in the domains of: physical and motor development, cognitive
development, and socio-emotional-ethical development, cultural/artistic development, and the development
of communication and early language, literacy, and numeracy.

 THE PEDAGOGICAL CONSIDERATIONS OF NEP 2020 AND ITS

COMPARISON WITH NPE 1986

School curriculum and educational structures will be redesigned to make it responsive and relevant to the
developmental needs and interests of learners at different stages corresponding to age groups 3-8 years, 8-11
years, 11-14 years, and 14-18 years.

• Foundational stage (5 years) – This is a multilevel stage and it is divided into 3 years and 2 years. The
First 3 years are preschool and the next 2 years are class 1 and class 2. In this stage, there will be
play/activity-based learning.

• Preparatory Stage (3 years) – This stage refers to class 3 to class 5. In this stage, there will also be a
play/activity-based learning and besides there will be an introduction to light textbooks and interactive
classroom learning to lay a solid groundwork across subjects, including reading, writing, speaking, physical
education, art, languages, science, and mathematics.

• Middle Stage (3 years) – This stage refers to class 6 to class 8. In this stage, there will be experiential
learning in the sciences, mathematics, arts, social sciences, and humanities. Experiential learning is an
engaged learning process whereby students “learn by doing” and by reflecting on the experience.

• Secondary Stage (4 years) – This stage refers to class 9 to class 12 and it comprises multidisciplinary
study. This stage includes greater critical thinking, greater attention to life aspirations, and greater flexibility
and student choice of subjects.
Comparison of the pedagogical considerations of NPE 2020 with that of NPE 1986 is explained in the
following table:

PARAMETER NEP 2020 NPE 1986

OF
COMPARISON

Introduced by Ministry of Education Ministry of Human Resource

Development which has been recently
renamed.

Objective Objective is to provide Multidisciplinary The role of education is the all-round

& interdisciplinary liberal education. development of students.

Curriculum Curriculum content will be reduced or Reorientation of the content or

minimized in each subject to core curriculum was proposed in this
essentials. The content will focus more on policy. The strategy for implementation
key and important concepts involving of the national curriculum was therefore
problem-solving. Classroom sessions will linked with the
be more fun and interactive and include
exploratory activities. Questions will also – Reorientation of teachers and other
be encouraged more in classrooms. In all educational personnel
the stages experiential learning will be
incorporated. – Development of professional
capability at all levels
Cross-curricular pedagogical
approaches like Art-integration and - Phased preparation, production and
Sports-integration will also be followed. distribution of textbooks and other
Art-integration will integrate Indian art instructional materials.
and culture in the teaching and learning
process to strengthen the linkage between
education and culture. Sports-integration
will develop skills self-discipline, self-
initiative, teamwork, self-direction,
responsibility in students.

Students will be given greater flexibility

in the choice of subjects mainly in the
secondary stage. The subjects can be
physical education, vocational training or
art and crafts. The reason for this
flexibility is to design their path of study
for the future.

Language Wherever possible, the medium of Vigorous effort at implementation of the

instruction until at least Grade 5, but three language- formula.
preferably till Grade 8 and beyond, will
Three-Language Formula: At the
be the home language/mother
secondary stage, the State Governments
tongue/local language/regional
should adopt, and vigorously implement,
language. Thereafter, the home/local
the three-language formula which
 language shall continue to be taught as a 'includes the study of a modern Indian
language wherever possible. language, preferably one of the southern
languages, apart from Hindi and English
The three-language formula will be in the Hindi-speaking States, and of
continued from the old policy but now Hindi along with the regional language
there will be greater flexibility as no and English in the non-Hindi speaking
language will be imposed on any state. States.
Three languages to be learned will be the
choice of state and the students
themselves.
Assessment In this new policy, the assessment process The objective of the Assessment process
is transformed to be more competency- is to set down the examination process in
based and it tests higher-order skills such a way that it will be a valid method
to measure student development and it
such as analysis, critical thinking, and
will also be a powerful instrument to
conceptual clarity. The primary purpose improve the teaching and learning
will be learning but it will be a continuous process.
process as it will revise the teaching-
learning process to optimize the learning
and development of students.

The report card will be a holistic and

multidimensional report. It will actively
involve parents in their children’s
education and development. Progress of
child in project-based and inquiry-based
learning, quizzes, role plays, group work,
portfolios, etc., will also be included in
report cards

Vocational One vocational subject is must for class 6
Training to 8.
10 Bag- less days encouraged.
Mathematics and computational thinking
will be given increased emphasis
throughout the school years and activities
involving coding will be introduced in
Middle Stage.
Vocational courses will normally be
provided after the secondary stage but
making it a flexible scheme, it can be
made available after class VIII i.e. after
the middle stage.
No existing policy for bag less days.

 IMPLEMENTATION OF NEP 2020

New Education Policy for 2020 formulated for the first time in 30 years and is ready to change existing
policies of academic system of India with the purpose of making it at par with the international standard of
academics. The Indian government aims to introduce NEP by 2040

Until the target year the main idea is the implementation of plan stepwise one by one. The NEP 2020 reform
proposal will come into force with the cooperation of the Central and the State Government. The
Government of India will establish dedicated committees at both central and state level for discussing
implementation strategies.
Suggestions for Implementation:

Implementation of the policy requires the need to design learning ecosystems that take into account our
country's geographical and cultural diversity and the different learning paces of each student. We need to
hire the very best and brightest to enter the teaching profession at all levels. And because it is teachers
who truly shape the next generation of citizens, teachers must be reinstated as the most respected and
important members of our society. Work must also be done to remove the personal and professional barriers
to working in remote and inaccessible locations. This is critical to preparing this workforce and having a
successful NEP.

The policy aims to replace single disciplinary institutions and create multidisciplinary institutions for
higher education. The road to this goal is paved with good intentions. However, given the limited resources
available, this is a great challenge. Private institutions need to offer more scholarships to admit low-income
students, but NEP does not discuss how this can be achieved. This indicates a need for more public
funding for higher education, which does not really fit the current scenario well.

Also, as we saw during the pandemic, the widespread use of the internet in remote areas is necessary
as e-learning is the way forward. Digital infrastructure for this purpose includes digital classrooms,
competencies based online teaching model, AR/VR technology to bridge the gap between physical
instruction and laboratory infrastructure, uniform assessment schemes in all schools, career guidance
sessions, and teacher training to navigate the new era which is guided by technology.

 CONCLUSION

In conclusion, it can be said that NPE 1986 primarily emphasized on removing the gaps or discrepancies
between different social groups. Greater emphasis on achieving uniform education across social groups was
present in the previous policy. Whereas NEP 2020 will focus on balancing India's growing local and global
talent needs and jobs. The NEP 2020 is developed as a comprehensive set of guidelines that take into
account state/UT governments, expert opinion, and global best practices in education, field experience, and
stakeholder feedback. The mission is ambitious, but the implementation roadmap will determine whether
this truly promotes a comprehensive education that empowers learners. The effectiveness of every initiative
depends on the program’s successful execution. The simple execution of a new strategy on education would
not help. A ground level improvement would have to be ensured by the administration.
 REFERENCES

 NEP 2020
 NPE 1986
 Research article by : Bhaktija Rupesh Dhoke
 Research article by: Indranil Roy
 News article by India Today