International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 7 Issue 3, May-June 2023 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Assessing the Implementation of National Education Policy

in Promoting Adult Education and Life-Long Learning:
Opportunities and Challenges
Mr. Subhrajeet Behera1, Dr. Manisha Dubey2
1
Research Scholar, 2Professor,
1,2
Department of Economics, Guru Ghasidas Vishwavidyalaya, Bilaspur, Chhattisgarh, India

ABSTRACT How to cite this paper: Mr. Subhrajeet

The National Education Policy (NEP) is a comprehensive framework Behera | Dr. Manisha Dubey "Assessing
that outlines the vision and goals for the educational system of a the Implementation of National
nation. In recent years, there has been an increasing recognition of Education Policy in Promoting Adult
Education and Life-Long Learning:
the importance of adult education and lifelong learning in fostering
Opportunities and Challenges"
personal growth, social development, and economic prosperity. This
Published in
research abstract explores the role of the National Education Policy International Journal
in promoting adult education and lifelong learning within the context of Trend in
of a country's education system. It emphasizes the transformative Scientific Research
potential of lifelong learning to enhance employability, promote and Development
social inclusion, and empower individuals to actively participate in (ijtsrd), ISSN: 2456-
democratic processes. It discusses the policy's objectives, strategies, 6470, Volume-7 | IJTSRD56339
and initiatives aimed at promoting access, equity, and quality in adult Issue-3, June 2023,
education. It also delves into the policy's focus on integrating pp.188-193, URL:
technology, innovative pedagogies, and flexible learning pathways to www.ijtsrd.com/papers/ijtsrd56339.pdf
enhance the effectiveness of adult education and lifelong learning
Copyright © 2023 by author (s) and
programs. The research paper concludes by highlighting the potential
International Journal of Trend in
impact of the National Education Policy on adult learners, Scientific Research and Development
communities, and society at large. It emphasizes the need for Journal. This is an
comprehensive monitoring and evaluation frameworks to assess the Open Access article
effectiveness and outcomes of adult education and lifelong learning distributed under the
programs in achieving their intended goals. This paper contributes to terms of the Creative Commons
the growing body of knowledge on the importance of adult education Attribution License (CC BY 4.0)
and lifelong learning in shaping inclusive and sustainable educational (http://creativecommons.org/licenses/by/4.0)
systems.
KEYWORDS: National Education Policy, Adult Education, Life-long
learning

INTRODUCTION
Information on the public spending in education in
India from the past 50 years based on the available
sources. According to the data from the World Bank,
the percentage of public spending on education in
India over the last 50 years is as follows:
Year - Public Spending on Education (% of GDP)
1970 - 2.93%
1980 - 3.46%
1990 - 3.84%
2000 - 3.09%
2010 - 3.91%
2020 - 3.24%

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 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
It should be noted that the data may be subject to
variations based on the sources and methods used to
collect the information. However, the above figures
can provide a general idea of the trend in public
spending on education in India over the last 50 years.
NEP 2020
The National Education Policy (NEP) 2020 is a
policy document that outlines the vision for education
in India over the next several years. The key
highlights of the NEP 2020 are as follows:
School Education: The NEP proposes a 5+3+3+4
model of school education, which includes three
years of pre-primary education, followed by a
three-year foundational stage, a three-year
preparatory stage, and a four-year secondary
stage. (Educationforallinindia.Com; NEP-2020,
2023)
Higher Education: The NEP proposes several
changes in higher education, including the
introduction of a four-year undergraduate degree
with multiple exit options, a common entrance
exam for admission to universities, and the
establishment of a National Research Foundation.
Language Policy: The NEP proposes a flexible
language policy that promotes multilingualism
and encourages the teaching of regional languages
in schools.
Teacher Education: The NEP proposes several
changes in teacher education, including the
introduction of a four-year integrated teacher
education program.
Technology in Education: The NEP recognizes
the importance of technology in education and
proposes several initiatives to promote the use of
technology in teaching and
learning.(Educationforallinindia.Com; NEP-
2020, 2023)
Vocational Education: The NEP emphasizes the
need for vocational education and proposes
several initiatives to promote it.
Equity: The NEP emphasizes the need for equity
in education and proposes several initiatives to
ensure that all children have access to quality
education.
Assessment: The NEP proposes a shift from rote
learning to a competency-based learning
approach, with a focus on formative assessment
and the reduction of high-stakes board exams.
With the above introduction, the NEP 2020 presents
an ambitious vision for education in India and
proposes several changes to improve the quality and
accessibility of education in the country. The success
of the NEP will depend on its effective
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implementation, which will require significant
resources and effort from all stakeholders.
New vs Old 1986 Education Policy:
The National Education Policy (NEP) 2020 represents
a significant departure from the old education policy
in India, which was formulated in 1986 and revised in
1992. Here are some of the key differences between
the NEP 2020 and the old education policy:
1. School Education Structure: The NEP proposes
a new 5+3+3+4 structure for school education,
which includes three years of pre-primary
education. In contrast, the old education policy
had a 10+2 structure, with no provision for pre-
primary education.
2. Language Policy: The NEP proposes a flexible
language policy that promotes multilingualism
and encourages the teaching of regional languages
in schools. In contrast, the old education policy
had a three-language formula, which required the
teaching of Hindi, English, and a regional
language in schools.
3. Higher Education: The NEP proposes several
changes in higher education, including the
introduction of a four-year undergraduate degree
with multiple exit options and a common entrance
exam for admission to universities. In contrast,
the old education policy had a three-year
undergraduate degree and multiple entrance
exams for admission to universities.
4. Assessment: The NEP proposes a shift from rote
learning to a competency-based learning
approach, with a focus on formative assessment
and the reduction of high-stakes board exams. In
contrast, the old education policy had a strong
emphasis on high-stakes board exams and rote
learning.
5. Technology in Education: The NEP recognizes
the importance of technology in education and
proposes several initiatives to promote the use of
technology in teaching and learning. In contrast,
the old education policy had little emphasis on the
use of technology in education.
(Educationforallinindia.Com; NEP-2020, 2023)
6. Vocational Education: The NEP emphasizes the
need for vocational education and proposes
several initiatives to promote it. In contrast, the
old education policy had limited provisions for
vocational education.
In conclusion, the NEP 2020 represents a significant
departure from the old education policy in India and
proposes several changes to improve the quality and
accessibility of education in the country. The NEP
emphasizes the need for a more holistic and flexible
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approach to education, with a greater focus on equity,
technology, and vocational education. While the NEP
has several positive aspects, there are also a number
of challenges that need to be addressed in order to
ensure successful implementation. Some of these
challenges include:
1. Funding: One of the biggest challenges facing
the NEP is funding. The policy envisions
significant investments in infrastructure, teacher
training, and research and development, among
other areas. However, it is not clear where the
funding for these initiatives will come from.
2. Implementation: The NEP is a comprehensive
policy, and implementing its various provisions
will require significant coordination and planning
at both the national and state levels. This could be
a challenging task, especially given the diverse
nature of India's education system and the
complex administrative structures that exist at
different levels.
3. Quality of education: While the NEP aims to
improve the quality of education in India, there
are concerns that the current education system
may not be able to provide the necessary
resources and infrastructure to meet the policy's
goals. Addressing these challenges will require
significant investment in teacher training,
curriculum development, and assessment systems.
4. Language policy: One of the key provisions of
the NEP is the promotion of mother tongue-based
education. However, there are concerns that this
policy could be difficult to implement in practice,
given the linguistic diversity of the country and
the varying levels of proficiency in different
languages.
5. Inclusivity: The NEP emphasizes inclusivity and
accessibility in education, but there are concerns
that certain marginalized communities could be
left behind. For example, children from low-
income families, girls, and children with
disabilities may face significant barriers to
accessing education.
6. Assessment and evaluation: The NEP propose
significant changes to the assessment and
evaluation system in India, including a shift away
from rote learning and a greater emphasis on
critical thinking and problem-solving skills.
However, implementing these changes could be
challenging, and there are concerns about the
ability of teachers and students to adapt to new
assessment methodologies.
7. Implementation: One of the biggest challenges
in implementing the NEP is the sheer scale of the
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reforms. It involves changes in curriculum,
assessment, teacher training, governance, and
infrastructure, among other things. Coordinating
and executing these changes effectively will
require significant resources, expertise, and
political will.
8. Financing: The NEP envisages significant
investments in education, including increasing
public spending to 6% of GDP, and increasing the
budget allocation for education. However, the
implementation of the policy will require
significant financial resources, which may not be
readily available.
9. Teacher Training: The NEP emphasizes the
need for teacher training, which is essential for
the success of the reforms. However, there are
significant challenges in providing quality
training to the vast number of teachers in the
country. There is also a need to address the
existing shortage of qualified teachers in many
parts of the country.
10. Standardization: The NEP aims to provide a
more flexible and diverse education system.
However, there is a risk that this may lead to a
lack of standardization and quality control. There
is a need to ensure that the reforms do not
compromise on the quality of education.
11. Inclusivity: The NEP aims to promote inclusivity
in education. However, there are challenges in
ensuring that all sections of society have access to
quality education, particularly in rural areas and
among marginalized communities.
12. Language: The NEP proposes a three-language
formula, which has been a contentious issue in
some parts of the country. There is a need to
ensure that the language policy does not become a
source of conflict or hinder the implementation of
the reforms.
13. Resistance to change: The NEP represents a
significant departure from the existing education
system, and there may be resistance from various
stakeholders to the proposed reforms. This
resistance
The National Education Policy (NEP) is a policy
document that outlines the vision for education in
India over the next several years. The NEP was
introduced in 2020, and while it presents several
opportunities for improving the education system in
India.
Opportunities:
1. Holistic Education: The NEP emphasizes the
need for a holistic education that focuses not only
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on academic excellence but also on the overall
development of students. This provides an
opportunity to promote a well-rounded education
that includes sports, arts, and other extracurricular
activities.
2. Technology: The NEP recognizes the importance
of technology in education and proposes several
initiatives to promote the use of technology in
teaching and learning. This provides an
opportunity to leverage technology to improve the
quality of education in India.
3. Vocational Education: The NEP emphasizes the
need for vocational education and proposes
several initiatives to promote it. This provides an
opportunity to promote skill development and
entrepreneurship among students.
4. Research and Innovation: The NEP emphasizes
the need for research and innovation in education
and proposes several initiatives to promote it.
This provides an opportunity to promote a culture
of research and innovation in the education
system.
The NEP presents both challenges and opportunities
for improving the education system in India. While
the challenges cannot be ignored, the opportunities
presented by the NEP provide a framework for
building a better education system in the country.
Adult Education and Lifelong Learning
Access to foundational literacy, education, and the
pursuit of a livelihood should be recognized as
fundamental rights for all individuals. Basic literacy
and education not only unlock new horizons of
personal, civic, economic, and lifelong learning
opportunities, but also empower individuals to grow
personally and professionally. At a broader societal
and national level, literacy and basic education act as
potent catalysts that amplify the effectiveness of all
other developmental endeavours. Global data on
nations consistently demonstrate a strong correlation
between literacy rates and per capita GDP,
emphasizing the significant impact of literacy on
economic prosperity.(NED 2020,Page 51, 21.1)
Being a non-literate member of a community comes
with numerous disadvantages. It includes the inability
to perform basic financial transactions, compare the
value of goods purchased with their prices, complete
forms for job applications, loans, or services,
understand public announcements and news articles,
use mail or electronic communication for business
purposes, utilize the internet and other technologies to
improve one's life and profession, understand
directions and safety instructions on the streets and
medicines, assist children with their education, have
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awareness of basic rights and responsibilities as an
Indian citizen, appreciate literary works, and pursue
employment in medium or high-productivity sectors
that require literacy. These abilities mentioned here
serve as examples of the outcomes that can be
achieved through the adoption of innovative measures
for Adult Education.(NED 2020, Page 51, 21.2)
Extensive field studies and analyses conducted both
in India and around the world consistently indicate
that the success of adult literacy programs relies on
volunteerism, community involvement, and
mobilization. These factors, when combined with
political will, organizational structure, effective
planning, sufficient financial support, and
comprehensive capacity building for educators and
volunteers, contribute significantly to the outcomes.
Effective literacy programs not only enhance adult
literacy rates but also generate increased demand for
education among children in the community.
Furthermore, they foster greater community
participation in driving positive social change. The
National Literacy Mission, launched in 1988,
primarily relied on voluntary participation and
support from the people. This initiative led to
substantial improvements in national literacy rates
between 1991 and 2011, including among women,
while also initiating dialogues and discussions on
relevant social issues of the time.(NED 2020, Page
51, 21.3)
In order to expedite the crucial goal of achieving
100% literacy, it is imperative to swiftly implement
robust and pioneering government initiatives for adult
education. These initiatives should focus on
promoting community involvement and facilitating
the seamless and advantageous integration of
technology. Immediate action is necessary to ensure
the success of these efforts.(NED 2020, Page 51,
21.4)
First, A dedicated constituent body of the NCERT
will be established to focus on adult education and
develop an exceptional curriculum framework. This
framework will build upon NCERT's existing
expertise in creating outstanding curricula for
literacy, numeracy, basic education, vocational skills,
and more, aiming to establish synergy between these
areas. The adult education curriculum framework will
consist of at least five types of programs, each with
clearly defined outcomes: a) Foundational literacy
and numeracy b) Critical life skills encompassing
financial literacy, digital literacy, commercial skills,
healthcare and awareness, child care and education,
and family welfare c) Vocational skills development
with a focus on local employment opportunities d)
Basic education, including preparatory, middle, and
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secondary stage equivalency e) Continuing education
offering comprehensive adult courses in arts,
sciences, technology, culture, sports, recreation, and
other relevant subjects of interest to local learners,
such as advanced material on critical life skills. The
framework acknowledges that adults often require
different teaching-learning methods and materials
compared to those designed for children. (NED 2020,
Page 52, 21.5)
Second, we will prioritize the establishment of
appropriate infrastructure to ensure that all adults who
are interested have access to adult education and
lifelong learning opportunities. One of the key
strategies we will implement is utilizing schools and
school complexes during non-school hours, including
weekends, as well as public library spaces to offer
adult education courses. Whenever possible, these
spaces will be equipped with information and
communication technology (ICT) resources to
enhance learning experiences. Additionally, we aim
to promote community engagement and enrichment
activities by utilizing the same infrastructure for other
purposes such as vocational education, higher
education, and volunteer activities. This approach will
optimize the use of physical and human resources and
foster collaboration among these five educational
sectors and beyond. As a result, Adult Education
Centres (AECs) could be integrated into existing
public institutions such as higher education
institutions (HEIs) and vocational training centres to
facilitate the consolidation of resources and
services.(NED 2020, Page 52, 21.6)
Third, it is essential for the instructors and educators
to effectively implement the curriculum framework
designed for adult learners across all five categories
of adult education outlined in the Adult Education
Curriculum Framework. These instructors will
receive comprehensive training from the National,
State, and district-level resource support institutions.
Their training will equip them with the necessary
skills to organize and facilitate learning activities at
Adult Education Centres. They will also collaborate
with volunteer instructors to ensure smooth
operations. To expand the pool of qualified
instructors, community members, including those
from Higher Education Institutions (HEIs), will be
actively encouraged to participate in a brief training
course and volunteer as adult literacy instructors or
one-on-one tutors. These individuals will be duly
recognized for their invaluable contributions to the
nation. Additionally, state authorities will collaborate
with NGOs and other community organizations to
strengthen initiatives aimed at promoting literacy and
adult education.(NED 2020, Page 52, 21.7)
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Fourth, our primary goal is to actively engage
community members in adult education. To achieve
this, we will employ social workers and counsellors
who will traverse different communities, ensuring the
participation of individuals who are not currently
enrolled or have dropped out. Additionally, while on
their journeys, these professionals will collect
valuable data from parents, adolescents, and others
interested in adult education, either as learners or as
teachers/tutors. They will then connect these
individuals with local Adult Education Centres
(AECs) to facilitate their involvement. To further
promote adult education, we will extensively
publicize available opportunities through various
channels such as advertisements, announcements, and
events organized by NGOs and other local
organizations.(NED 2020, Page 52, 21.8)
Fifth, in order to foster a reading culture within our
communities and educational institutions, it is crucial
to enhance the availability and accessibility of books.
This policy recommends the strengthening and
modernization of all communities and educational
institutions, including schools, colleges, universities,
and public libraries. The aim is to ensure a sufficient
supply of books that cater to the diverse needs and
interests of all students, including individuals with
disabilities and other differently-abled persons. To
achieve this goal, the central and state governments
will take measures to make books accessible and
affordable to everyone across the country, including
socio-economically disadvantaged areas, rural
regions, and remote areas. Both public and private
sector organizations and institutions will develop
strategies to improve the quality and appeal of books
published in all Indian languages. Efforts will be
made to enhance the online accessibility of library
books and expand the availability of digital libraries.
To ensure vibrant libraries in communities and
educational institutions, it is essential to have an
adequate number of qualified library staff.
Additionally, appropriate career pathways and
continuous professional development opportunities
will be devised for them. Other initiatives include
strengthening existing libraries, establishing rural
libraries and reading rooms in disadvantaged regions,
making reading material in Indian languages widely
available, setting up children's libraries and mobile
libraries, establishing social book clubs across India
and across various subjects, and fostering greater
collaborations between educational institutions and
libraries.(NED 2020, Page 52, 21.9)
Finally, in order to enhance and implement the
initiatives mentioned earlier, technology will play a
crucial role. Various technology-based resources will
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be developed to facilitate adult learning, including
apps, online courses/modules, satellite-based TV
channels, online books, and well-equipped libraries
and Adult Education Centres with information and
communication technology (ICT). These initiatives
will be supported through government and
philanthropic efforts, as well as through crowd-
sourcing and competitions. Consequently, online or
blended modes of high-quality adult education will
become increasingly accessible and prevalent.(NED
2020, Page 53, 21.10)
Conclusions:
In the Indian context, the implementation of the
National Education Policy (NEP) in promoting adult
education and lifelong learning presents both
opportunities and challenges. The NEP, introduced in
2020, recognizes the importance of adult education
and lifelong learning as essential components of a
comprehensive education system. It emphasizes the
need to provide equal educational opportunities for
individuals of all ages and backgrounds, thereby
enabling them to acquire new skills and knowledge
throughout their lives. One of the opportunities
offered by the NEP is the emphasis on vocational
education and skill development. By integrating
vocational training into the education system, the
policy aims to equip adults with practical skills that
can enhance their employability and contribute to
economic growth. This approach addresses the needs
of the workforce and promotes lifelong learning as
individuals adapt to evolving job market demands.
Furthermore, the NEP highlights the use of
technology for distance and online learning, which
can greatly benefit adult learners who may have time
constraints or geographical limitations. Online
platforms and digital resources provide accessible and
flexible learning opportunities for individuals seeking
to improve their knowledge and skills, regardless of
their location. However, several challenges must be
overcome for the effective implementation of the
NEP's adult education and lifelong learning goals.
Firstly, there is a need to address the existing gaps in
infrastructure and access to educational resources,
especially in rural areas. Adequate provision of
physical and digital infrastructure is crucial to ensure
that adult learners can access quality education and
lifelong learning opportunities. Secondly, awareness
and outreach programs are essential to encourage
adults to engage in lifelong learning. Many
individuals may be unaware of the benefits of
continuing education or may face social and cultural
barriers that discourage their participation. Effective
campaigns and community engagement initiatives can
help create a supportive environment that encourages
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adult learners to take part in educational activities.
Lastly, there is a need for comprehensive training
programs for educators and trainers to effectively
cater to the diverse learning needs of adult learners.
Teachers and facilitators must be equipped with
appropriate pedagogical approaches and strategies to
engage and support adult learners, who often have
different motivations, learning styles, and life
experiences compared to traditional students.
In conclusion, the implementation of the National
Education Policy in promoting adult education and
lifelong learning in the Indian context presents
significant opportunities for skill development,
employment, and personal growth. However,
addressing challenges related to infrastructure,
awareness, and training is crucial to ensure the
effective and inclusive realization of these objectives.
With sustained efforts and collaboration among
stakeholders, the NEP has the potential to transform
adult education and lifelong learning in India, leading
to a more educated and empowered society.
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