The new education policy was proposed by the ministry of human resource development and was released in parliament on 29th July 2020 by the Prime Minister Narendra Modi. This was the third major change in India’s education policy. The 1st and 2nd education policy was framed in 1968 and 1986 respectively under the rule of Indira Gandhi and Rajiv Gandhi.
This study focuses impacts of some of the features of new education policy like early childhood care and education (ECCE), three language policies, low stacks public exams, work studies for students, continuous professional course (CPC) for teachers, fees structure in private schools, impacts in unemployment, discontinuation of M. Phil. Program and the ultimate aim of this New Education Policy (NEP).
A descriptive research design was used to collect data from both Primary & Secondary sources. Questionnaire and Interview are considered as the research instrument for the study. Simple random sampling method with a sample of 127 respondents. Appropriate statistical tools are applied for testing the data.
For this study the samples were collected from the 127 volunteers through questionnaire in that 52% were male and 48% were female reported. It was found out there was a positive correlation between stresses caused for students and teachers towards NEP. The New policies framed is the dependent variable towards fees structure. Also, the result showed that the New education policy’s ultimate aim is business objective, as many responded correctly. At the same time, the implementation of new education policy contains many positive approaches that leads to a dramatic change in the upcoming student’s career in this competitive world. Some strategies are suggested to be adopted to make this New Education Policy more effective.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Introduction
- Objectives
- Primary Objective
- Secondary Objective
- Problem identification
- Literature review
- Need for the study
- Scope of the study
- Research methodology
- Research analysis
- Statistical tools
- Features introduced in new education policy 2020
- Comparing the new education policy with the existing national education policy
- Findings
- Future suggestions
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to analyze the impact of the New Education Policy (NEP) 2020 on teachers and students in India. It investigates the merits and demerits of key features of the NEP, focusing on its implementation challenges and potential consequences.
- Impact of NEP 2020 on teachers and students
- Analysis of specific NEP features (ECCE, three-language policy, etc.)
- Comparison of NEP 2020 with previous education policies
- Assessment of the policy's effectiveness and potential for improvement
- Economic implications of the NEP, particularly regarding unemployment.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: The introduction sets the stage by discussing the replacement of the 1986 National Education Policy with the NEP 2020. It highlights concerns about the quality of education in India, focusing on the shortcomings of the previous policy's emphasis on marks rather than knowledge and its contribution to unemployment. The introduction establishes the study's focus on analyzing the impacts of NEP 2020 on teachers, students, and the national economy, particularly concerning unemployment rates.
Objectives: This chapter outlines the primary and secondary objectives of the research. The primary objective is to determine the efficiency of the NEP 2020 implementation and identify the merits and demerits of its key features. Secondary objectives include studying the changes in fee structures in private institutions, analyzing the stress levels experienced by students and teachers due to the implementation, and comparing the key features of the NEP with the existing national education policy.
Problem identification: This chapter identifies key challenges in the NEP 2020, focusing on the Early Childhood Care and Education (ECCE) program, the multiple entry and exit system, and the three-language policy. It argues that the ECCE program lacks practical implementation strategies, the multiple entry and exit system may negatively impact student focus and deep learning, and the three-language policy could lead to language imposition, particularly in South India. These problems highlight the need for improvements in the policy’s design and implementation to ensure effectiveness.
Literature review: This chapter presents a review of existing literature relevant to the study. It examines previous research on higher education in India, the National Education Policy, and the impact of globalization on education. The reviewed studies emphasize the need for periodic improvements in the education system, highlight suggestions for the NEP (such as incorporating factors influencing exam results and ranking schools based on parameters), and discuss the benefits of globalization in enhancing educational standards and creating global opportunities.
Schlüsselwörter (Keywords)
New education policy, education reform, India, ECCE, three-language policy, teacher training, student stress, unemployment, policy implementation, policy evaluation.
Frequently Asked Questions: A Comprehensive Language Preview of the New Education Policy (NEP) 2020 in India
What is the purpose of this document?
This document provides a comprehensive preview of a study analyzing the impact of India's New Education Policy (NEP) 2020. It includes the table of contents, objectives, key themes, chapter summaries, and keywords. The information is presented to allow for structured analysis of the NEP 2020's themes.
What are the main topics covered in the study?
The study focuses on analyzing the impact of NEP 2020 on teachers and students in India. Key areas of investigation include the merits and demerits of the policy's features, implementation challenges, potential consequences, and its economic implications, particularly regarding unemployment. Specific features examined include ECCE (Early Childhood Care and Education) and the three-language policy. A comparison with previous education policies is also undertaken.
What are the objectives of the research?
The primary objective is to determine the efficiency of NEP 2020 implementation and identify the merits and demerits of its key features. Secondary objectives include studying changes in fee structures in private institutions, analyzing student and teacher stress levels related to implementation, and comparing NEP 2020 with the existing national education policy.
What are some of the key challenges identified in the NEP 2020 implementation?
The study highlights challenges related to the ECCE program (lack of practical implementation strategies), the multiple entry and exit system (potential negative impact on student focus and deep learning), and the three-language policy (potential for language imposition, especially in South India).
What is included in the literature review?
The literature review examines previous research on higher education in India, the National Education Policy, and the impact of globalization on education. It considers suggestions for improving the NEP and discusses the benefits of globalization in enhancing educational standards.
What are the key findings anticipated (based on the preview)?
The preview doesn't reveal specific findings, but it suggests the study will evaluate the effectiveness of the NEP 2020, assess its impact on various stakeholders (teachers, students, the economy), and identify areas for improvement. The impact of specific NEP features will be analyzed and compared to the previous education policy.
What are the keywords associated with this study?
Key words include: New education policy, education reform, India, ECCE, three-language policy, teacher training, student stress, unemployment, policy implementation, policy evaluation.
- Citar trabajo
- Siva Chandrasekaran (Autor), 2022, New Education Policy Implementation and its Impact on Teachers and Students, Múnich, GRIN Verlag, https://www.grin.com/document/1281974
