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Stream/Area:
-
Subject:
-
Paper ID:
10.55041/IJSREM.NEP008
Volume:
10 |
5 |
May 2026
Pages:
1-5
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
Professor of Political Science
Kakatiya Government College (A) Hanamkonda, Telangana State
The National Education Policy (NEP) 2020 introduces an ambitious reform agenda designed to reconfigure India’s education system in response to contemporary social, economic, and technological realities. It seeks to promote inclusivity, interdisciplinary learning, flexibility in academic pathways, and competency-based education across school and higher education sectors. However, translating this broad vision into meaningful outcomes depends largely on addressing deep-rooted structural and administrative constraints. This paper explores the key systemic barriers that affect the practical realization of NEP 2020, focusing specifically on institutional structures and governance mechanisms. At the structural level, implementation is challenged by inadequate infrastructure, unequal access to digital resources, imbalanced distribution of financial and human resources, and significant differences in institutional capacity across states. Administratively, the reform process encounters obstacles such as procedural rigidity, overlapping regulatory frameworks, insufficient professional preparation of educators, constrained institutional autonomy, and weak accountability systems. Effective implementation necessitates coordinated action among central and state authorities, regulatory agencies, universities, and school systems. The study contends that achieving the intended transformation under NEP 2020 requires reinforced institutional capabilities, collaborative federal engagement, adequate and sustained financial allocation, and streamlined administrative processes. It recommends policy measures such as decentralized decision-making, systematic professional development for educators, evidence-based monitoring frameworks, and increased public investment. By examining both structural and administrative dimensions, this paper contributes to scholarly discussions on education reform implementation and provides practical guidance for stakeholders committed to realizing the objectives of NEP 2020.
KEYWORDS
NEP 2020 outlines an ambitious vision for educational transformation in India. Its emphasis on holistic development, research integration, flexibility, and inclusivity marks a progressive departure from earlier frameworks. However, realizing this vision requires more than policy articulation; it demands structural strengthening, fiscal commitment, institutional readiness, and administrative reform. Infrastructural gaps, digital inequality, financial constraints, and socio-economic disparities pose significant structural challenges. Simultaneously, governance complexities, regulatory transitions, administrative capacity limitations, and leadership deficits create operational barriers. The interplay between these factors necessitates a coordinated and sustained implementation strategy. If effectively executed through cooperative federalism, transparent governance, and capacity enhancement, NEP 2020 can significantly reshape India’s educational landscape. Otherwise, without systematic attention to implementation challenges, the policy risks remaining an aspirational blueprint rather than a transformative reality.
1. All India Survey on Higher Education (AISHE). (2022). AISHE final report 2020–21. Ministry of Education, Government of India. 2. Government of India. (2020). National Education Policy 2020. Ministry of Education. Kumar, K. (2021). 3. Reforming education in India: Policy aspirations and implementation challenges. Journal of Educational Planning and Administration, 35(2), 123–140. 4. Mehrotra, S. (2020). Education policy in India: Challenges of access, equity and quality. Economic and Political Weekly, 55(34), 14–17. 5. NITI Aayog. (2021). India’s education reform agenda: Implementation strategies and governance frameworks. Government of India. 6. Tilak, J. B. G. (2021). Financing higher education in India: Issues and policy implications. Higher Education Policy, 34(3), 567–584. 7. University Grants Commission (UGC). (2021). Guidelines on academic bank of credits and multiple entry-exit system. UGC.
Publication Date
6/9/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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The authors declare no conflict of interest related to this research work.
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