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Stream/Area:
-
Subject:
-
Paper ID:
10.55041/IJSREM.NEP022
Volume:
10 |
5 |
May 2026
Pages:
1-6
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.
Department of English,
University of Delhi
The NEP 2020 is a response to the long standing structural and philosophical limitations in Indian education system due to the country’s colonial past. India got independence in 1947 but the education system continued practicing the education model that was found and established by the colonial regime. The colonial education model had focused on rote learning, disciplinary compartmentalization and English-centric knowledge systems. The framework served to the imperial governance but failed in making a connection with India’s indigenous intellectual traditions, social realities and multilingual cultural landscape which limited its relevance for the Indian learners.This paper intends to portray NEP 2020 more than a reform, an epistemic and ideological shift aiming decolonization of Indian education. The policy foregrounds Indian Knowledge Systems, promotion of multilingualism and learning in mother-tongue. It has emphasized on holistic and multidisciplinary learning and moving away from exam-centric pedagogy. This paper examines how policy’s primary concern is to focus on the needs of Indian learners by fostering contextual relevance, conceptual understanding and inclusivity. It also spread the light on how NEP 2020 democratize access to education, reduce epistemic hierarchies and promotes for a equitable and flexible learning environment.
KEYWORDS
NEP 2020 is an ambitious step taken by Indian government in favor of the education system of the country. it attempts to reconcile civilizational heritage with global modernity. The goal is to transform India’s educational consciousness by recentering Indian knowledge traditions, democratizing language, promoting interdiscilinarity and redefining pedagogy. Though one needs to remember that educational transformation is always a process than an event. It’s success depends upon institutional will and societal commitment. The policy implementation already marks a significant moment in India’s intellectual history. This is a moment where education is reimagined as the site of epistemic self-definition.
Works Cited Bourdieu, Pierre. “The Forms of Capital.” Handbook of Theory and Research for the Sociology of Education, edited by John G. Richardson, Greenwood, 1986, pp. 45-51. Fanon, Frantz. The Wretched of the Earth. Translated by Richard Philcox, Grove Press, 2004, pp. 168-72. Government of India. National Education Policy 2020. Ministry of Human Resource Development, 2020. Kumar, Krishna. Political Agenda of Education: A Study of Colonialist and Nationalist Ideas. Sage, 2005, pp.78-102. Macaulay, Thomas Babington. “Minute on Indian Education.” 1835. Matilal, Bimal Krishna. Perception: An Essay on Classical Indian Theories of Knowledge. Oxford UP, 1986, pp. 12-18. Nandy, Ashis. The Intimate Enemy: Loss and Recovery of Self under Colonialism. Oxford UP, 1983, pp. 2-11. National Education Policy 2020. Ministry of Human Resource Development, Government of India, 2020. Ngũgĩ wa Thiong’o. Decolonising the Mind: The Politics of Language in African Literature. Heinemann, 1986, pp. 16-19. Viswanathan, Gauri. Masks of Conquest: Literary Study and British Rule in India. Columbia UP, 1989, pp. 23-45.
Publication Date
6/9/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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Conflict of Interest
The authors declare no conflict of interest related to this research work.
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