National Education Policy (NEP) 2020

This page presents information on the National Education Policy (NEP) 2020 as featured on UMBRELLA TREE.The content includes updates, expert commentary, and policy analysis regarding NEP 2020. As India emphasizes knowledge-based and innovation-oriented development, an understanding of NEP 2020 is relevant for students, educators, and industry stakeholders. This resource outlines reforms in education, implementation strategies, changes to curricula, details for teachers and facilitators, and frameworks for skilling and employability. The document covers the aspects of NEP 2020 related to hands-on learning, experiential learning, industry-relevant skills, vocational education, and training throughout various educational stages.

UMBRELLA TREE: Skill-based education in Indian school boards

The evolution of workplaces has prompted corresponding adaptations in education. Skill-based education combines academic learning with practical application, aiming to address real-world requirements. This approach incorporates both academic and applied learning components.

Vocational learning represents a model of work-integrated education that demonstrates applied learning in practice.

Interpreting Applied Learning:

Applied learning, closely related to experiential learning, refers to the use of classroom-acquired knowledge in real-life contexts. In this instructional model, teachers support hands-on activities and projects designed to develop employment-related capabilities. Applied learning focuses on demonstrating competencies through tangible outputs and reflection. Major Indian education boards—CBSE, CISCE, NIOS—and international equivalents such as AISSCE and ACSE, are implementing these methods. In alignment with the National Education Policy (NEP) 2020, these boards aim to prepare students for future employment roles by introducing vocational courses and Composite Skill Labs.

Skill-based Education in India: NEP 2020 and Its Role

Skill-based education prioritizes context-driven learning and problem-solving beyond traditional textbooks. This perspective posits that students engage more deeply with subject matter when they reflect critically and integrate theory with practice. The intention is to foster ongoing learning, adaptability, and professional readiness. Skill-based education is now incorporated into formal curricula as an integral part of the educational process.

Skill-based education in Indian school boards

CBSE (Central Board of Secondary Education):

CBSE recommends that schools establish Composite Skill Labs equipped with technology relevant to modern industries. It offers skill-based subjects at secondary and senior secondary levels.

CBSE Academic Website

AISSCE (All India Senior School Certificate Examination):

The Class 12 exam administered by CBSE features vocational subjects such as IT, Healthcare, Tourism, and Financial Markets. These courses correspond to specific NSQF levels and NEP 2020 objectives. They combine academic study with technical education and practical employment opportunities.

CISCE (Council for the Indian School Certificate Examinations):

Under the CVE (Certificate of Vocational Education) initiative, CISCE provides programs that combine academic and vocational learning, facilitating engagement with real-world skills. CISCE CVE Portal

NIOS (National Institute of Open Schooling):

NIOS delivers vocational training across various sectors with more than 100 course offerings. These include hospitality, paramedical services, renewable energy, and handicrafts, promoting flexible, learner-centered approaches to skill acquisition. NIOS Vocational Education

Samagra Shiksha Abhiyan

This government initiative incorporates vocational education within school systems nationwide. It allows schools to implement NSQF-aligned vocational modules, allocates funding for equipment and training, and aims to make skill-based learning central to students’ experiences.

Beyond the curriculum: Challenges and Enablers

Institutional transformation involves not only curriculum changes but also revisions in teaching methods and perspectives. Teachers face several challenges, including:

Limited awareness or access to skill-building frameworks
Fewer training opportunities for new pedagogical approaches
Incentive structures that do not always support teaching innovation
Assessment systems that may not prioritize practical learning

Addressing these issues requires policy support, continuous professional development for teachers, and investment in educational infrastructure and research. Professional growth in areas like reflective practice, critical thinking, inquiry-based methods, and technology-enabled instruction can influence classroom outcomes.

Building a future-ready school ecosystem

Establishing skill-based education involves coordinated efforts in curriculum design and institutional culture. Schools may consider:

Implementing Composite Skill Labs or equivalent facilities with updated tools
Introducing vocational electives that reflect industry standards
Recognizing and rewarding innovative teaching practices
Integrating methods such as reflection, inquiry, and problem-solving into regular lessons
Using blended and immersive digital learning platforms
Developing partnerships and internship opportunities connecting school with workplace experience

Skill-based education aims to provide students with practical problem-solving skills and an investigative approach, complementing their academic learning.

UMBRELLA TREE MSME-Academia Collaboration for Implementing NEP 2020

The National Education Policy (NEP) 2020 proposes integrating vocational and skill-based education with general academics. Implementing this policy, particularly by introducing skill-based courses in schools and colleges that align with industry expectations, presents various challenges. Historically, limited efforts have been made to bridge the gap between skills training and industry needs.

Exploring collaborations with the MSME sector may provide opportunities for students to learn about occupational environments, types of roles in manufacturing and services, and the technical and non-technical skills required.

For instance, the University Grants Commission (UGC) has recently issued guidelines on short-term skill courses at the undergraduate level, covering current technology topics, among others. Colleges intending to offer these courses can consult QP-NOS for curriculum design, content, and assessment guidelines. Direct industry exposure, hands-on activities, and instruction from industry professionals are considered important components.

Skill-based courses outside of IT commonly require industry involvement. Apprenticeships and internships are most frequently available in larger organisations, often focusing on traditional work-based learning models.

Industry-academia collaboration through MSMEs

There is scope for greater collaboration between academia and micro and small enterprises (MSMEs), which may help support vocational training and entrepreneurship as referenced in NEP 2020.

Reporting by The Economic Times indicates the Beauty Sector’s reliance on contract manufacturing and service providers for product and service delivery. Similar arrangements could be developed with other industries that possess broad supply chains, potentially enabling small enterprises to contribute to academic programmes.

Current Industry Engagement Through CSR and SSCs

Most current industry engagement with educational institutions occurs via Corporate Social Responsibility (CSR) initiatives or Sector Skill Councils (SSCs), which facilitate skill development efforts. Generally, medium and large enterprises participate in these areas through CSR projects and implementation partners. Other public-private partnership models typically involve institutions such as ITIs. Sustained and comprehensive interactions may be required to effectively integrate skills and education via MSMEs.

Building relationships between industry and academia may begin by involving local enterprises in discussions and decisions regarding skill education processes. This can be approached using the following 7Cs framework.

Implementing the 7Cs for Effective Collaboration

The 7Cs framework offers a structure to enhance industry-academia collaboration with MSMEs under NEP 2020:

Curriculum: Structure courses in accordance with the National Skills Qualification Framework (NSQF) to meet industry norms. MSMEs may participate in curriculum co-design to integrate practical elements.
Content: Create instructional materials tailored to the needs of MSMEs, aiming to improve employability and meet local industry requirements.
Capacity: Provide specialised training for educators to deliver industry-aligned instruction. Partnerships with MSMEs can inform teaching practices with current workplace insights.
Certification: Apply a credit-based certification system to formally recognise student skills and ensure alignment with industry standards.
Connectivity: Use technology for both instructional and collaborative purposes to maintain real-time links with industry operations.
Communication: Share information among stakeholders about market trends and workforce requirements to maintain the relevance of educational programmes.
Collaboration: Encourage joint participation of educational institutions, MSMEs, and government agencies in skill development, including research, placements, and knowledge-sharing forums.

How MSME Collaboration Can Help Realize NEP 2020 Goals

Integration of academic and skill-based education: MSMEs can participate in vocational education efforts, offering students opportunities to observe and experience industry working environments.
Credit framework for experiential learning: MSMEs may utilise Recognition of Prior Learning (RPL) to certify existing skills for career advancement.
Professors of practice: UGC initiatives invite industry experts to engage with academic settings; MSMEs may also take part.
Demand-driven courses: By communicating industry needs, MSMEs and academia can coordinate on practical training and apprenticeships.
Technology adoption: Student projects may assist MSMEs in evaluating technological investments.
Communication: Share information among stakeholders about market trends and workforce requirements to maintain the relevance of educational programmes.
Collaboration: Encourage joint participation of educational institutions, MSMEs, and government agencies in skill development, including research, placements, and knowledge-sharing forums.

Applying these approaches may facilitate the integration of vocational training with academic curricula, encourage cooperation between education providers and industry, and support the development of a skilled workforce. Ongoing evaluation and adaptation may further sustain productive partnerships, with the goal of enhancing employment prospects and economic activity associated with MSMEs in India.

UMBRELLA TREE NEP 2020: Reforming Vocational Education and Skill Development

The National Education Policy (NEP) 2020 represents a significant shift towards holistic and multidisciplinary education in India, placing a strong emphasis on vocational education and skill development to equip learners with practical abilities beyond theoretical knowledge.

NEP 2020 advocates for the integration of vocational education within mainstream curricula, prioritising experiential learning in information technology, digital skills, and other emerging domains. This approach aims to prepare students to address real-world challenges by developing applicable competencies.

NEP 2020’s Vision for Skill Development

The policy envisions the seamless incorporation of vocational training alongside traditional academic pathways, enabling students to acquire essential practical skills that align with the evolving demands of the job market.

Promoting Academia-Industry Collaboration

A core element of NEP 2020 is fostering partnerships between academic institutions and industry, ensuring curricula are responsive to contemporary workforce needs. Initiatives such as the National Skills Qualifications Framework (NSQF) facilitate the early acquisition of industry-relevant skills by students, beginning at the school level.

Vocational Education in the Digital Era

With technology increasingly driving educational transformation, NEP 2020 acknowledges its critical role in both the design and delivery of vocational education. Through the promotion of technologies such as AI-driven adaptive learning platforms and interactive tools, the policy seeks to accommodate diverse learning preferences and enhance accessibility, making education more inclusive and meaningful. This technology-focused strategy supports a flexible and future-ready learning environment.

Leveraging Technology as an Enabler

The application of technology within vocational education is transformative, offering virtual simulations, remote access to practical training, and real-time feedback mechanisms. These advancements improve the quality of learning, provide scalable training opportunities, and support effective collaboration, thus facilitating the development of skills that meet current industry standards.

Challenges and Solutions for Effective Implementation

While NEP 2020 sets out to embed vocational courses within general education, several implementation challenges persist:

Mindset Transformation: Overcoming perceptions of vocational education as secondary.
Curricular Integration: Incorporating vocational programs into existing educational structures.
Infrastructure Enhancement: Upgrading physical resources for hands-on instruction.
Educator Training: Preparing teachers to deliver high-quality vocational education.
Assessment Standardisation: Developing consistent evaluation and certification processes.

To address these challenges, a comprehensive strategy is required:

Capacity Building: Strengthening educator competencies.
Awareness Initiatives: Promoting the advantages of work-integrated learning among stakeholders.
Structured Modules: Creating cohesive modules for curriculum integration.
Technological Solutions: Leveraging technology to mitigate infrastructure gaps.
Industry Engagement: Collaborating with industry for assessment and accreditation.

Advancing Skill-Based Education through NEP 2020

NEP 2020 articulates a vision for a modern educational system responsive to technological progress and labour market shifts. By mainstreaming vocational education and focusing on skill development, the policy aims to empower students, foster innovation, and contribute meaningfully to India's overall growth and competitiveness.

UMBRELLA TREE NEP 2020 and the Future of Indian Education

Skills and education are considered essential elements in workforce development. When effectively integrated, they can contribute to changes in the Indian education system by preparing individuals for emerging roles in the global economy. The New Education Policy (NEP) 2020 represents a significant policy initiative in India’s education sector, aiming to integrate formal and vocational learning.

This policy introduces a range of changes intended to provide learners with broader skill sets beyond traditional academic knowledge. As a result, schools, parents, higher education institutions, and stakeholders are working together to help students acquire skills relevant to current societal and economic needs. This article examines five main areas where NEP 2020 is influencing education.

Five ways NEP 2020 is influencing education

Curriculum redesign for holistic learning: NEP 2020 promotes the revision of school curricula to include both academic and vocational content. Students now have greater opportunities to develop practical skills alongside theoretical knowledge, enabling them to be more comprehensively prepared for future employment.
Emphasis on early skill development: NEP 2020 highlights the significance of introducing vocational skills at earlier educational stages. This approach aims to increase students’ familiarity with practical tasks and their understanding of various careers, potentially improving their readiness for the job market.
Collaboration among stakeholders: The policy encourages increased cooperation among parents, educational institutions, and schools to ensure a balanced education for students, including vocational training. Such collaboration extends to curriculum planning, infrastructure improvements, and promoting vocational options in education.
Breaking down barriers: NEP 2020 proposes reducing the separation between vocational and academic pathways, providing students with more flexibility to explore both. This strategy supports the development of a broad skill set and adaptability among students
Commitment to equipping students with diverse skills: NEP 2020 has set objectives for expanding vocational education access. By 2025, the policy aims for at least 50% of students to have exposure to vocational learning through schools or higher education institutions. These goals illustrate the policy’s focus on ensuring that students gain a range of academic and vocational competencies.

NEP 2020 is positioned as an education policy designed to prepare learners for changing social and workplace environments. By integrating formal and vocational education, the policy intends to promote skills that are adaptable, versatile, and relevant to the demands of the 21st century.

UMBRELLA TREE NEP 2020: Ongoing Initiatives to Transform Education and Skill Development

The National Education Policy 2020 (NEP 2020) has initiated significant reforms within the education sector, evidenced by a series of impactful initiatives and accomplishments over the past three years.

A central tenet of NEP 2020 is its focus on augmenting investment in education, with a goal for both Central and State Governments to allocate 6% of GDP to this sector. The policy further encourages increased private philanthropic participation. The Ministry of Education's commitment is demonstrated by an increase in budgetary allocation from Rs. 99,311.52 crore in 2020-21 to Rs. 1,12,899.47 crore in 2023-24—a 13.68% rise. This financial dedication is mirrored by a growing trend in educational expenditure as a percentage of GDP, reaching 4.64% in 2020-21.

NEP 2020 places a strong emphasis on fostering global partnerships in education. It advocates for collaborative research and teaching endeavours with foreign institutions, enabling student and faculty exchanges. The policy also supports the establishment of overseas campuses by leading Indian universities, and reciprocally, permits select eminent foreign universities to operate within India. To facilitate these collaborations, the University Grants Commission (UGC) has introduced regulations governing academic partnerships, thereby elevating academic standards.

The designation of ‘Institutions of Eminence’ (IoE) represents a strategic initiative, with 12 public and private institutions recognized for their excellence in academia and research under the World Class Institutions Scheme, enhancing their global standing.

Initiatives such as the Global Initiative for Academic Network (GIAN) and the Scheme for Promotion of Academic and Research Collaboration (SPARC) have been launched to harness global expertise, encouraging collaboration between Indian and international institutions for mutual benefit. Noteworthy partnerships include the establishment of an IIT campus in Zanzibar, Tanzania, and a Memorandum of Understanding to create an IIT Delhi campus in Abu Dhabi, underscoring India’s expanding presence in global education. Further, foreign universities are being invited to establish specialized campuses in Gujarat International Finance Tec-City (GIFT City), contributing to the development of high-end human capital in finance and technology sectors.

Frameworks such as the National Digital Education Architecture (NDEAR), National Credit Framework (NCrF), and National Higher Education Qualification Framework (NHEQF), alongside policies for academic collaboration, credit transfer, and multiple entry and exit pathways, underscore the comprehensive transformation underway. The integration of the Indian Knowledge System (IKS) into curricula and the introduction of heritage-based courses further highlight the policy's focus on embedding India's cultural legacy in education.

Key Achievements and Initiatives Over the Past Three Years

PM SHRI Schools Upgrade: Disbursed Rs. 630 crores as the initial instalment under the PM SHRI initiative, targeting upgrades for over 14,500 schools at a total cost of Rs. 27,360 crores over five years.
NIPUN Bharat: Launched the National Initiative for Proficiency in Reading with Understanding and Numeracy to achieve foundational literacy and numeracy by Grade 3.
Vidya-Pravesh: Issued guidelines for a three-month play-based preparatory module to facilitate children’s transition to formal schooling.
PM e-VIDYA: Consolidated digital, online, and broadcast educational resources under PM e-VIDYA, including DIKSHA as the primary platform for e-books and digital content.
National Curriculum Framework Foundational Stage (NCFFS): Developed NCFFS and Jadui Pitera, offering tailored play-based materials for early learners aged 3–8.
NISHTHA 1.0, 2.0, and 3.0: Implemented phased holistic training for school leaders and teachers through the National Initiative for School Heads’ and Teachers’ Holistic Advancement.
National Digital Education Architecture (NDEAR): Established NDEAR to provide a unified national digital infrastructure supporting the educational ecosystem.
New India Literacy Programme (ULLAS): Rolled out the ULLAS scheme to enhance literacy among individuals aged 15 and above.
Academic Bank of Credit: Introduced a system to facilitate credit transfers between educational institutions.
Curriculum and Credit Framework: Designed a flexible curriculum and credit structure for undergraduate education.
Multiple Entry and Exit: Enabled flexible academic pathways through multiple entry and exit options in higher education.
Revised ODL/Online Education Regulation: Amended regulations to permit completion of up to 40% of course credits via the SWAYAM platform.
Guidelines for Professor of Practice: Enabled collaboration between higher education institutions and industry experts.
Regulations on Academic Collaboration: Streamlined policies for collaboration between Indian and foreign higher education institutions.
Autonomous Status for Colleges: Provided guidelines to grant greater institutional autonomy to colleges.
Guidelines for International Student Admissions: Formulated comprehensive procedures for admitting international students to Indian higher education institutions.
Ph.D. Degree Standards and Procedures: Established uniform standards and processes for awarding doctoral degrees.
Incorporation of Indian Knowledge: Integrated Indian Knowledge into higher education curricula, emphasizing indigenous wisdom.
Guidelines for IKS Training/Orientation: Developed programs for faculty training in the Indian Knowledge System.
Heritage and Culture-based Courses: Introduced guidance for establishing courses grounded in Indian heritage and culture.
Artists/Artisans-in-Residence: Created a framework for engaging artists and artisans within higher education.
IKS Centres: Established 32 centres dedicated to advancing research and education on indigenous knowledge.

Collectively, these developments demonstrate the breadth and depth of NEP 2020’s reform agenda, aimed at advancing quality, inclusivity, global engagement, and innovation across India's educational landscape.

UMBRELLA TREE: Five Key Reasons HR Professionals Should Be Familiar with NEP 2020

The National Education Policy 2020 (NEP 2020) introduces a holistic education framework that aims to integrate practical skills with academic knowledge. NEP 2020 outlines a revised approach for workforce development and employability in India. As a result, HR professionals may benefit from understanding the policy, its provisions, and participating in its implementation.

This document examines potential impacts of NEP 2020 on hiring patterns, competency and skill matching, attrition management, recognition of prior learning, support for inclusive workplaces, transition facilitation, upskilling, and lifelong learning

Five Key Reasons HR Professionals Should Be Familiar with NEP 2020

Anchor Industry-Academia Engagement: HR teams commonly serve as the primary link between industry and academia, mostly engaging during training and placement processes. NEP 2020's emphasis on skills and applied learning may create further opportunities for collaboration between industry and educational institutions, including joint curriculum design and faculty development aligned with industry needs.
Integrate Vocational Training with Business Needs: NEP 2020 advocates for vocational training as part of academic curricula, promoting work-integrated learning models. HR teams may work with Sector Skill Councils, NCVET, universities, training organizations, CSR heads, and non-profits to align vocational education with labor market requirements and emerging employment forms.
Participate in Policy Implementation: To encourage flexible and multidisciplinary education, NEP 2020 recommends changes in higher education program design and delivery. The National Credit Framework and other guidelines aim to align learning outcomes with competency levels. HR professionals may find value in understanding these frameworks for their effects on talent acquisition and retention.
Branding and Communication: Themes such as employability, credit-based courses, multidisciplinary programs, apprenticeships, and internships provide new perspectives for branding educational programs. With input from HR professionals, information about skills and vocational education can be conveyed to students and parents, supporting awareness of changing job markets and the importance of ongoing learning.
Strategic Workforce Planning: Assessing skills gaps and forecasting talent needs may increasingly align with organizational goals under NEP 2020, which connects education with employment and entrepreneurship. This shift encourages greater collaboration among HR and talent management functions across industries.

The notion that degrees alone do not guarantee employment is gradually entering higher education discussions. Involving HR expertise in implementing NEP 2020 may support efforts toward developing a workforce that meets contemporary demands.

Five Reasons Teachers and Trainers Play a Critical Role in NEP 2020 Implementation

NEP 2020 states that teachers are central to education reforms. Teachers and trainers are identified as facilitators, mentors, and guides who are motivated and capable. Several recommendations are made to improve teacher education, including the introduction of four-year integrated B.Ed. programs, mandatory Continuous Professional Development (CPD), Career Management and Progression (CMP), and use of technology in training.

Teachers and trainers contribute to policy implementation at all levels and to advancing research and innovation. The following summarizes key areas of their involvement:

New Curriculum Development and Implementation: NEP 2020 emphasizes creativity, innovation, work-integrated learning, and vocational education. Educational institutions and faculty have increased autonomy in curriculum and pedagogy design, making the role of teachers essential for shaping relevant curricula and learning outcomes.
Imparting 21st-Century Skills and Knowledge: As the first education policy of the 21st century, NEP 2020 promotes skills such as critical thinking, creativity, collaboration, communication, initiative, and problem-solving. Teachers and trainers are responsible for fostering these skills through appropriate methodologies.
Creating an Environment of Innovation and Creativity: Teachers at all levels are expected to cultivate learning environments that encourage innovation and creativity. Through innovative teaching methods, they can support excellence and promote research across disciplines.
Focus on Outcome-Based Education: NEP 2020 shifts focus from grades to outcome-based education, evaluating learners by their ability to perform tasks and solve problems. Teachers play a key role in developing learner-centric models with clear objectives, monitoring progress, and providing individualized feedback.
Promotion of Professional Development of Teachers: Teacher empowerment and professional development are focal points in NEP 2020. With advancements in technology, continuous learning via CPD (at least 50 hours annually) is mandatory for teachers to update their skills and teaching methods.

Through these initiatives, teachers and trainers are considered integral to the successful execution of NEP 2020, supporting student development and contributing to broader educational outcomes.

Umbrella Tree Three Ways Gandhian Philosophy of Work-Integrated Education Is Implemented in India

“By education, I mean an all-round drawing out of the best in child and man – body, mind and spirit. Literacy is not the end of education nor even the beginning… I would, therefore, begin the child’s education by teaching it a useful handicraft and enabling it to produce from the moment it begins its training. I hold that the highest development of mind and the soul is possible under a such system of education.” – Mahatma Gandhi

Mahatma Gandhi regarded education as closely linked to the socioeconomic development of the country and highlighted the role of vocational education and work-integrated learning. He proposed that vocational education and training encourage creative thinking, practical engagement, and promote the dignity of manual labour. Gandhi supported integrating work-based learning into curricula at all levels of education.

Various initiatives in India have been shaped by Gandhian ideology, evolving further with the National Education Policy 2020 to address current challenges in implementing work-integrated education.

Three Approaches Reflecting Gandhian Philosophy in Contemporary Indian Education

The Ministry of Skill Development and Entrepreneurship (MSDE), alongside the Ministry of Education (MoE), has introduced the ‘Skill Hub Initiative’ under Pradhan Mantri Kaushal Vikas Yojana 3.0 (PMKVY 3.0). Skill Hubs function as central centers providing skill development and vocational training to students from class 6-8 (including orientations, industry visits, and practical activities), classes 9-12 (exposing students to skill development opportunities), and school dropouts or those outside formal education (offering academic credits and pathways to reintegration, apprenticeship, or employment). Over time, these hubs will collaborate with nearby educational and skills institutions to facilitate training access at both hub and spoke locations.

Skill Hubs: Provide centralized skill development and vocational training to students across classes 6–12, school dropouts, and those outside formal education, with pathways for reintegration, apprenticeship, or employment.
Professors of Practice: Since the launch of NEP 2020, emphasis has been placed on making higher education more work-integrated by incorporating vocational elements. The University Grants Commission (UGC) has issued guidelines allowing professionals and industry experts—regardless of academic qualifications—to serve as Professors of Practice in higher education institutions. This policy aims to introduce industry-relevant skills and contemporary practices into the curriculum and support the development of work-integrated teaching methods.
Bagless Days and Craft-Centric Education: NEP 2020 recommends that students participate in at least one ten-day “bagless” period during classes 6–8, interning with local vocational experts (such as carpenters, gardeners, potters, or artists). It also suggests offering vocational internships throughout classes 6–12, including during holidays, and making vocational courses available online.

The above initiatives reflect how Gandhian philosophy informs work-integrated education in India today. UMBRELLA TREE articles and presentations have also addressed Gandhi’s views on vocational education and skill development, informing discussions and decisions on education policy and practice.

Mahatma Gandhi on Vocational Education and Skill Development

Gandhi was among the first to suggest aligning education with industry-oriented curricula. NEP 2020 incorporates similar principles by emphasizing skills and vocational training, learning by doing, respect for manual work, and self-reliance through sustainable livelihoods. These ideas form part of his approach to primary education.

National Education Policy 2020: Transformational Reforms in Indian Education

The National Education Policy 2020 proposes redesigning higher education to be more student-centred and multidisciplinary and aims to implement broad reforms across school and higher education systems. Its goals include increasing the Gross Enrolment Ratio (GER) in higher education to 50% by 2035 by adding 35 million seats, establishing Multidisciplinary Education and Research Universities (MERUs), and launching the National Research Foundation to promote research capacity and culture.

The Higher Education Commission of India (HECI) is slated for establishment as a single regulator for all higher education except medical and legal fields. Undergraduate programs can last three or four years with multiple exit points and certifications. An Academic Bank of Credits (ABC) has been created to facilitate credit transfers, and both public and private institutions are subject to the same regulatory standards.

Further features of NEP 2020 include holistic education with flexible entry and exit options, focus on equity and inclusion—with special attention to Socially and Economically Disadvantaged Groups (SEDGs)—and greater exposure to vocational skills across school and higher education.

The ABC portal enables registration for students and universities, supporting credit transfers as per UGC Regulation, 2021. NEP 2020 promotes experiential learning and competencies such as critical thinking and problem-solving aligned with 21st-century requirements.

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