Shodh Sari-An International Multidisciplinary Journal

सार

राष्ट्रीय शिक्षा नीति (2020) वह शिक्षा नीति है जिसका प्रमुख लक्ष्य यह सुनिश्चित करना है कि देश की शिक्षा व्यवस्था एवं शैक्षिक प्रणाली की दिशा एवं दशा किस प्रकार की हो । यह नीति विभिन्न शैक्षिक आयामों एवं पक्षों के संदर्भ में प्रत्येक व्यक्ति में निहित रचनात्मक क्षमताओं के विकास, भाषाई बाध्यताओं को दूर करने, दिव्यांग छात्रों के लिए शिक्षा को सुगम बनाने आदि के संदर्भ में तकनीकी के प्रयोग को बढ़ावा देने पर विशेष बल देती है । वास्तव में राष्ट्रीय शिक्षा नीति 2020 भारतीय संवैधानिक मूल्यों एवं मौलिक दायित्वों से युक्त एक ऐसी शिक्षा नीति है जो देश के साथ जुड़ाव और बदलते विश्व में नागरिक की भूमिका और उत्तरदायित्त्वों की जागरूकता उत्पन्न करने पर बल देती है जो मानवाधिकारों, स्थायी विकास और जीवनयापन तथा वैश्विक कल्याण के प्रतिबद्ध हो । इस शिक्षा नीति के अन्तर्गत कुछ ऐसे प्रावधान है; जैसे- शिक्षा से संबंधित समस्त स्तरों पर सभी के लिए एक-समान पहुँच सुनिश्चित करना, बुनियादी साक्षरता एवं संख्या-ज्ञान पर बल, बहुभाषिकता और भाषा की शक्ति, नए पाठ्यक्रम एवं शैक्षणिक संरचना के साथ प्रारंभिक बाल्यावस्था देखभाल और शिक्षा और समावेशी शिक्षा आदि जो इसे अपने आप में वर्तमान शैक्षिक एवं विद्यालयी परिप्रेक्ष्य के संदर्भ में एक विशिष्ट एवं महत्त्वपूर्ण शिक्षा नीति बनाते हैं ।

मुख्य शब्द: राष्ट्रीय शिक्षा नीति, विद्यालयी शिक्षा, बुनियादी साक्षरता और संख्यात्मक ज्ञान, प्रारंभिक बाल्यावस्था देखभाल और शिक्षा, बहुभाषिकता और भाषा की शक्ति, समावेशी शिक्षा, आकलन, व्यावसायिक विकास, सार्वजनिक जवाबदेही एवं निगरानी

Abstract

National Education Policy (2020) is an education policy whose main objective is to ensure what should be the direction and condition of the country’s education system and educational system. This policy lays special emphasis on promoting the use of technology in the context of various educational dimensions and aspects, developing the creative abilities inherent in every individual, removing linguistic constraints, making education accessible to students with disabilities, etc. In fact, the National Education Policy 2020 is an education policy based on Indian constitutional values and fundamental obligations that emphasizes on connecting with the country and creating awareness of the role and responsibilities of a citizen in a changing world that promotes human rights, sustainable development and livelihood, and global Be committed to welfare. There are some such provisions under this education policy; Such as ensuring equal access for all at all levels of education, emphasis on basic literacy and numeracy, multilingualism and language power, early childhood care and education with new curriculum and educational structure and inclusive education etc. This in itself makes it a unique and important education policy in the context of the current educational and school perspective.

Keywords: National Education Policy, School Education, Basic Literacy and Numeracy, Early Childhood Care and Education, Multilingualism and Language Power, Inclusive Education, Assessment, Professional Development, Public Accountability and Monitoring

Impact Statement

The research paper, “A Critical Study of Provisions Related to School Education with Special Reference to National Education Policy 2020,” presents a comprehensive analysis of the key components of the National Education Policy (NEP) 2020, focusing particularly on its implications for school education. This study contributes significantly to the academic discourse by critically examining the policy’s provisions and shedding light on their potential impact on the education system.

The research delves into the NEP 2020’s innovative approach towards curriculum design, pedagogy, and assessment methods, providing valuable insights into the potential strengths and challenges associated with its implementation. By offering a nuanced examination of the policy’s emphasis on holistic development, multi-disciplinarily, and flexibility, the paper serves as a crucial resource for educators, policymakers, and researchers striving to understand the broader implications of the NEP 2020 on the educational landscape.

Furthermore, the paper engages in a comparative analysis of the NEP 2020 with its predecessors, highlighting the evolution of educational ideologies and the rationale behind the paradigm shift. This research is instrumental in fostering informed discussions on the policy’s effectiveness, enabling stakeholders to make evidence-based decisions for the enhancement of school education in alignment with national goals.

In conclusion, this critical study plays a pivotal role in advancing scholarly dialogue surrounding the NEP 2020, offering a nuanced understanding of its potential impact on school education and providing a foundation for future research and policy development in the field.

About Author

Dr. Naresh Kumar, [Ph.D. (Education), M.Phil. (Education) Gold Medallist, NET- Education, SLET- Education, M.Ed., NPTEL- Educational Leadership, M.A. Hindi (Gold Medallist), M.A.-Political Science, M.A.- History, M.A.- Sociology, M.A.- Public Administration, Post Graduate Diploma in Distance Education (PGDDE), Post Graduate Diploma in Rural Development (PGDRD), Post Graduate Diploma in Development Studies (PGDDVS), Master in Library and Information Science (M.L.I.Sc.), Certificate in Guidance (CIG), Certificate in AIDS and Family Education (CAFE), Certificate in Disaster Management (CDM) etc.] working as an Assistant Professor in the Department of Curriculum & Pedagogy, State Council of Educational Research and Training, New Delhi since January, 2013. His special interest and area of expertise are Curriculum, Pedagogy and Evaluation, Educational Philosophy, Sociology of Education, Teacher Education, Inclusive Education, Teaching of Social Studies and Language Education, Distance Education and Rural Development etc. Dr. Naresh Kumar is a prolific writer with more than 30 books to his credit such as Philosophical and Sociological bases of Education, Teaching of Social Science, Teaching of Hindi, Micro-teaching and Skill Development, Teaching of Social Studies, Audio-Visual Education, Micro-Teaching: Theory & Practice, Abbreviation booklet etc. He has more than 20 years’ teaching experience in the field of education. He has also participated and presented various articles and research papers in the National and International Seminars and Conferences. He has co-ordinated several In-service training programmes for teachers as a Resource Person, Nodal Officer & Academic Co-ordinator organised by DIET/SECRT, New Delhi. Dr. Naresh Kumar has also worked as a District Assistant Co-ordinator and Key Resource Person (KRP) for National Achievement Survey (NAS) conducted by NCERT, New Delhi. He has also developed various content materials for pre-service and in-service teachers and supplementary material for school children. Beside this Dr. Naresh Kumar has also received the various awards/Sammaans in the different fields; like- Samaj Ratn Samman, Sahitya Ratan Puraskar, Rastra Gaurav Samman, Youth Icon of the Year 2023, Maharishi Valmiki Samman, Shikshak Ratn Samman, Bhasha Guaurav Samman, Guru Research Excellence Award, Vilaxna Hindi Gaurav Samman, Dr. B.R. Ambedkar Samman 2023, Guru Hindi Bhasha Bhushan Samman2023, Dr. Sarvepalli Radhakrishan Shikshak Samman, Dr. Bhimrao Ambedkar Samaj Gaurav Samman, Dr. Sarvepalli Radhakrishnan Global Educator Award-2023.