{"id":9776,"date":"2024-11-01T11:33:13","date_gmt":"2024-11-01T11:33:13","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=9776"},"modified":"2026-03-07T07:11:40","modified_gmt":"2026-03-07T01:41:40","slug":"breaking-barriers-higher-education-institutions-and-transgender-empowerment-under-nep-2020","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/edu-mania\/edumania-vol-02-issue-04\/breaking-barriers-higher-education-institutions-and-transgender-empowerment-under-nep-2020\/","title":{"rendered":"Breaking Barriers: Higher Education Institutions and Transgender Empowerment under NEP-2020"},"content":{"rendered":"\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Edumania-An International Multidisciplinary Journal<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Vol-02, Issue-04 (Oct -Dec 2024)<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2960-0006<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Breaking Barriers: Higher Education Institutions and Transgender Empowerment under NEP-2020<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

C., Prakasha<\/span><\/p>

Research Scholar, Dept. of P.G Studies and Research in Education, Kuvempu University, Shivamogga, Karnataka, India<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

DOI:\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9081<\/span><\/a><\/p>

Page Number:\u00a0pp. 164-173<\/span><\/p>

Subject:\u00a0Higher Education, Transgender Studies, Social Inclusion, Educational Policy, NEP-2020, Gender Empowerment<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Received:\u00a020 July 2024<\/span><\/p>

Accepted:\u00a031 August 2024<\/span><\/p>

Published:\u00a001 October 2024<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Thematic Classification:\u00a0Social Sciences: Education & Gender Studies; Policy Studies<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Abstract<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

This article explores the hurdles faced by transgender individuals in India, especially in accessing higher education, and investigates how Higher Education Institutions (HEIs) can empower transgender communities within the framework of the National Education Policy (NEP) 2020. Historically marginalized and subjected to discrimination, transgender individuals confront limited educational opportunities and formidable societal barriers. The NEP 2020 acknowledges these challenges and underscores the importance of inclusive policies to establish a supportive educational milieu. The article discusses various strategies, including interdisciplinary approaches, initiatives for equitable access, special education provisions, promotion of local languages and cultures, diversity initiatives, mentoring and support programs, advancements in research and innovation, teacher training, integration of technology, community engagement, curriculum diversification, tailored support services, non-discrimination measures, affirmative actions, advocacy through research, enhancement of campus climate, collaborative endeavors, waivers for examination fees, rethinking vocational education, establishment of dedicated study centers, and organization of conferences and workshops. Through the implementation of these strategies, HEIs can significantly contribute to creating an inclusive and empowering educational environment for transgender students in India.<\/span><\/p>

Keywords: <\/span>Transgender, Inclusive, New Education Policy-2020, HEIs, Discrimination<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Impact Statement<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

The article sheds light on the persistent challenges faced by transgender individuals in India’s higher education system, emphasizing their historical marginalization, discrimination, and exclusion. It highlights the critical role of the National Education Policy (NEP) 2020 in promoting inclusivity and fostering structural reforms to ensure equal access to education for transgender students. The article underscores the necessity for Higher Education Institutions (HEIs) to implement comprehensive measures such as inclusive admissions, gender-neutral facilities, teacher sensitization, and mentorship programs. By advocating for special education provisions, interdisciplinary approaches, community engagement, and the reimagining of vocational education, the article stresses the need to create a more supportive and inclusive educational environment. The proposed strategies aim to address mental health challenges, combat bullying, and provide tailored support for transgender students, ultimately paving the way for greater acceptance and empowerment within India’s education system.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
About The Author<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Mr. Prakasha C. has served as an Assistant Professor in various prestigious educational institutions, accumulating 10 years of teaching experience. His expertise includes teaching subjects such as Methods of Teaching Physics and Educational Psychology. Currently pursuing a Ph.D., he qualified for the NET and NFSC Fellowship in Education in 2022. Throughout his career, he has actively participated in numerous national and international seminars and conferences, presenting research papers. Notably, he was awarded the “Best Presentation Award” at a one-day international conference organized by ICERT and JIMS in New Delhi on August 11, 2024.Mr. Prakasha has also made significant contributions to academia through publications in UGC Care-listed journals, national and international journals with high impact factors, and edited books. His contributions cover topics such as “Self-Concept,” awareness of governmental programmes, and the educational challenges faced by transgender individuals. He has further enriched his academic knowledge by participating in research workshops, faculty development programs, and MOOC courses. In addition to his teaching and research work, Mr. Prakasha has shown a strong interest in advocating for transgender issues. He has delivered scholarly lectures on various platforms, raising awareness about the challenges faced by transgender individuals. He has also collaborated with NGOs, such as SGKSS, SVIRM Organization, to create educational awareness and ensure that governmental programmes reach marginalized communities, especially transgender individuals. His dedication to education and social awareness reflects his commitment to making a positive impact in society.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Cite this Article<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

APA (7th ed.):<\/span>\u00a0C., P. (2024). Breaking Barriers: Higher Education Institutions and Transgender Empowerment under NEP-2020.\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>,\u00a02(4), 164\u2013173.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9081<\/span><\/a><\/p>

Chicago (17th ed.):<\/span>\u00a0C., Prakasha. “Breaking Barriers: Higher Education Institutions and Transgender Empowerment under NEP-2020.”\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>\u00a02, no. 4 (2024): 164\u2013173.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9081<\/span><\/a>.<\/span><\/p>

MLA (9th ed.):<\/span>\u00a0C., Prakasha. “Breaking Barriers: Higher Education Institutions and Transgender Empowerment under NEP-2020.”\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>, vol. 2, no. 4, 2024, pp. 164\u2013173.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9081<\/span><\/a>.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Statements & Declarations<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Peer Review:<\/span>\u00a0The scholarly merit and contribution of this manuscript to the understanding of transgender empowerment in higher education policy have been confirmed through a rigorous and independent peer-review process conducted by experts in the relevant disciplines.<\/span><\/p>

Review Type:<\/span>\u00a0This article underwent a double-blind peer review, a process in which the identities of the author (Prakasha C.) and the reviewers were mutually concealed. The review was conducted by subject experts in higher education, gender studies, educational policy, and social inclusion.<\/span><\/p>

Competing Interests:<\/span>\u00a0The author, Prakasha C., declares that there are no financial, professional, or personal competing interests that could be perceived to have biased the work presented in this manuscript.<\/span><\/p>

Data Availability:<\/span>\u00a0This manuscript is a conceptual and policy-analysis paper based on the National Education Policy (NEP) 2020. It does not present primary research data. All sources and policy documents used to support the arguments and discussions are cited within the article and are publicly available from government and academic sources.<\/span><\/p>

Funding:<\/span>\u00a0The author received no specific financial support, grants, or funding from any public, commercial, or not-for-profit organization for the research, authorship, and\/or publication of this article. The research was conducted as part of the author’s doctoral studies and personal scholarly effort.<\/span><\/p>

License:<\/span>\u00a0This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits non-commercial reuse, distribution, and reproduction in any medium, provided the original work is properly cited and is not altered, transformed, or built upon in any way.<\/span><\/p>

Ethical Approval:<\/span>\u00a0Ethical approval was not required for this study, as it is a conceptual and policy-analysis paper that did not involve the collection of data from, or experimentation on, human subjects or animals. The work adheres to the highest standards of academic integrity and research ethics in the social sciences and policy studies.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
References<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

\u00a0<\/p>

  1. Ashokraj<\/span>.S(2019)<\/span>. <\/span>\u2018Educational Status in Relation to Problems and Challenges of Transgender People\u2019 Shodhaganga, page<\/span>, <\/span>04\u201307<\/span>. <\/span>http:\/\/hdl.handle.net\/10603\/351842<\/span><\/p><\/li>

  2. Das, P. (2019). Higher education of transgender in India: Opportunities and challenges. International Journal of Research in Engineering. <\/span>Science and Management<\/span>, <\/span>2<\/span>(2), 371\u2013375. <\/span>http:\/\/www.ijresm.com\/<\/span><\/p><\/li>

  3. https:\/\/kslreview.org\/index.php\/kslr\/article\/view\/981<\/span><\/p><\/li>

  4. Prakasha. Promoting Safe Spaces: Creating Inclusive Educational Environments for Transgender Students. <\/span>EIKI Journal of Effective Teaching Methods<\/span>, <\/span>1<\/span>(3). <\/span>https:\/\/doi.org\/10.59652\/jetm.v1i3.49<\/span><\/a><\/p><\/li>

  5. Prakasha, C. (2023). Breaking Barriers: Empowering transgender students through effective strategies and recommendations for inclusive education. <\/span>Scholarly Research Journal for Interdisciplinary Studies, an International, Peer Reviewed, and Refereed Quarterly Journal<\/span>, <\/span>11<\/span>(65), 879\u2013884.<\/span><\/p><\/li>

  6. Rajkumar, D. (2016). Education of transgenders in India: Status and challenges. <\/span>International Journal of Research in Economics and Social Sciences (IJRESS)<\/span>, <\/span>6<\/span>(11), 15\u201324. <\/span>http:\/\/euroasiapub.org\/<\/span><\/p><\/li>

  7. Vats, N. K., & Purohit, M. (2017). Right to education and employment: A step towards empowering transgender community. <\/span>Kathmandu School of Law Review<\/span>. Kathmandu School, <\/span>5<\/span>, 113\u2013126. <\/span>https:\/\/doi.org\/10.46985\/jms.v5i2.981<\/span><\/a><\/p><\/li>

  8. Fatima, I. (2023). Role of Teachers To impart quality education for equitable learning. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(03), 462\u2013471. https:\/\/doi.org\/10.59231\/sari7619<\/span><\/p><\/li>

  9. Kaur, M., & Sharma, J. (2023). The role of digital literacy to promote the gender equality. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(04), 315\u2013327. https:\/\/doi.org\/10.59231\/sari7642<\/span><\/p><\/li>

  10. Kaur, H. (2024). NATIONAL EDUCATION POLICY (NEP) 2020: SKILL ENHANCEMENT THROUGH VOCATIONAL EDUCATION. <\/span>Edumania-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(01), 23\u201332. https:\/\/doi.org\/10.59231\/edumania\/9015<\/span><\/p><\/li>

  11. Verma, S. (2023). Exploring the intersections of community and Cross-Cultural psychology: enhancing well-being and understanding diversity. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(04), 419\u2013424. https:\/\/doi.org\/10.59231\/sari7648<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Edumania-An International Multidisciplinary Journal Vol-02, Issue-04 (Oct -Dec 2024) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2960-0006 Breaking Barriers: Higher Education Institutions and Transgender Empowerment under NEP-2020 C., Prakasha Research Scholar, Dept. of P.G Studies and Research in Education, Kuvempu University, Shivamogga, Karnataka, India DOI:\u00a0https:\/\/doi.org\/10.59231\/edumania\/9081 Page Number:\u00a0pp. 164-173 Subject:\u00a0Higher Education, Transgender Studies, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":9298,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-9776","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/9776","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=9776"}],"version-history":[{"count":3,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/9776\/revisions"}],"predecessor-version":[{"id":29360,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/9776\/revisions\/29360"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/9298"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=9776"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}