NEP 2020 INITITATIVE FOR CULTURAL AWRARENESS UGC.pdf

Journal of the Maharaja Sayajirao University of Baroda
UGC Care Listed Group-I Journal
ISSN: 0025-0422
Volume-57, No.1 (2023) Page 76
NEW EDUCATION POLICY 2020: INITIATIVES FOR CULTURAL
AWARENESS
Ashima Sahni
Head dept. of Political Science, Kanya Maha Vidalaya, (autonomous) College, Jalandhar,
Punjab, India
Dr. Palwinder Singh Bhatia
Assistant Professor, Dept. Mass Communication, Guru Nanak Dev University, Amritsar,
Punjab, India
ABSTRACT
The main focus of this study is on the New Education Policy 2020 (NEP) and its implications
for promoting Indian culture in education. Through a comprehensive literature review, the
authors analyze how this policy aims to establish a stronger connection between the present
generation and the rich heritage of Indian culture, ancient wisdom, and traditional skills. The
paper also explores the provisions of NEP 2020 for the preservation and promotion of
endangered Indian languages, with special attention given to unscripted languages that face
the risk of extinction. In addition, the authors provide valuable insights and suggestions for
policymakers to effectively implement NEP 2020 and transform the education system to
reflect Indian values, thoughts, and foster a sense of national integration.
OBJECTIVE OF THIS PAPER IS TO UNDERSTAND: -
 New Education Policy 2020
 Promotion of Indian Culture and National Integration through Education
KEYWORDS: NEP 2020, Art, culture, language.
METHODOLOGY
The methodology employed in this chapter is descriptive, analytical, and observational. The
study relies on secondary data as its primary source. The secondary data used in this research
consist of publicly available reports from various think tanks, such as the Centre for Policy
Research, Delhi, and the Institute of Social Studies Trust (ISST), as well as government
reports and documents. Additionally, the study incorporates data derived from existing
literature, including books, journals, and online newspapers. The literature review
encompasses relevant publications from 2020 to 2022, obtained from sources such as Google
Scholar and Research Gate. The search terms "new education policy 2020" were utilized to
identify articles published within the specified timeframe.
INTRODUCTION
The New Education Policy 2020 (NEP 2020) has a primary objective of fostering a nation-
state that embraces and respects diverse conceptions of a fulfilling life. It acknowledges the
importance of recognizing and respecting different cultures, understanding that diversity can
thrive in such an environment. NEP 2020 seeks to transform the higher education system in

ISSN: 0025-0422
India by shifting from a teacher-centric to a student-centric approach, from a focus on
information to a focus on knowledge, from a marks-centric system to a skills-centric system,
from an examination-centric approach to an experimental-centric approach, from a learning-
centric perspective to a research-centric perspective, and from a choice-centric system to a
competency-centric system. This transformation is in line with the 2030 Agenda for
Sustainable Development, as sustainability has become an integral part of international
educational policies. The UN General Assembly's adoption of the 2030 Agenda in 2015
established 17 Sustainable Development Goals (SDGs) to be achieved by 2030. NEP 2020
aligns with these goals, particularly with regards to empowering vulnerable individuals
(Article 23) and ensuring inclusive and equitable quality education at all levels (Article 25).
Consequently, NEP 2020 has set forth ambitious goals to establish India as a knowledge
society and a global knowledge superpower. It envisions a comprehensive transformation of
both school and higher education systems to adapt to the demands of the 21st century,
emphasizing flexibility, multidisciplinary, and responsiveness. Furthermore, NEP 2020
recognizes the economic significance of education, aiming to harness higher education as a
catalyst for knowledge creation, innovation, and economic growth. However, the realization
of these goals by 2030 relies heavily on the ability of the government, universities, and
schools to effectively address and overcome the practical challenges that lie ahead.
Implementation strategies, resource allocation, infrastructure development, faculty training,
and stakeholder collaboration will play crucial roles in shaping the success of NEP 2020 in
transforming the education landscape of India.
ABOUT NEW EDUCATION POLICY 2020
The first National Education Policy (NEP) was introduced by the Government of India under
the leadership of Prime Minister Indira Gandhi in 1968. Subsequently, the second NEP was
promulgated by Prime Minister Rajiv Gandhi in 1986, and the third NEP was implemented
by Prime Minister Narendra Modi in 20201
. In January 2015, the consultation process for the
development of a New Education Policy was initiated by a committee led by former Cabinet
Secretary T. S. R. Subramanian. In April 2016, the Ministry of Human Resource
Development (MHRD), Government of India's committee for the "Evolution of New
Education Policy," proposed various reforms such as improving the quality of education,
ensuring equal access to educational resources, and enhancing the quality of teaching.
However, the committee failed to establish a comprehensive framework for sustainable
school education in India2
. Based on the committee's report, a draft NEP was submitted in
June 2017 by a panel headed by Krishnaswamy, former chief of the Indian Space Research
Organisation (ISRO). The Ministry of Human Resource Development released the Draft New
Education Policy (DNEP) in 2019, followed by multiple public consultations. 3
The draft NEP
consisted of 484 pages. The Ministry conducted an extensive consultation process, receiving
1
Kurien, Ajay & Chandramana, Sudeep. (2020). Impact of New Education Policy 2020 on Higher Education.
10.6084/m9.figshare.13332413.v1.
2
Mohanty, A. (2018), “Education for sustainable development: A conceptual model of sustainable education for
India”, International Journal of Development and Sustainability, Vol. 7 No. 9, p.2247
3
Kurien, Ajay & Chandramana, Sudeep. (2020). Impact of New Education Policy 2020 on Higher Education.
10.6084/m9.figshare.13332413.v1.

ISSN: 0025-0422
over two lakh suggestions from 2.5 lakh gram panchayats, 6,600 blocks, 6,000 Urban Local
Bodies (ULBs), and 676 districts. The drafting committee of NEP 2020 aimed to incorporate
diverse viewpoints while designing the policy. The National Education Policy (NEP 2020)
introduces ambitious changes that have the potential to transform the education system. The
New Education Policy (NEP) in India has undergone several iterations over the years. The
first NEP was introduced in 1968 by Prime Minister Indira Gandhi, followed by the second
NEP in 1986 by Prime Minister Rajiv Gandhi. The most recent NEP was promulgated by
Prime Minister Narendra Modi in 2020. The process for formulating the new policy began in
January 2015 when a committee led by former Cabinet Secretary T. S. R. Subramanian
initiated consultations.
In April 2016, the Ministry of Human Resource Development (MHRD) formed a committee
called the "Evolution of New Education Policy" to suggest reforms focusing on quality
education, equal access to educational resources, and quality teaching. However, this
committee did not establish a framework for sustainable school education in India. Based on
its report, a draft NEP was submitted in June 2017 by a panel headed by Krishnaswamy, the
former chief of the Indian Space Research Organisation (ISRO). The draft policy, known as
the Draft New Education Policy (DNEP) 2019, was released by the Ministry of Human
Resource Development, followed by extensive public consultations. The draft NEP consisted
of 484 pages. The Ministry conducted an exhaustive consultation process, receiving over two
lakh suggestions from 2.5 lakh gram panchayats, 6,600 blocks, 6,000 Urban Local Bodies
(ULBs), and 676 districts. The drafting committee of NEP 2020 made a concerted effort to
incorporate diverse viewpoints into the policy. However, the successful implementation and
execution of the policy are crucial for its ambitious changes to transform the education
system.
The NEP 2020 arrives at an opportune time and has the potential to address issues faced by
the Indian higher education system, such as enforced separation of qualifications, early
specialization, restricted research areas, limited emphasis on research in most universities and
schools, and inadequate funding for competitive, peer-reviewed academic research. The
Indian education system is one of the largest in the world, encompassing nearly 300 million
students attending over 1.4 million schools, approximately 845 universities, and around
40,000 higher education institutions (HEIs). This reflects a high level of fragmentation and a
significant number of small-sized HEIs affiliated with universities. It is noteworthy that more
than 40% of these small-sized institutions offer only a single program, which goes against the
desired shift towards a multidisciplinary style of higher education that is essential for
educational reforms in the 21st century. Additionally, over 20% of colleges have annual
enrollments of fewer than 100 students, making them financially nonviable for improving the
quality of education. Only 4% of colleges enroll more than 3,000 students annually,
highlighting regional imbalances and variations in the quality of education across
institutions4
.
4
S.k. Bhatia and Poonam Chaudhary, Manging Cultural Diversity in Globalization, New Delhi: Deep and Deep
publication, 2003, p.278.

ISSN: 0025-0422
NEP2020: INITIATIVES FOR CULTURAL AWARENESS
Indian society exemplifies the notion that culture is an inherent characteristic of a land and its
people. Culture plays a central role in connecting places and nations, serving as the "software
of the mind." It encompasses the shared ways of thinking, acting, and perceiving others
within societies5
. Recognizing the significance of cultural enrichment and national
integration, the New Education Policy 2020 aims to "decolonize education and achieve
aspirations, creating pride in our languages, culture, and knowledge6
." Preserving and
promoting cultural wealth is of paramount importance for the country, as it contributes to the
nation's identity.
In ancient India, renowned institutions like Takshashila, Nalanda, Vikramshila, and Vallabhi
were known for their exceptional standards of multidisciplinary teaching and research7
. These
world-class institutions attracted scholars and students from diverse backgrounds and
countries, fostering a vibrant intellectual and cultural exchange. The NEP 2020 recognizes
the significance of such institutions and their contributions to the field of education.By
acknowledging the invaluable teachings of ancient Indian knowledge systems and the
accomplishments of these prestigious institutions, the NEP 2020 aspires to uphold the highest
standards of education and research in contemporary times. It seeks to revive the spirit of
intellectual pursuit, foster multidisciplinary approaches, and create an environment that
nurtures the quest for knowledge, wisdom, and truth.
India has a rich heritage of traditional knowledge and philosophy, with scholars who have
made significant contributions in various fields. Integrating their teachings into contemporary
education can be highly valuable. Some notable scholars include Charaka, a practitioner of
Ayurveda; Susruta, known as the Father of Indian Surgery;8
Aryabhata, an astronomer and
mathematician; Varahamihira, an Indian philosopher, astronomer, and mathematician;
Bhaskaracarya, who made systematic use of the decimal number system; Brahmagupta, a
mathematician who developed formulas for geometry and introduced the concept of zero;
Chanakya9
, the author of the political treatise Arthashastra; Chakrapani Datta, an Ayurvedic
physician and scholar; Madhava, a mathematician and astronomer who used infinite series
approximations; Panini, known for his Sanskrit grammar book; Patanjali, the father of
modern yoga; Nagarjuna, a prominent figure in Buddhist philosophy; Gautama, the author of
"Tarka" (or "Tarka shastra"), a treatise on logic; Pingala, a mathematician who discovered
binary numbers; and Sankardev, a spiritual and social reformer10
. Integrating their teachings
into education can preserve and promote traditional knowledge while providing valuable
5
S.k. Bhatia and Poonam Chaudhary, Manging Cultural Diversity in Globalization, New Delhi: Deep and Deep
publication, 2003, p.278.
6
https://www.linkedin.com/pulse/indian-ethos-culture-national-education-policy-nep-2020-nangia
7
https://www.hindustantimes.com/education/takshashila-nalanda-new-education-policy-seeks-to-draw-from-
ancient-indian-knowledge/story-20yP8YAwQV2QqB0okEuT4N.html
8
Raju, V K MD, FRCS, FACS. Susruta of Ancient India. Indian Journal of Ophthalmology: Volume 51 - Issue
2003, p 119-122,
9
ayashi, Takao. "Aryabhata". Encyclopedia Britannica, 18 Aug. 2022,
https://www.britannica.com/biography/Aryabhata-I. Accessed 3 December 2022.
10
Britannica, The Editors of Encyclopaedia. "Varahamihira". Encyclopedia Britannica, 1 Jan. 2022,
https://www.britannica.com/biography/Varahamihira. Accessed 5 December 2022

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insights to current generations. Maitreyi was an Indian philosopher who lived during the
latter Vedic period in ancient India. She is revered as a symbol of intellectual women in
Indian history. Gargi, another renowned figure, excelled in the field of philosophy.
Thiruvalluvar, the author of the sacred work called the Tirukkural, is widely regarded as a
masterpiece of human thought. It holds immense significance and is often compared to
revered texts such as the Bible, John Milton's Paradise Lost, and the works of Plato. These
esteemed scholars laid a solid foundation for Indian culture and philosophy, which continues
to exert a strong influence on the present-day world order. It is essential to nurture, preserve,
and further explore these rich legacies as they form a crucial part of our global heritage. By
integrating them into our education system, we can ensure their continued relevance and
discover new ways to apply their wisdom. 11
Cultural awareness and expression are recognized as significant competencies that children
should develop to foster their sense of identity, belonging, and appreciation for diverse
cultures. It is through understanding their cultural history, arts, languages, and traditions that
children can establish a positive cultural identity and boost their self-esteem. Languages play
a pivotal role in shaping cultural communication, influencing how individuals interact with
family members, authority figures, peers, and strangers, and even setting the tone of
conversations. Thus, language is intricately linked to culture, and to preserve and promote
culture, the languages associated with it must be preserved and promoted as well.
Unfortunately, Indian languages have not received the attention and care they deserve,
resulting in the loss of over 220 languages in the last 50 years alone. UNESCO has classified
197 Indian languages as "endangered," with several unscripted languages facing the
imminent risk of extinction. When elders or senior members of tribes or communities fluent
in these languages pass away, the languages often vanish with them. Regrettably, concerted
efforts to preserve or record these languages and their cultural expressions are often lacking.
Even the languages listed in the Eighth Schedule of the Indian Constitution, which are not
officially classified as endangered, face significant challenges. The scarcity of skilled
language teachers in India exacerbates the situation. The New Education Policy 2020
recognizes the importance of addressing language-related issues and includes several policies
to promote languages, arts, and culture among students. Some of the policies mentioned in
NEP 2020 include:
 Early implementation of the three-language formula to encourage multilingualism,
with teaching in the home or local language.
 Establishment and development of strong departments and programs in Indian
languages, comparative literature, creative writing, arts, music, philosophy, etc.,
across the country, including the introduction of four-year B.Ed. dual degree
programs in these subjects.
 Creation of a cadre of high-quality language teachers.
 Encouragement of institutions at all levels of education to have Artists-in-Residence
to expose students to art, creativity, and the cultural heritage of their region and
country.
11
Ibid.,

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 Increased use of mother tongue or local language as a medium of instruction in higher
education institutions and schools.
 Promotion of the strength, usage, and vibrancy of all Indian languages.
 Introduction of high-quality programs and degrees in Translation and Interpretation.
 Emphasis on firsthand experience of India's diverse heritage through student tours to
different parts of the country. The identification of 100 tourist destinations where
educational institutions will send students to study their history, scientific
contributions, traditions, and literature.
 Expansion of translation and interpretation efforts, including the establishment of an
Indian Institute of Translation and Interpretation (IITI) that will leverage technology
for its initiatives.
 Implementation of the Three-Language Formula and the establishment/strengthening
of Sanskrit Knowledge Systems in multidisciplinary higher education institutions.
 Efforts to preserve and promote endangered languages, potentially establishing
academies for highly spoken Indian languages to support the development of accurate
vocabulary, release updated dictionaries, and promote language concepts.
 Documentation of languages and their associated arts and culture through a web-
based platform/portal/wiki, containing videos, dictionaries, recordings, and more, to
preserve endangered and all Indian languages and their rich local arts and culture.
 Creation of scholarships for people of all ages to study Indian languages, arts, and
culture with local masters and/or within the higher education system.
OBSERVATIONS & DISCUSSION
 The Indian education system stands as one of the largest globally, catering to nearly
300 million students across a vast network of over 1.4 million schools, 49,000
colleges, and 900-plus universities. However, the investment in education has been
relatively low, with India allocating less than 3% of its gross domestic product (GDP)
towards education. This falls short of the long-standing demand from academics and
experts for a 6% allocation of GDP, a target that was also emphasized in earlier
education policies of 1968 and 1986.
 The successful implementation of the new education policy of 2020 will heavily
depend on various factors, including political interest, adherence to constitutional
provisions, and effective coordination between the central and state governments.
These factors can either support or hinder the spirit and execution of the policy.
 If the government demonstrates the same level of dedication and efficiency as seen in
the recent vaccination drive, India has the potential to become a role model not only
for the world but especially for countries that have a history of colonization. The new
education policy holds the promise of liberating India from a colonial mindset, paving
the way for a progressive and transformative educational landscape.

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 By increasing the investment in education from 3% to 6% of GDP, the government
can significantly enhance the quality and accessibility of education across the nation.
This increased investment, coupled with the comprehensive reforms outlined in the
new policy, has the potential to revolutionize the Indian education system and
empower its citizens with knowledge, skills, and a forward-thinking mindset.
SUGGESTIONS
 Adopting a concrete timeline and implementing the new education policy on a model
similar to the five-year plan would have been beneficial. This would allow for a
systematic and phased approach, starting with small changes in pre-nursery, primary,
middle, secondary, and higher education. A well-defined timeline would help in
setting specific targets and tracking progress.
 Rather than centralization, the focus should be on universalization of education. There
should be a concerted effort to bring about uniformity in the school curriculum across
different boards of education and in teacher preparation programs throughout the
country. This would ensure equality in the standards of education, syllabus, faculty,
and infrastructure. Consideration should also be given to establishing a single school
board instead of numerous center and state boards, further promoting uniformity and
eliminating disparities.
 To ensure the success and widespread acceptance of the new education policy, it is
crucial to propagate and promote it beyond educational institutions. Efforts should be
made to make it a subject of discussion in every Indian household. Public awareness
campaigns, advertisements, and community engagement initiatives can help in
creating a collective understanding and support for the policy. The involvement of all
stakeholders, including parents, students, teachers, and community leaders, is
essential in driving its effective implementation and fostering a positive educational
environment.
CONCLUSION
The implementation of the new education policy in India presents a significant challenge,
requiring a comprehensive understanding of the obstacles and a strategic approach to
overcome them. Success depends on the acceptance, commitment, optimism, and willingness
to change attitudes and mindsets from both the government and civil society. Stakeholder
involvement, thorough planning, resource allocation, capacity building, and addressing
existing gaps are crucial. Monitoring, evaluation, flexibility, and collaboration with
international organizations and other partners contribute to effective implementation. A
collective effort is needed to provide quality education and empower future generations,
fostering the holistic development of India's youth.
OTHER REFERENCES
GOVT. DOCUMENTS/REPORTS/PRESS RELEASES
1. Analysis of the Indian National Education Policy 2020 towards Achieving its
Objectives Aithal, Sreeramana and Aithal, Shubhrajyotsna College of Management

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Commerce, Srinivas University, Mangalore – 575 001, INDIA, College of
Engineering Technology, Srinivas University, Mangalore, India
2. India Education Diary. Highlights of New Education Policy 2020. available on:
https://indiaeducationdiary.in/highlights-ofnew-education-policy-2020/ India
Education Diary.com ] KPMG International Ltd. Impact of National Education
Policy 2020 and Opportunities to Stakeholders. Available on:
https://assets.kpmg/content/dam/kpmg/in/pdf/2020/08/impact-of-national-education-
policy-2020-and-opportunities-forstakeholders.pdf
3. Ministry of Human Resource Development (MHRD). Draft National Education
Policy 2019 (Summary). Available on:
https://www.education.gov.in/sites/upload_files/mhrd/files/nep/English1.pdf
4. [Ministry of Human Resource Development (MHRD). National Education Policy
2020. Available on:
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
5. Press Information Bureau, Govt. of India. Available on:
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_2020.pdf [8] Press
Information Bureau, Govt. of India. Available on:
https://pib.gov.in/PressReleseDetail.aspx?PRID=1642049
6. Sudhir Ghavane, India’s education policy 2020: A critical Appraisal, Published by
MGM university Aurangabad Maharastra , India
JOURNAL
1. Education Policy Proposal 2019 and Its Implementation Challenges". International
Journal of Applied Engineering and Management Letters. 3 (2): 1–35. SSRN 3417517
2. Rupesh G. Sawant, Umesh B. Sankpal NATIONAL EDUCATION POLICY 2020
AND HIGHER EDUCATION: 2021 IJCRT | Volume 9, Issue 1 January 2021 |
ISSN: 2320-2882 https://www.ijcrt.org/papers/IJCRT2101423.pdf
NEWS PAPERS
1. Chopra, Ritika (2 August 2020). "Explained: Reading the new National Education
Policy 2020". The
2. Indian Express.
3. Jebaraj, Priscilla (2 August 2020). "The Hindu Explains | What has the National
Education Policy
4. 2020 proposed?". The Hindu. ISSN 0971-751X
5. Nandini, ed. (29 July 2020). "New Education Policy 2020 Highlights: School and
higher education to
6. see major changes". Hindustan Times.
7. Rohatgi, Anubha, ed. (7 August 2020). "Highlights | NEP will play role in reducing
gap between

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8. research and education in India: PM Modi". Hindustan Times.
WEBSITES
1. http://bweducation.businessworld.in/article/NEP-2020-Impact-On-Higher-Education-
/07-08-2020-
2. 305999/
3. https://www.hindustantimes.com/india-news/pm-modi-s-address-at-conclave-on-
transformational-
4. reforms-in-higher-education-under-national-education-policy-highlights/story-
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8. https://www.orfonline.org/expert-speak/national-education-policy-2020-policy-times/
9. https://static.pib.gov.in/WriteReadData/userfiles/NEP_Final_English_0.pdf
10. https://timesofindia.indiatimes.com/readersblog/theaitics/implications-of-the-national-
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