Year: 2024 | Month: June | Volume 14 | Issue 1
Transforming the Educational Framework of India for SEDG’s: The Implications of the National Education Policy of 2020
Mayank Tripathi
DOI:10.30954/2231-4105.01.2024.5
Abstract:
The implementation of the right to education act (rTe) in India, which began in 2009, marked a significant transformation in the educational framework by encouraging infrastructure development and resulting in a significant increase in student enrollments, particularly at the upper primary level, which increased by 19.4%. Despite these gains, the Indian educational system continues to face significant inequities, particularly in higher education. recognising these imbalances, the 2020 national education Policy (neP) recognises and seeks to address challenges such as limited school infrastructure, gender gaps, and educational inequality prevalent in rural areas and for SEDGs. The NEP-2020 expresses a commitment to develop Special Educational Zones (SEZs) to improve educational standards in marginalised areas and groups. However, for effective implementation, the particular and differentiating qualities of these zones require clearer demarcation. The strategy offers innovative educational frameworks, most notably the 5+3+3+4 structure, with the goal of facilitating universal access to education, accommodating children who are now excluded from formal schooling, and initiating reforms in teacher education and evaluation practises. To improve representation and reduce high dropout rates, the NEP introduces the notion of Socio-Economically Disadvantaged Groups (SEDGs).
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