Authors : Minakshi Rana

Volume/Issue : Volume 10 - 2025, Issue 3 - March

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DOI : https://doi.org/10.38124/ijisrt/25mar1491

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Abstract : The National Education Policy (NEP) 2020 represents a transformative shift in India's education system, aiming to promote holistic and multidisciplinary learning, reduce rote memorization, and encourage skill-based education. However, its implementation at the secondary school level presents several challenges, including infrastructural deficiencies, inadequate teacher preparedness, resistance to assessment reforms, and socio-economic disparities. This paper explores these hurdles by analyzing the perspectives of teachers, students, and administrators, particularly in government and rural schools where resource constraints are significant. Additionally, it examines systemic bottlenecks such as the digital divide, vocational training limitations, and linguistic barriers. A critical challenge in implementing NEP 2020 is the lack of adequate infrastructure, especially in underprivileged and rural schools. The policy envisions technologically equipped classrooms, but many institutions still lack basic facilities like electricity, internet connectivity, and smart boards. Teacher preparedness is another crucial factor; many educators, having followed traditional rote-based teaching methods for years, struggle to transition to competency-based learning models. Effective professional development programs and training initiatives are essential to bridge this gap. Assessment reforms introduced under NEP 2020 emphasize conceptual understanding over rote learning. However, students and parents accustomed to the traditional grading system often resist these changes, fearing their impact on higher education admissions. Additionally, vocational education, though encouraged by NEP 2020, faces challenges in implementation due to societal perceptions and the unavailability of skilled trainers. The digital divide further exacerbates inequalities, as students from economically weaker backgrounds struggle to access online resources, making it difficult to implement technology-based learning inclusively. The paper also discusses administrative and policy-level challenges, including the lack of clear execution timelines, budgetary constraints, and coordination issues between central and state governments. These factors hinder the smooth rollout of the policy, leaving schools and educators uncertain about the next steps. Addressing these challenges requires a multi-pronged approach, including strengthening infrastructure, enhancing teacher training programs, providing clear assessment frameworks, and bridging the digital divide through government and private sector initiatives. By examining real-world challenges and proposing solutions, this paper highlights the urgent need for a collaborative effort between policymakers, educators, and the community to ensure the successful implementation of NEP 2020. Overcoming these obstacles is crucial for fostering a student-centric education system that prepares young minds for the dynamic and competitive world of the 21st century.

References :

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