The National Education Policy 2020 (NEP-2020) was finalized after five years of consultations led by former ISRO Chairman K. Kasturirangan. Parliament adopted the policy on July 29, 2020, replacing the National Policy on Education of 1986.
A major shift was necessary due to critical challenges in education. The previous policy had become less relevant, leading to a rise in unemployable graduates lacking essential skills and knowledge. It failed to align with the demands of the 21st-century knowledge economy, where market-driven decision-making plays a crucial role. The rapid expansion of education through various schemes resulted in ‘degree inflation’ without ensuring quality. Consequently, only a few Indian universities gained recognition in global rankings.
A significant issue was the gap between academic qualifications and employment. Many graduates struggled to find jobs that matched their credentials, exposing a flaw in the growth model followed since 1991. To address this, NEP-2020 focuses on five core principles—access, capacity, quality, affordability, and accountability. These principles aim to meet socio-economic and global demands. The policy’s vision is implemented through the National Curriculum Framework (NCF), developed by a 12-member committee under Kasturirangan.
NEP-2020 recognizes the interdependence between different stages of education. Each stage serves as a foundation for the next, ensuring a seamless learning process. To strengthen this approach, the policy promotes multi-disciplinary, inter-disciplinary, and cross-disciplinary learning. It replaces rigid academic structures with flexible ones, integrating digital infrastructure, academic credit systems, blended learning, and innovative subject combinations. Additionally, it emphasizes stronger academia-industry collaborations to enhance skill development.
The policy also upholds previous recommendations, including those by the Kothari Commission (1968) and the revised education policies of 1986 and 1992, advocating for an investment of up to 6% of GDP in education. In 2019-20, public spending on education amounted to 4.04% of GDP, accounting for 13.03% of the total budgetary expenditure. Of this, 24.67% was contributed by the Central government, while the rest came from states and union territories. Since the introduction of NEP-2020, the higher education sector has undergone significant transformations.
A student’s learning experience improves when they can creatively combine core subjects with disciplines of their choice. This cross-disciplinary approach fosters conceptual clarity and breaks mental silos. NEP-2020 enables this through its multi-disciplinary higher education framework, offering portable credits, multiple entry and exit options, and re-entry provisions.
Furthermore, the policy introduces structured certification, allowing students to earn certificates, diplomas, or degrees based on the duration and completion of their undergraduate courses. It also aligns India’s higher education system with global standards by incorporating flexibility in both classroom and experiential learning. To enhance educational management, digital storage of credentials and credit transfer between online and offline learning modes have been implemented.
Another major reform is the gradual phase-out of college affiliations, granting institutions greater autonomy. Standalone colleges are encouraged to evolve into multi-disciplinary institutions through collaborations, dual-degree programs, joint research, and international exchanges.
Flexibility and a multidisciplinary approach define NEP-2020’s design for educational programs, learning strategies, and career pathways. A well-developed higher education system not only supplies a skilled workforce but also strengthens India’s position in the global education industry.
However, the policy’s success depends on effective execution, rigorous monitoring, and continuous reinforcement. Policymakers have initiated stakeholder dialogues and digital data collection to ensure smooth implementation. To remain competitive, institutions must attract talented educators and researchers while offering meaningful student incentives.
One key challenge is overcoming the skepticism often associated with new policy announcements. Reforms can lose their impact when institutions repackage outdated practices under new initiatives. This risk is particularly high in curriculum design, assessment, and pedagogy. Many institutions also struggle with modernizing syllabi, as they are unaccustomed to a modular format where complexity increases at each stage. Additionally, resource constraints limit access to well-equipped labs, internships, training, and mentorship programs.
To bridge the education-employment gap, institutions must adopt assessment methods that go beyond traditional exams. Practical applications, projects, and problem-solving tasks should be prioritized to help students acquire real-world skills. Achieving this requires increased public funding, alumni contributions, industry partnerships, and community involvement.
Ultimately, sustained efforts in governance, faculty training, industry collaboration, and student skill development are essential to turning NEP-2020’s ambitious vision into a transformative reality.
