In India, the NEP 2020 introduces significant reforms in school and higher education, emphasising a holistic, flexible, and multidisciplinary education system rooted in the Indian ethos and adapted to the 21st century.
In schools, it replaces the 10+2 structure with a 5+3+3+4 framework across foundational, preparatory, middle, and secondary stages, emphasising early childhood care, curricular flexibility, assessment reform, and multilingual education. The reforms prioritise universal Foundational Literacy and Numeracy (FLN), integrated arts and sciences, and vocational education from Grade 6. Higher education seeks to increase access, promote multidisciplinary institutions, introduce a 50% GER by 2035, and reform regulations via the Higher Education Commission. Some of the Key Initiatives include PM SHRI, DIKSHA, Vidya Pravesh, and the National Credit Framework, which supports the NEP’s vision for a modern, equitable education system.
Even though the National Education Policy (NEP) 2020 has triggered a shift in classroom teaching and learning, its full realisation at the ground level is a work in progress, harmonising enthusiasm for change with significant practical challenges. The policy aims to fundamentally transform the classroom experience, moving away from rote memorisation toward holistic, competency-based learning. Teachers are encouraged to adopt pedagogies that involve hands-on activities, practical application, storytelling, and art/sports-integrated learning. This replaces the traditional focus on merely covering textbook content. For instance, teachers are observed using more creative Teaching-Learning Materials (TLMs) beyond just textbooks.
The policy also aims to focus on Foundational Skills (FLN); therefore, high priority is given to achieving Foundational Literacy and Numeracy by Grade 3. This has led to the development and implementation of play-based and activity-based learning modules, especially in the new Foundational Stage (Ages 3-8). Moreover, in higher grades, a flexible, multidisciplinary approach, combined with the removal of rigid stream boundaries (Science, Arts, and Commerce), is beginning to offer students the flexibility to combine subjects they are interested in and promote cross-disciplinary thinking.
One of the major reforms post NEP 2020 is the Assessment Reform. The focus is shifting from high-stakes summative exams to formative assessment that tests conceptual understanding, critical thinking, and application of knowledge. The goal is to move towards a Holistic Progress Card. Besides, there is an increased push to use the mother tongue/local language as the medium of instruction, at least up to Grade 5, which teachers largely understand will help children grasp non-trivial concepts more quickly.
However, translating the NEP’s vision into consistent, high-quality practice in the country presents several real-world hurdles. The teachers, accustomed to traditional methods, require extensive and ongoing training (CPD) to effectively implement the new, sophisticated, and flexible pedagogies (like competency-based assessment and experiential learning). It has been observed that in many government and rural schools, the lack of digital infrastructure (functional computers, internet, smart classrooms) and basic facilities (accessible toilets, ramps) limits the adoption of technology-driven and inclusive learning practices envisioned by the NEP.
A high proportion of primary classrooms, particularly in rural areas, are multi-grade, making it challenging for teachers to deliver grade-specific, play-based learning for the foundational stage as per the NEP’s structural vision (5+3+3+4). While NEP champions digital learning (e.g., through DIKSHA), students in rural and low-income areas often lack reliable internet access or personal devices, exacerbating educational inequity. Above all, there is resistance or confusion among parents, students, and sometimes administrators who are still fixated on rote learning and high grades for admission, questioning the value of new assessment methods or multi-entry/exit options. Besides, funding and resource allocation remain key constraints. Moreover, the successful translation of the new National Curriculum Framework (NCF) into revised, user-friendly textbooks and learning materials for every grade and regional context is a massive, ongoing trial.
The NEP 2020 is a major reform requiring ongoing, phased efforts by the Central and State Governments. While progress has been made through frameworks and schemes, gaps remain, mainly in resources and capacity. Though the Ministry of Education and regulatory bodies like UGC, AICTE, and NCERT have launched initiatives such as the new curricular structure (5+3+3+4), NIPUN Bharat for foundational literacy and numeracy, the PARAKH assessment centre, the ITEP teacher training program, and the PM SHRI model schools in School education and the Academic Bank of Credit, the National Credit and Higher Education Qualification Frameworks, the National Research Foundation, and guidelines for foreign institutions in Higher education, along with expanded digital platforms like DIKSHA and SWAYAM. Yet the implementation faces gaps, such as underfunding, with public spending below the targeted 6% of GDP, infrastructure deficits, slow regulation of private fees, insufficient teacher training, societal bias against vocational education, coordination issues between the Centre and States, curriculum overload, and administrative challenges for multiple entry/exit systems.
In essence, while the philosophy of NEP 2020 has been widely accepted and is driving change in pedagogy (especially in early childhood education), the systemic challenges of infrastructure, teacher capacity, and administrative alignment mean that the implementation is phased and varies significantly between states and school types. Nevertheless, successful NEP 2020 implementation depends on political resolve, increased funding, comprehensive teacher training and empowering teachers.
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