National education policy 2020 and skill development: A child rights and social policy perspective

Abstract

National Education Policy (NEP) 2020 became one of the key public policy changes that introduced the reform of the quality of the education system and the development of skills in Indian children. The research analyzed the NEP 2020 in terms of child rights and social policy and attempted to comprehend how the policy has contributed to inclusive, equitable, and skill-oriented education. The emphasis on this policy was considered critical as the prospect of education and skills formation will be critical towards future opportunities and social ladder of children who will have to live in a country characterized by high levels of social and regional inequalities. It was a qualitative research study, which is based on all secondary data. As the primary source, the document analysis of National Education Policy 2020 was used, and the sources such as the government reports, policy documents, and academic literature on education reform and child development in India were reviewed. These aspects of the analysis focused on curriculum changes, pre-vocational education, and flexible learning routes, and institutional supportive mechanisms. The results showed that NEP 2020 gave more focus to child-centered education through encouraging experiential learning, exposure to skills at an early age, and incorporation of vocational education into the school system. Such measures can improve the learning results and equip the children with higher education and employment. Nevertheless, issues like the lack of trained teachers, digital inequality, and unequal capacity of states may become obstacles to successful implementation. The research has concluded that NEP 2020 offers a strong policy framework but its success will depend on the success of good governance, funding, and implementation.