A well-crafted National Education Policy 2020 announced by the Government of India on 29 July 2020 was welcomed by many for several reasons. First, the policy does not fault on intent, direction, and commitment. Second, the announcement of a new education vision after a long gap of thirty-four years helped increase its acceptance quotient. However, the most salient feature of the policy is one avowed message: equity and excellence for every child.
NEP 2020 marks a tactical shift from the burden of the school bag to the boon of learning, from the drudgery of passive rote learning to the joy of experiential learning at all stages, from dependence on cognitive learning to the recognition of Socio-Emotional Learning (SEL), and from a finite school/college centric education to an infinite lifelong education. A renewed focus on learning outcomes, competency-based learning, assessment ‘for’ learning, and contextualising learning in 21st century competencies marks a move away from status quoist educational practices and mindsets.
The UN’s Sustainable Development Goal 4 has been mentioned often throughout the document reflecting the policy’s