Why in news?
The National Education Policy 2020 (NEP 2020) completed five years on 29 July 2025. The Union government marked the anniversary by highlighting reforms, while educators and state governments debated slow implementation and the need for greater cooperation.
Overview of NEP 2020
The policy aims to transform India’s education system from early childhood to higher education. Key structural changes include a 5+3+3+4 school framework replacing the old 10+2 system; focus on foundational literacy and numeracy through the NIPUN Bharat mission; promotion of mother‑tongue or regional languages until at least Class 5; a flexible four‑year undergraduate model with multiple entry and exit points and a national Academic Bank of Credits (ABC); a common university entrance test; and teacher training reforms through the National Professional Standards for Teachers. The policy also targets inclusive education for disadvantaged groups, a unified higher education regulator and a goal of spending 6% of GDP on education.
Progress so far
- Rising enrolment: Overall higher‑education enrolment has increased to about 4.5 crore students, with notable growth among Scheduled Castes, Scheduled Tribes and women. More women are enrolling in PhD programmes than ever before.
- Early childhood and foundational skills: Balvatikas have been set up in many states and programmes like Vidya Pravesh and NIPUN Bharat are improving early reading and numeracy. Surveys such as ASER 2024 show modest gains in basic competencies.
- Credit flexibility: Over three crore students have registered with the Academic Bank of Credits, and more than 2,500 institutions are using the system for credit transfers and flexible graduation paths.
- Internationalisation: India has launched campuses of IITs and IIMs abroad and attracted foreign universities through regulations allowing branch campuses. The Common University Entrance Test (CUET) has standardised admissions.
Challenges
- Centre–state tensions: Some states oppose centrally sponsored schemes such as PM SHRI schools and the three‑language formula, arguing that education is a state subject.
- Delayed legal reforms: The promised Higher Education Commission of India (HECI) bill has not been enacted, and teacher training guidelines (National Curriculum Framework for Teacher Education) are still awaited.
- Teacher preparation: Lack of trained teachers and slow roll‑out of integrated B.Ed programmes hamper the shift to new pedagogy.
- Credit system uptake: Only a small number of students have used the exit options in undergraduate programmes, indicating limited awareness or trust in the ABC.
- Infrastructure and digital divide: Many schools and colleges lack laboratories, libraries or reliable internet connections, hindering experiential learning and online education.
Way forward
- Better centre–state coordination: Regular consultations and flexibility will help tailor national goals to local needs and ensure that states willingly implement reforms.
- Strengthening foundational learning: Upgrading anganwadis, training pre‑school educators and scaling up early reading and numeracy programmes will build strong learning foundations.
- Operationalising regulatory reform: Passing the HECI bill and streamlining overlapping regulators can reduce bureaucracy and improve quality.
- Raising awareness of credits: Colleges should counsel students on the benefits of the ABC, and employers need to recognise new qualification formats.
- Ensuring equity and inclusion: Scholarships, hostels and digital devices must reach marginalised groups. Research funding and industry partnerships can enhance quality and innovation.
Five years after its launch the NEP 2020 has set many reforms in motion but faces significant hurdles. Coordinated efforts by the union and state governments, universities, teachers and communities are needed to realise its full promise.