International Journal For Multidisciplinary Research

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A Study on the Implementation of NEP 2020 for Enhancing Quality in Elementary Education in India

Author(s) Mr. JAGULU DAKAPRASKA
Country India
Abstract The National Education Policy (NEP) 2020 is bringing transformational changes to India's educational sector, particularly in elementary education, which lays the foundation for learning throughout the life cycle. It replaces the NEP 1986 and envisages a holistic, flexible, learner-centred system of education that is responsive to the present needs and challenges of the knowledge society. The NEP 2020 lays great emphasis on early childhood care and foundational literacy, considering this stage crucial for a child’s cognitive and socio-cultural development. But, even as enrolments in schools are increasing, learning outcomes, infrastructure, teacher capacity, and digital access, as well as equity issues, continue to plague the sector. The recently introduced 5+3+3+4 curricular structure links ECCE with school education and favours mother tongue as the medium of instruction, play-based pedagogies, and competency-based assessments through efforts like NIPUN Bharat and PARAKH. Focusing on ‘Foundational Literacy and Numeracy (FLN) by Grade 3’, it seeks to minimize rote learning and encourage creativity. Teacher empowerment:  Key steps towards ensuring teacher empowerment include continuous professional development and developing digital capabilities through platforms such as DIKSHA and the National Professional Standards for Teachers (NPST). The paper is based on descriptive and qualitative methods of research, which include a discussion paper, secondary analysis, and diverse official resources. The study findings indicate that the policy (NEP 2020) has sparked significant pedagogic changes, improved inclusivity among learners, and enhanced digital integration. The target of early intervention and competency-based learning may stimulate greater student engagement and performance. Yet the methodology is drastically different across states because of infrastructure deficiencies and teacher vacancies, leaving out socio-economically deprived communities and rural learners. The study implies that NEP 2020 implementation must be effective for quality elementary education, thus it’s achievable only through continuous policy enforcement support,  financial augmentation, community participation in educational planning and program development with customized strategies. Recommendations are for better teacher training, the provision of support in technological and infrastructure-related areas, developing resources in local languages, and also to have strong monitoring aspects. At the end, implementation of NEP 2020 holds the key for redefining elementary education and reaching national goals on equity and SDG-4 (Quality Education).
Keywords National Education Policy 2020, Elementary Education, Quality Education, Mother Tongue-based Multilingual Education, Early Childhood Care and Education
Field Sociology > Education
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-12-03
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.62372
Short DOI https://doi.org/hbdshg
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