Education, in a very fundamental sense, can be defined as the attainment of valuable Knowledge, Capacities, Values, and Dispositions. If that is so, one of the key questions for any curriculum framework is: which Knowledge, Capacities, Values, and Dispositions are valuable? In other words, what is worth teaching? ‘Learning Standards’ and the processes associated with them, for example the ‘flow-down’ from ‘Aims of Education’ to ‘Learning Outcomes,’ is central to this NCF (National Curriculum Framework for School Education) — to ensure alignment and integration of broad Aims of School Education. NCF in line with NCrF (National Credit Framework) is a comprehensive framework encompassing academic education and vocational education. The National Education Policy (NEP) 2020 is a transformative initiative to usher India to prepare itself to meet the challenging demands of a 21st century knowledge society. The NCF-SE is one of the key components of NEP 2020, that enables and energises this transformation, informed by its aims, principles, and approach. Its objective is to realise the highest quality education for all our children, consistent with realising an equitable, inclusive, and plural society as envisaged by our Constitution. This is the first ever integrated Curriculum Framework for children between ages 3-18 in India. It is a direct outcome of the 5+3+3+4 ‘curricular and pedagogical’ structure that NEP 2020 has come out with for School Education.

This paper provides a comprehensive overview of the National Education Policy (NEP) 2020 in India and its implementation through PARAKH, specifically focusing on competency-based assessment in mathematics. The NEP 2020 outlines a visionary approach to the development of education in India, addressing various educational facets. PARAKH, established as a constituent unit of NCERT, plays a pivotal role in setting norms, standards, and guidelines for student assessment aligned with NEP goals. The implementation of PARAKH in mathematics signifies a shift from traditional rote learning to competencybased assessment strategies. Examples include real-world problem-solving, mathematical modeling, and project-based assessments. The paper emphasizes the continuous and comprehensive evaluation (CCE) approach, integrating formative and summative assessments to provide a holistic view of students' mathematical abilities. The reduction of examination stress is addressed through learner-centric assessments, offering alternative methods beyond traditional exams. Teacher training initiatives aim to equip educators with the skills to effectively implement competency-based assessments, emphasizing continuous professional development. The promotion of higher-order thinking skills in mathematics encourages critical thinking, problem-solving, and collaborative learning. The shift towards student-centric learning fosters personalized education, emphasizing conceptual understanding over rote memorization. In conclusion, this paper underscores the transformative impact of NEP 2020 and PARAKH on the Indian education system, particularly in the field of mathematics. The focus on competency-based assessments aligns with global educational trends, promoting a holistic and skill-oriented approach to learning and evaluation.

The National Education Policy (NEP) 2020 aims to reorient and reform the Indian education system, in order to meet the needs of the Century. NEP 2020 puts forward revision and revamping the structure of educational system. It also provides guidelines and a framework for the education system in India. It focuseson an all-round, holistic and an integrated approach, skill development and usage of technology in education. It aims to make the system more flexible and universally accessible. The NEP 2020 covers all levels of Indian education system and proposes significant changes from pre-school to higher education . It puts forward the restructuring and redesigning the school education system by emphasizingon critical thinking, creativity and problem-solving skills. It provides significant opportunities for multidisciplinary and vocational education. The focal point of NEP 2020 isuniversal access, equity, quality, research, innovation, autonomy and accountability.

The National Education Policy (NEP) 2020 emphasizes the importance of learner-centric approaches in education. Peer tutoring, a collaborative learning strategy where students tutor their peers, has been recognized as a valuable tool for improving academic achievement and fostering positive social interactions. This research paper explores the potential of peer tutoring in the Indian education system in light of the NEP 2020's vision.

The National Education Policy (NEP) 2020 emphasizes integrating technology in education, particularly through blended learning in higher education. This study investigates the effectiveness of a Blended Learning Course in developing Techno-pedagogical skills among B.Ed. student-teachers at the University of Mumbai. The study involved 87 First Year B.Ed. student-teachers, with 44 in the control group and 43 in the experimental group. The experimental group received treatment, and pre-test and post-test assessments showed significant improvement in Techno-pedagogical Skills.ω2 estimated value for variable Techno-pedagogical Skills is 22.61%. Major finding indicated the Blended-Learning Course has maximum effect on the development of the Techno-pedagogical Skills among B.Ed. Student-teachers. (Magnitude 1.8).

Education is the greatest determinant of success. It helps in unlocking several opportunities and empowers an individual to develop crucial skills to lead a fulfilling life. In the present time, quality education is the tool to change the world. Unfortunately, several Indian students are still not able to meet the required levels of learning. NEP 2020 expects to prepare individuals who think from global point of view and provide a direction to the world. It focuses on the development of 21st-century skills such as critical thinking, creativity, and problemsolving. Every child need education which meets global standards. These needs upgrading our schools to meet the standards of global education. When one peeps into the educational system people always look at the negative side of Education sector. One doesn’t look at the positive or brighter side of education. Teachers are the nation builders and teaching is a noble profession. But teachers always keep themselves away from limelight. The positive activities in their field never are brought in fore front nor they reach the society. The good positive aspects and some achievements in their classroom needs to be acknowledged and known to all. Management of Learning interventions are management of activities that help learners acquire knowledge, skills, and attitudes that support change management objectives. Selfie with success is a very proactive attempt by teachers to motivate students to learn, unlearn and relearn the very shades of the elements of success. The objective of the study how SELFIE and the use of digital technologies help to support teaching and learning and motivate the students in the government primary and upper-primary schools to acquire knowledge, skills to meet and compete the global standards.

The National Education Policy (NEP) 2020 is aimed at transforming India's education system into a modern, progressive and equitable one. The new policy focuses on improving poor literacy and numeracy outcomes associated with primary schools, reducing dropout levels in middle and secondary schools and introducing the multi-disciplinary approach in the higher education system. The NEP seeks to introduce a shift from 10+2 structure to 5+3+3+4 structure, where early childhood education will be a part of formal education. In addition, the NEP 2020 focuses on reducing the curriculum content to make space for critical thinking and in turn, develop individuals with 21st-century skills instilled in them. Hence, all aspects of the curriculum and pedagogy need to be restructured to attain these goals. The challenges in successfully implementing these changes include modifying the curriculum in accordance with the National Curriculum Framework. A scientific thought- mind is non matter, brain is matter, there is a distinct co-relation between the three research branches i.e.Mind (Temperament), Intelligence(Difficult subject) and Body (Disease) in the study of brain. One of the study methods found out by Manashakti Research Center is Triangle Concentration Method, which helps to develop children’s academic achievement, temperament and physical health as well as social-emotional developmentThe educators need to rethink the learning content rubric and modify the textbooks for holistic development of children.

The year 2020 has been an exceptional year for countries across the globe. Apart from Covid -19, one of the important changes that took place was the development of the New Education Policy (NEP) 2020. NEP 2020 is a futuristic proposal framed with the objective to provide a quality school education and higher education. The key principles of NEP 2020 are; Respect for diversity & local context, Equity and Inclusion, Community participation, Emphasizing conceptual understanding, Building unique capabilities, Imparting critical thinking and creativity, Use of Technology, and Continuous review. The National Education Policy 2020 focuses on the development of the creative potential of each individual. According to NEP 2020, the curricular and pedagogical structure of school education will be restructured to make it responsive and relevant to the developmental needs and interests of learners at different stages of their development. School Education will comprise of 5+3+3+4 design having four stages. This paper throws light on Innovative Pedagogy and it’s stage wise implication in schools. It is qualitative research study for which data is collected from Secondary source i.e., NEP 2020 draft document, NEP 2020 published articles, etc. Innovative Pedagogy is the process of proactively introducing new teaching strategies and methods in the classroom to improve academic outcomes. The main purpose of innovative pedagogy is to make teaching more experiential, holistic, integrated, inquiry-driven, discovery oriented, learner-centered, discussion based, flexible and enjoyable. Use of relevant pedagogy is necessary to achieve the objectives of the curricula successfully. Therefore teachers should be provided with requisite training on pedagogical approaches for capacity building to achieve the desired learning outcomes for students.

The New Education Policy 2020 is a beacon of transformative education reforms in India. By embracing a holistic approach, integrating technology, and prioritizing skill development, NEP 2020 has the potential to create a dynamic and future-ready education system that empowers students and prepares them for the challenges and opportunities of the 21st century. It marks a monumental shift in the landscape of education reforms in India. With its innovative 5+3+3+4 structure and focus on holistic development, NEP is poised to revolutionize the Indian education system. It marks a monumental shift in the landscape of education reforms in India. With its innovative 5+3+3+4 structure and focus on holistic development, NEP is poised to revolutionize the Indian education system.The NEP 2020’s new 5+3+3+4 design for school curriculum and pedagogy is a significant change from the current system.This paper presents the restructuring of school curriculum from the perspective of NEP – 2020.

The National Education Policy (NEP) 2020 announced by the Central government recently brings hope for some positivity in this direction by holding at its core the holistic development of students who will enter the workforce of the future. NEP 2020 has proposed significant changes in school and higher education, it has also given importance to life-skills and vocational development. Various studies indicate that the vocational development program has not responded very well in the India. This paper makes an attempt to provide a Perception of teachers' towards vocational education of secondary school students in NEP2020. Thus, by taking into account the importance of such educations, this paper is conducted in order to detect the vocational development courses required., perception of teachers ,challenges and effective implementation of NEP 2020.

Restructuring school curriculum means changing how students learn in order to better prepare them for today's world. This research paper looks at why this change is important, what problems we face with the current system, and ways we can fix it. The goal is to make sure students have the right skills to succeed now and in the future. One big reason we need to change is because the world is changing fast. We need to update what students are learning to keep up with new technology and ways of working. Right now, students mostly learn one subject at a time, like math or history. But real life isn't divided into subjects like that. So, we should mix different subjects together to show how they connect. Another problem is that students often just memorize facts for tests, instead of really understanding them. We want students to think critically, meaning they can analyze information and solve problems. We also want them to be creative and think outside the box. Technology is a big part of our lives now, so it should be part of how we learn too. That means using computers, the internet, and other tools to help us learn in new ways. By changing the curriculum like this, we can help students become better thinkers, problem-solvers, and creators. This will make them ready for whatever challenges come their way in the future.

The NEP 2020 is focused on creating a holistic, application-based education system with a special emphasis on skill development which will make the students future-ready. It has brought a paradigm shift in Indian education system, making education and learning more accessible and inclusive to all. The transformational reforms will not only enhance the quality of education but also make India emerge as a knowledge superpower in the world. Academic Bank of Credit envisages an open higher Education system that ensures learner accountability and continuous growth. Moreover, in this system, the students have the privilege to avail the possibility of multiple entries – multiple exits as well as anytime, anywhere, and any level of learning. Education instils knowledge into the young minds and transforms those minds into learned citizens. Appropriate education in the developed countries led them towards prosperity. New India is also thinking on the same line. This National Education Policy 2020 aims to transform India's education system by 2040. In this new National Education Policy 2020, the 10+2 structure will be replaced with the 5+3+3+4 model. It proposes a multidisciplinary bachelor's degree in an undergraduate programme with multiple exit options. National Education Policy 2020 introduces the system of Academic Bank of Credits (ABC). It is a virtual store that maintains data about the credits earned by students throughout their educational life. It will be accountable for opening, closing, and validating the academic accounts of students. It increases students’ freedom in choosing their courses and academics. would act as a reference point for faculty to check the credit records of students. Online & offline – both types of courses are included in this ABC scheme. The credits earned by students will be valid for seven years. The UGC expects a positive impact that will be brought via the practice of the ABC in the upcoming years.

The National Education Policy (NEP) 2020 marks a significant departure from traditional approaches to education in India, aiming for a holistic transformation of the educational landscape. Among its groundbreaking initiatives, the concept of the Academic Bank of Credit (ABC) stands out as a cornerstone. This paper delves into the essence of the ABC system, its objectives, potential impact, and challenges in implementation within the broader context of NEP 2020. The ABC, as introduced in NEP 2020, revolutionizes the conventional notions of learning and assessment by offering students unprecedented flexibility and autonomy in their educational journey. By allowing students to accrue credits from a diverse range of learning experiences, both within and beyond formal education settings, the ABC fosters a culture of lifelong learning and skills acquisition. This abstract explores the transformative potential of the ABC in reshaping the educational landscape of India, promoting inclusivity, and addressing the evolving needs of the twenty-first-century workforce. Furthermore, it critically examines the challenges associated with the implementation of the ABC, including issues related to accreditation, assessment, and institutional adaptation. Through a comprehensive analysis of the ABC within the framework of NEP 2020, this paper seeks to elucidate its role as a catalyst for educational innovation, equity, and excellence in India.

The Academic Bank of Credit (ABC) in NEP India is a revolutionary initiative undertaken by the Indian government, which aims to revolutionize higher education in the country. The Academic Bank of Credit is a part of the National Education Policy (NEP) 2020, which aims to bring in a major transformation in the Indian education system. The ABC is a significant step about making higher education accessible and flexible for students in India.Starting from 2023, students seeking admission in universities across the country will be required to open a mandatory Academic Bank of Credit (ABC) account at abc.gov.in. The onlinegeneration of ABC accounts has already begun, but students have reportedly faceddifficulties with the Aadhaar verification process during account creation. The researcher came across literature which brought number of questions to bepondered over. The present study aims to find perspectives of degree college teachers about ABC in higher education institutions. For this purpose, investigator took sample of 100 Degree College Teachers of various aided, unaided, autonomous institutions of different disciplines inThane and Mumbai region.For data collection questionnaire was prepared by researcher comprising three areas of ABC i.e., Benefits of ABC, Challenges while implementing ABC, Suggestions for ABC implementation with three options having response Agree, Uncertain ,Disagree. It was found that degree college teachers vary in their views regarding the benefits, challenges which can arouse while implementing ABC and suggestions .Similarly, the study revealed that there is no significant differencein Perspectives of Degree College Teachersabout ABC in higher education institutions as per background variables (Gender, stream, type of institution, teaching experience)

The National Education Policy (NEP) 2020 heralds a transformative vision for the educational landscape of India, aiming to revamp the system to meet the demands of the 21st century. This paper delves into the infinite opportunities and challenges inherent in the implementation of this ambitious policy framework. Through a comprehensive analysis, it explores the potential avenues for innovation and improvement, ranging from curriculum reforms to pedagogical shifts and infrastructural advancements. Simultaneously, it scrutinizes the hurdles and complexities that policymakers, educators, and stakeholders must navigate, including resource constraints, resistance to change, and the need for extensive capacity-building measures. Drawing on a synthesis of scholarly literature, policy documents, and empirical evidence, this study provides insights into the nuanced dynamics shaping the implementation process. It underscores the imperative for strategic planning, stakeholder collaboration, and continual adaptation to realize the NEP 2020's transformative aspirations and foster equitable, inclusive, and quality education for all

The present study assesses the opinion of teacher educators towards the proposed 4-years Integrated Teacher Education program (ITEP) as mentioned in the document of National Education Policy (NEP2020). A questionnaire on opportunities and challenges of ITEP is developed by investigator. The main aim of this paper to collect and analyze the opinion of teacher educators on ITEP course. This study reveals that the proposed 4-years ITEP will bring desirable changes in the development of the teacher education. But this proposal needs lot of planning, preparation, study, experiments, infrastructure and discussion otherwise it may lead towards adversity.

The National Education Policy 2020 (NEP 2020) is a landmark document that aims to transform the Indian education system at all levels. It intends to meet the nations many expanding growth imperatives. NEP 2020 include the focus on early childhood education, the integration of vocational education with mainstream education, the promotion of multilingualism, the use of technology for learning, and the creation of a National Research Foundation to fund and promote research. Restructuring and Breaking barriers Under NEP 2020 provide universal access to quality education at all levels, from preschool to higher education, and emphasizes the importance of holistic development, flexibility, innovation, and relevance in education.TheNational Education Policy 2020aims to transform education and placing the learner at the center. NEP 2020 offers many opportunities for schools and is a significant step toward propelling India’s education system in the right direction. NEP 2020 opportunities for schools provide holistic student development by ensuring access, relevance, quality, equity and strong foundational learning. The new policy has various takeaways for Indian schools. The NEP 2020 presents an ambitious and comprehensive roadmap for the development of education in India, but its successful implementation will require a sustained and concerted effort by all stakeholders, including policymakers, educators, students and parents. The following paper is a small attempt to analyze what National Education Policy 2020 is, from point of view of opportunities and challenges the authorities might face in its implementation. Keywords: NEP2020, vocational education, holistic development, multilingualism.

The National Education Policy 2020 (NEP) envisages far-reaching transformations for our existing education system. It is truly a significant stride towards making our education system meaningful, assimilative and skillcentric. The new policy seeks rectification of poor literacy and numeracy outcomes associated with primary middle and secondary schools and adoption of the multi-disciplinary approach in the higher education system.

The National Education Policy (NEP) 2020 is a pivotal document that outlines a visionary roadmap for transforming India's education system. This conceptual paper endeavour’s to provide an in-depth examination of the opportunities and challenges associated with the implementation of NEP 2020. Spanning the entire educational spectrum, from early childhood to higher education, this paper critically analyses the potential benefits and impediments that may arise during the execution of this ambitious policy. The policy envisions a holistic transformation of the education system, from early childhood to higher education, aiming to make India a knowledge-driven society. Through a comprehensive analysis, this paper delves The National Education Policy (NEP) 2020 in any country represents a comprehensive framework that outlines the government's vision and strategy for the development of the education system. Implementing such a policy involves numerous opportunities and challenges. Here's a conceptual analysis of the opportunities and challenges in the implementation of the National Education Policy 2020: into the potential benefits and obstacles that may emerge during the implementation process.

The National Education Policy (NEP) of 2020 signifies a monumental shift in India’s educational landscape, aiming to address the evolving socio-economic dynamics and global competitiveness. This research explores the background, objectives, and structural reforms of NEP 2020, examining both its opportunities and challenges in implementation. Key objectives encompass universal access, quality, a multidisciplinary approach, flexibility, and global competitiveness. Structural reforms include restructuring school education, reorganizing higher education, and integrating vocational education. The policy emphasizes foundational literacy, multilingualism, reduced curriculum content, and technology integration. Opportunities lie in empowering students for the 21st century, fostering a holistic and multidisciplinary education approach, integrating technology, and strengthening the research and innovation ecosystem. Challenges encompass infrastructural gaps, faculty development, resistance to change, socio-economic disparities, and assessment framework redesign. Policy recommendations focus on strategic planning, continuous monitoring, and stakeholder collaboration for sustainable progress. In recapitulation, NEP 2020 presents a transformative vision, but effective implementation strategies are crucial for success. Anticipating the long-term impact, it is expected to equip students with 21st-century skills, foster innovation, and contribute to the knowledge economy. However, success depends on mitigating challenges and adapting policies. This research provides insights for policymakers, educators, and stakeholders navigating the dynamic landscape of educational reform. The National Education Policy (NEP) of 2020 stands as a transformative milestone in the history of Indian education, ushering in a comprehensive overhaul of the existing system. This research paper meticulously explores the background, evolution, and rationale behind NEP 2020, shedding light on its key objectives, structural reforms, and curriculum changes. Delving into both the opportunities and challenges in the implementation of this policy, the research offers a nuanced understanding of its potential impact on India’s educational system and the broader socio-economic fabric.

This National Education Policy 2020 is the first education policy of the 21st century and aims to address the many growing developmental imperatives of our country. This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, including SDG4, while building upon India’s traditions and value systems. The National Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions. Overall, the NEP 2020 presents an ambitious and comprehensive roadmap for the development of education in India, but its successful implementation will require a sustained and concerted effort by all stakeholders, including policymakers, educators, students, and parents

The role of education is important for living a meaningful life. Good quality education is needed for the overall development of the individual, for developing the full potential of the individual, for national development. To make a developing, populous India self-reliant, India needs a national education policy capable of innovation. That is why the Indian Union Cabinet approved the new National Education Policy 2020 on 29 July 2020. The new education policy will take India on the path of modernity. This policy will be helpful in building a competent and skill-oriented India. The new education policy 2020 is the first education policy of the 21st century. An overview and analysis of a National Education Policy (NEP) typically involve examining its key features, goals, potential impact, and any challenges or criticisms associated with its implementation. The new education policy aims to be more inclusive, flexible and of international standard to meet the needs of both school and university education. Potential challenges or criticisms associated with the NEP. could include concerns about resource allocation, resistance to change, inequalities in implementation, or unintended consequences. Understanding these challenges is crucial for addressing and mitigating them during the policy's implementation. This conceptual paper endeavour’s to provide an in-depth examination of the opportunities and challenges associated with the implementation of NEP 2020. It will benefit stakeholders like teachers, institutions, policy makers and students.

The National Education Policy (NEP) 2020 is a comprehensive policy document that outlines the vision and roadmap for the development of education in India over the next few decades. The policy aims to Transformative Higher Education: Restructuring and Breaking Barriers under NEP 2020 provide universal access to quality education at all levels, from preschool to higher education, and emphasizes the importance of holistic development, flexibility, innovation, and relevance in education. Some of the opportunities presented by the NEP 2020 include the focus on early childhood education, the integration of vocational education with mainstream education, the promotion of multilingualism, the use of technology for learning, and the creation of a National Research Foundation to fund and promote research in education. The policy also needs to address issues of equity, access, and inclusion, and ensure that education is accessible and affordable for all, regardless of socioeconomic background or geographic location. Overall, the NEP 2020 presents an ambitious and comprehensive roadmap for the development of education in India, but its successful implementation will require a sustained and concerted effort by all stakeholders, including policymakers, educators, students, and parents.

Problems of present and challenges of future education system is the major focus of the study. Implementation of the NEP 2020 curriculum in major schools has brought a major challenge in front of the teachers. They are facing these problems as the government has imposed to join hands to bring the quality and improvement in teachers and bring the future of the students as bright as possible. In the present study an attempt had been made by the researcher to understand about the problems of present education system and the challenges faced by the teacher in implementation of the national education policy 2020.

The National Education Policy (NEP) of 2020 in India heralds a transformative vision for the educational landscape, aiming to revitalize and modernize the entire system. However, the successful implementation of such a comprehensive policy hinge not only on structural changes but also on the preparedness and capabilities of educators, administrators, and stakeholders at all levels. This abstract discusses the imperative of enhancing skills competencies to bridge the gap between policy formulation and effective execution. Firstly, the NEP 2020 underscores the need for a paradigm shift in pedagogical approaches, emphasizing experiential learning, critical thinking, and holistic development. Educators must be equipped with the necessary skills to design and deliver dynamic lessons that align with these principles. Professional development programs should focus on fostering creativity, adaptability, and technological literacy among teachers to enable them to thrive in the evolving educational landscape. Secondly, administrative reforms outlined in the NEP necessitate a revaluation of leadership and management competencies within educational institutions. School administrators and policymakers must possess strategic planning abilities, data-driven decision-making skills, and a deep understanding of inclusive practices to drive systemic change effectively. Capacity-building initiatives should prioritize empowering educational leaders with the tools and knowledge required to navigate complexities and foster a culture of continuous improvement. Thirdly, the successful integration of NEP 2020 initiatives relies heavily on stakeholder engagement and collaboration. Parents, community members, and industry partners play crucial roles in supporting and enriching the educational experiences of learners. Building strong partnerships requires effective communication, conflict resolution, and networking skills. Training programs should aim to cultivate a shared vision for education and equip stakeholders with the competencies to actively contribute to its realization.

Education must build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment. The gap between the current state of learning outcomes and what is required must be bridged through undertaking major reforms that bring the highest quality, equity, and integrity into the system, from early childhood care and education through higher education. This National Education Policy 2020 is the first education policy of the 21st century and aims to address the many growing developmental imperatives of our country. This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, building upon India’s traditions and value systems. The National Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions The fundamental principles that will guide both the education system at large, as well as the individual institutions within.

Language is a medium through which one gains knowledge and education. It helps to express our thoughts and views and thoughts to others. Language acts as a preserver of the culture and tradition through oral or written forms of language. India being a multicultural society has a great variety of people speaking different languages and dialects. Multilingualism offers various cognitive, social, and economic benefits, including enhanced communication skills, cultural understanding, and career opportunities in our increasingly interconnected world thus fostering inclusivity and appreciation for linguistic diversity. The 8th schedule of the constitution has recognized 22 languages as the official languages of India. The New Education Policy 2020 has proposed several recommendations for the promotion and widespread of Indian Languages and Language education. The recommendations put forth by the NEP 2020 will not only help in promoting the Languages of India but will also help strengthen and preserve the rich cultural and traditional values. The integration of vernacular languages in the Early stages of learning, up to class 5 will help enable learners to acknowledge and respect the diversity of India. This paper is focused to understand the role of NEP -2020 in the promotion of Indian Languages through language education at the school level and to and to verify a few pros and cons of imparting education in vernacular language.

Government of India has announced National Education Policy 2020 on 29.07.2020. This National Policy on education has proposes various reforms in school education as well as higher education including technical education. Various action points and activities for implementation in school education as well as higher education are mentioned in the National Education Policy 2020. Education is a fundamental human right which determines the economic and social progress of any country. The National Education Policy (NEP) 2020 is a comprehensive framework for the development of education in the country. The main aim of NEP 2020 is tois to transform the Indian education system by making it more inclusive, holistic, and flexible. The present study aims at to acknowledge about the main features of NEP2020, its role and how it's different than the old education policy.

National Education Policy (NEP) focuses on holistic development of learners and that can be achieved through developing curriculum frameworks for ensuring skills and values that are essential in the process of teachinglearning. In the National Curriculum Framework (NCF) it was explained that a curriculum framework must help develop all the diverse curricula in the country, while enabling harmony across the country and providing a basis for quality and equity. NCF brings a full range of capacities, values and dispositions that are aimed to be developed in school education. NEP aims at multidisciplinary, analytical and creative thinking with greater attention to life aspirations, and greater flexibility. Capacity development is transformations that empower individuals, leaders, organisations and society. It helps everyone (no one left behind) to realize their full potential, plan, put efforts, sustain and learn/upgrade skills and productivity together collectively, in the long run. With financial autonomy, financial decisions will be much more achievable and lead towards a path of growth & prosperity as well as financial wellbeing of individuals and a nation as a whole. The foundation of developing capacity in school students with an understanding of the fundamentals of financial concepts like savings, borrowing, and interest, time value of money, inflation, SIP, and power of compounding is provided by this case study, which involved a group of middle CBSE co-ed school students completing a pretest, planned lesson and engaged work, series of executions, and finally a post-test with in a single group design. Students enrolled in financial literacy programs should be able to access stage I guidelines, which will enable individuals to go on to assess, evaluate, and take calculated risks, eventually enhancing their financial independence and well-being.

India is an ever-growing technological country. Its biggest assets depend on the Education system. To improve and upgrade the technological provisions in the country, Government of India has announced National Education Policy NEP (2020), whose whole purpose is achieving excellence, innovation & quality education in the Indian Education system. The up gradation process starts from School Education, Higher Education, Professional Education, Online and Digital Education and overall giving total strength to the Education faculty. When it comes to the libraries point of view, special mention is intended to focus on library as essential services in the context of the Schools/ Colleges/ University systems in India. Academic library services are so essential that they play a significant role in study, research, education and skill development. NEP major aims to promote the reading culture, research support centre, lifelong learning centers, preservation of national and cultural heritage, promoting Social connections and overall disseminate knowledge and empower future generations.

Mindfulness is the practice of repeatedly gently focusing your awareness on the present moment. It often involves focusing on feeling yourself in your body in the here and now. It is the nature of the mind to think, analyze, and figure things out. That is its job. That means that left to its own devices, the reason will constantly seek out new stimuli, new things to think about, and new ways to check out from reality. Mindfulness practice is a way to retrain the mind to settle into the present moment gently. Mindfulness can benefit people to become more selfaware and improve a wide range of well-being. By being involved in mindfulness over and over with serenity and consideration for yourself, you can teach the mind to be still. This paper reviews mindfulness training for B.Ed. Student-Teachers. In this article, we discover several components through which mindfulness meditation applies its effects: (a) control emotions, (b) physique consciousness, and (c) change in perspective on selfidentity. Mindfulness meditation has therefore increasingly been incorporated into schools, colleges, and workplaces.

The present era is correctly called the technological era. The progress and change in technology bring improvement in educational system universally. National Education Policy 2020 also highlights use of software in teaching- learning process as well as integration of technology will improve multiple aspects of education basically the quality of Education. Teacher educators play an important role in fostering the intellectual, moral, physical, psychological and social development by proper training and guidance and now with adding technology into teaching learning process of future teachers. This study focuses on developing Moodle based learning course for B. Ed. student-teachers to understand the concept of stress management. In the present study the researcher has conducted experimental research and found effectiveness of Moodle based learning course to understand the concept of stress management.

Investing in education & providing 21st century skills for students are fundamental components to the nation's continued growth & prosperity.’ - Craig Barret Education system in India under the guidance of NEP 2020 is now in the era of modifying the national curriculum. NEP 2020 has provided the great opportunity for the teachers at all stages of education to imbibe in their learners the 21st century learning skills termed as the ‘4 Cs’ of 21st century learning. It includes Critical thinking, Communication, Collaboration, and Creativity. When teachers make use of 21st century learning skills in their teaching-learning process not only it provides a foundation for fruitful learning, but also will help to ensure that the students are successful in real-world scenarios and also in their future lives. It is, indeed, the responsibility of the teachers at all stages of education to inculcate and implement the vision of NEP 2020. Hence, the present study aims in exploring teachers’ adaptability for implementing NEP 2020. In this descriptive study 105 teachers were surveyed. Analyses shows that 80.18% teachers at different stages of education are willing to adapt as per the NEP 2020. The paper also discusses about the role of teachers to develop 21st century learning skills and the pedagogical approaches to be used by the teachers at different stages of education as per NEP 2020 that will help in developing the 4 C’s of learning in the learners.

The NEP 2020 emphasises that the aim of education is not only to develop the cognitive skills but also the creative potentials among learner. Hence the researcher intended to study the effectiveness of an instructional intervention in terms of Creative story writing skills of sixth grade students studying in a middle school in Central Mumbai. The researcher did an experimental research by conducting a creative writing skills pre test and implementing the module with the content, such as Elements of short story writing, Critical thinking, Divergent thinking, descriptive writing, tips to organize the thoughts coherently, writing variety of sentences, usage of imagery, technique of showing a story instead of telling a story. Then a post test was conducted. The sample size was 33 sixth graders who were selected using purposive sampling technique, from a school in Central Mumbai. The result of the study was, There is a significant difference between the pre test and post test scores of creative story writing skills of sixth grade students. The post test scores of the Creative story writing skills were higher as compared to the pre test scores as the mean test score of the post test was higher than that of the pre test. The findings of the study was, that the students enhanced their descriptive writing in terms of showing a story instead of telling a story in narrative form. The researcher also found profound vocabulary used by few students was neither the part of the module nor the part of syllabus but realized that those words (vocabulary) are used in their mobile phone games.

This paper explores the concept of the Academic Bank of Credit (ABC) as a transformative model in higher education credentialing and learning pathways. The ABC is envisioned as a dynamic system that goes beyond traditional transcripts, allowing students to accumulate and transfer credits seamlessly across educational institutions. It also shows the framework of the Academic Bank of credit, its benefits, Global perspective and implications of implementing an ABC system and proposes strategies for its successful integration into the higher education landscape.

The National Education Policy (NEP) 2020 appears as a compass pointing towards revolutionary potential in the ever-changing landscape of India's education system. Unveiled after decades, this revolutionary concept is ready to change the face of education by promoting an inclusive and comprehensive approach. NEP 2020 offers both a challenge and a guide for India as it navigates the complexity of a globalized world. It offers previously unheard-of potential but also necessitates cautious navigation through a plethora of roadblocks The purpose of this study is to investigate the challenges and opportunities of Teacher educators of Mumbai B. Ed Colleges Concerning NEP2020.A survey was conducted on 42 teacher educators Mumbai. All over India as per NEP2020 various changes affect higher education. Higher education institute are facing the challenges like shortage of trained teachers, lack of quality research, the appropriate infrastructure and facilities, etc. several commission and committees were constituted in the past to deliberate on the various issues of higher education. Their reports have also been submitted, yet the higher education system has so far shown resistance to long – term reform in the system. Introduction: The National Education Policy (NEP) 2020 states that “Teachers truly shape the future of our children and therefore, the future of our Nation. The motivation and empowerment of teacher are required to ensure the best possible future for our children and nation” Teachers not only encourage learning and inculcate values among the students but also motivate them to learn new life skill and boost their confidence and direct them in the right direction.

Language is the most important part of any culture and community. In a multilingual society, an individual gets an opportunity to familiarize with more than one language, other than his/her mother tongue. In such society, language of instruction need not always be the mother tongue of the individual or the regional language; it can be a foreign language. In such a complex society, the medium of instruction is always a challenging premise. It is necessary to preserve one’s mother tongue as well as keeping with the changing trend learning a foreign language may not be a compulsion, but beneficial.It is the language that an individual has grown up speaking from his/her childhood. It is the first language that the infant picks up from his surroundings. It is his/her native language, the medium of communication. Learning in mother tongue has its own benefits.It is the language that an individual has grown up speaking from his/her childhood. It is the first language that the infant picks up from his surroundings. It is his/her native language, the medium of communication. Learning in mother tongue has its own benefits.This study aims to explore the importance and challenges of mother tongue as a medium of instruction.

Experiential learning is the need of the hour. Every learning remains permanent throughout the life if dealt with properly. NEP 2020 has emphasised experiential learning at all levels of education. The policy states that reflective thinking, creativity develops through experiential learning. Reflection leads to improvement in the strategies and techniques of teaching. In order to implement experiential learning on a massive scale, the ground reality needs to be tested. Are the teachers aware about experiential learning and its components, the impact of experiential learning on the teaching learning process needs to be studied. This research paper looks into these aspects and found that the awareness about experiential learning among the teachers at level of education is high.

The National Education Policy 2020 (NEP 2020), which was approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system. The new policy replaces the previous National Policy on Education, 1986. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2040. Inclusive education is no longer a privilege, it is the need of the hour. For a developing country like India, education is the topmost aspect of growth. We will fail as a country if education is still not being accessible to each and every individual in every corner of the country. All the policies emphasized the right of the child from diverse backgrounds and abilities to access formal education but still, the disparities continued. After 34 years, finally we have our long awaited National Education Policy. This paper is an attempt to discuss the new provisional changes for Inclusive Education in NEP 2020.

With the unveiling of India's National Education Policy (NEP) in 2020, there's a significant emphasis on integrating sports into the educational framework. This article delves into the crucial role of sports in advancing the health and wellbeing agenda of students outlined in the NEP 2020. It not only aims for academic achievement but also for the overall wellbeing of students. The modern education system often focuses heavily on academics, neglecting the potential benefits of sports participation on a student’s holistic development. Sports play a vital role in promoting holistic well-being among individuals, especially within the realm of education. Promoting physical literacy among students is one of the key objectives of the NEP 2020. The policy emphasizes the need for adequate playgrounds, sports equipment, and trained physical education instructors to enable students to participate in a varied range of sports activities within the schools. NEP 2020 by giving priority to sports integrations aligns with global initiatives promoting sports culture on students. By integrating sports into the curriculum from an early age, the policy aims to promote a culture where students view sports as essential for their healthy well-being . This article aims to address the need for a comprehensive study on the state of sports in society today.

The National Education Policy (NEP) of 2020 stands as a transformative blueprint aimed at revitalizing India's education. This study delves into the opportunities inherent in its implementation. NEP 2020 revolves around holistic development emphasizing on flexibility, inclusivity, and quality across all levels of education. This study elucidates the potential avenues for innovation, collaboration, and reform within India's educational framework. It examines the policy's emphasis on early childhood care, the integration of technology, vocational education, and multidisciplinary learning for nurturing holistic development and fostering critical thinking skills among learners. Furthermore, the study explores the imperative of aligning institutional structures, teacher training programs, and curriculum frameworks with the ethos of NEP 2020 to ensure effective implementation. By synthesizing insights from scholarly literature, policy documents, and educational practices, we can understand the challenges and opportunities in realizing the transformative agenda set forth by NEP 2020. It highlights the importance of involvement of stakeholder, evidence-based decision-making, and continuous monitoring mechanisms in navigating the complexities of educational reform. Ultimately, the study advocates for a collaborative and forward-thinking approach to harnessing the full potential of NEP 2020, thereby paving the way for a more equitable, inclusive, and resilient education system in India.