A Critical Analysis of Educational Equity in India: Assessing the Impact of National Education Policy 2020

Introduction

India's historical journey has been marred by social stratification, with the caste system acting as a potent force shaping access to education. The marginalized sections of society, historically relegated to the lower echelons of the caste hierarchy, faced severe restrictions on educational opportunities. The deeply entrenched social structures resulted in systemic discrimination, hindering the upward mobility of these communities through education (Varughese, & Bairagya, 2020). Moreover, gender-based disparities have been another persistent challenge, with girls facing barriers in terms of enrolment, retention, and completion of education (Sen, 2012). The historical context of educational inequality in India, therefore, is deeply intertwined with societal structures and underscores the need for comprehensive policy interventions. The NEP 2020 emerges as a watershed moment in India's educational history, representing a concerted effort to address historical inequities and meet the evolving needs of a dynamic society. Framed after extensive consultations and deliberations involving a spectrum of stakeholders, the policy reflects a consensus-driven approach. This collaborative effort signifies a departure from the top-down policymaking of the past, embodying a commitment to inclusivity in the policy formulation process. At the heart of this policy lies a fundamental shift in perspective, emphasizing the need for a foundational overhaul of the education system. The policy envisages a paradigm shift from the conventional '10+2' structure to a more flexible and holistic '5+3+3+4' model, recognizing the importance of early childhood education and the significance of multidisciplinary learning. This departure from a rigid structure towards a more fluid and learner-centric approach aligns with global trends in education, emphasizing the development of critical thinking, creativity, and essential life skills (Tawil, & Locatelli, 2015; Zhao, 2012).

It further underscores the significance of foundational literacy and numeracy, recognizing them as the bedrock of a child's education. This emphasis resonates with global initiatives, such as UNESCO's emphasis on foundational skills as a precursor to lifelong learning (UNESCO, 2014). By addressing these foundational aspects, the policy aims to bridge the initial gaps in learning, ensuring that all learners, irrespective of their socio-economic background, are equipped with the essential skills for further education and personal development. Additionally, the NEP 2020 embraces technology as an enabler of learning, advocating for the integration of digital tools and platforms into the education ecosystem. This acknowledgement of technology's role aligns with the broader global discourse on the transformative potential of digital learning (Selwyn, 2017; OECD, 2015). The policy recognizes that technology can democratize access to quality education, especially in remote and underserved areas, thereby contributing to the goal of educational equity.

The theoretical underpinnings of educational equity further inform our exploration. Drawing on the insights of philosopher John Rawls, who expounded on the concept of justice as fairness, we probe into the notion of distributive justice in education (Rawls, 1971). Rawls posited that a just society should seek to maximize the well-being of its least advantaged members, providing a lens through which we can evaluate the fairness of educational opportunities. Nobel laureate Amartya Sen's capabilities approach expands this perspective, advocating for a focus on enhancing individuals' capabilities to lead the lives they value (Sen, 1999). These theoretical frameworks guide our understanding beyond a simplistic view of equal distribution, encouraging a nuanced exploration of the diverse needs and circumstances of learners. Recognizing the immense diversity within India's educational landscape, the NEP 2020 champions a multilingual approach, acknowledging the importance of regional languages in the early years of education. This recognition aligns with the principles of multicultural education, emphasizing the need for educational systems to be responsive to the cultural and linguistic backgrounds of learners (Banks, 2015). By fostering linguistic diversity, the policy seeks to create an inclusive environment where learners can draw on their cultural and linguistic strengths in the pursuit of knowledge.