The term “equity” in education refers to justice and fairness in the allocation of educational resources and opportunities. In order to achieve educational equity, it is necessary to remove the structural obstacles that prevent students from realizing their full potential. Obstacles like socioeconomic inequalities, prejudice, and unequal resource distribution often act as barriers to quality education. In this background, the present chapter will critically analyze a few significant opportunities offered by the New Education Policy 2020, such as three language formulas, privatization, NEP financing, special education zones policy implications, and challenges in implementation. Even though the opportunities and milestones offered by NEP 2020 are irrefutable, apprehensions pertaining to its scope and usefulness also exist, questioning the sanguinity of the policy.
TopPolicies In India On Inclusive Education
Inclusive education is a system that includes all students, and welcomes and supports them to learn, whoever they are and whatever their abilities or requirements. This means making sure that teaching and the curriculum, school buildings, classrooms, play areas, transport and toilets are appropriate for all children at all levels. Inclusive education means all children learn together in the same schools. No-one should be excluded. Every child has a right to inclusive education, including children with disabilities (UNICEF, 2017). Thus, inclusion in education refers to processes that increase the participation of all students vulnerable to exclusionary pressures with the curricula, cultures and communities of local schools (Ainscow et al., 2006). It is ascertained that the core message of the two principles of inclusion and equity remains that ‘all learners matter and matter equally’ (UNESCO, 2017,), while focusing on learners from marginalised contexts More recently, Inclusion and equity are a process by which barriers to be present, to participate and to achieve are removed for all learners through personalised educational responses (Ainscow, 2020).
Origin of inclusive education relates to the 'Salamanca Statement' adopted at the 'World Conference on Special Educational Needs: Access and Quality' which called upon all governments and urged them to adopt as a matter of law or policy the principles of inclusive education enrolling all children in regular schools, unless there are compelling reasons for doing otherwise (UNESCO, 1994). The Framework for Action says 'inclusion and participation are essential to human dignity and to the enjoyment and exercise of human rights (CSIE, 2020) The Universal Declaration of human rights, the United Nations General Assembly charter, and United Nations Convention on the rights of the child all acknowledged education as a human right. It may also be seen as a continuing process of breaking down barriers to learning and participation for all children and young people. Inclusive education should create opportunities for all learners to work together (Bhat et al., 2017).
As spaces for affordable education get limited and competition grows for seats and employment, India’s social and economic inequalities are becoming more prominent at the site of education. (Kumar, 2001). A more extensive manifestation of this anomaly is observed when accomplished students from socially disadvantaged origins are not acknowledged as rightful recipients of this educational empowerment since they are perceived as fundamentally less “meritorious” than their peers from more affluent backgrounds. India’s education system is both open and close to marginalized students.