Analysis of Implementation and Challenges Five Years After the New Education Policy

Five years after the implementation of the New National Education Policy (NEP 2020) introduced by India in 2020, the reality of its implementation is coming to light. According to a report by TV9 Gujarati, changes such as renaming schools under the policy are happening rapidly, but improving the quality of education and basic infrastructure within the classroom remains a significant challenge.

As an example, in a village school, a painter was called to erase the name ‘Primary School’ written on an old board and write the new name ‘Foundational Stage’ in its place, as per a circular from the Education Department. Under the supervision of Principal Raghunathji, the board's name was changed in just one morning with a little paint. However, this change remained limited only to appearances. When the Principal entered the classroom, the scene was exactly as it had been before. Teacher Sunita was teaching 40 children with a single blackboard and limited educational materials. The benches were old, and the chalk and blackboard remained the same. Teachers had received circulars regarding the New Education Policy, but no clear guidance had been provided on how to implement it.

The structure of education has been completely overhauled under the New Education Policy. In place of the previous 10+2 system, a new 5+3+3+4 structure has been introduced. In this new structure, the education of children aged 3 to 18 years has been divided into four distinct stages. As part of the implementation of this policy, the NIPUN Bharat Mission was launched in 2021, whose primary objective is to ensure every child achieves foundational reading, writing, and basic mathematics skills by the end of Grade 3. Furthermore, the Common University Entrance Test (CUET) was introduced in 2022, providing students the opportunity to gain admission to multiple universities through a single entrance exam. Four-year degree courses have also been started in some universities, which include the facility to obtain a certificate or diploma according to the rules if a student leaves the course midway.

The issue of language has also become a cause for controversy in the implementation of the education policy. The policy provides for teaching students three languages, but some states have opposed this. Tamil Nadu raised objections against the language policy and its implementation, and even approached the Supreme Court in 2025 regarding the issue of withholding funds for education. In Maharashtra, too, there was opposition against the decision to implement Hindi as a third language in primary classes, due to which the state government had to withdraw this order in 2025. As education is a concurrent subject under the jurisdiction of both the Central and State governments according to the Indian Constitution, consensus between the two is essential in this matter.

According to the report by TV9 Gujarati, merely fixing exam dates or setting targets is not enough for the successful implementation of the New Education Policy. It is crucial to teach teachers new methods of student assessment and to ensure that proper books and educational materials reach the schools. For digital education, merely making advertisements is not enough; facilities like computers, internet, and necessary technology must also be available. The benefits will reach the students only when teachers receive adequate time, training, and resources. A child who took admission in Grade 1 in 2020 has reached middle school today, which constitutes a major part of their academic life over these 5 years. The true success of the policy will be counted only when every child sitting in a common school classroom receives quality education and adequate facilities.

India adopted the National Education Policy (NEP 2020) in 2020. The main objective of this policy was to bring radical transformation to the country's education system and to introduce a new structure instead of the old 10+2 system.