Report on the Implementation of India’s National Education Policy 2020 and its Alignment with Sustainable Development Goals

Introduction: A Strategic Framework for Achieving SDG 4

India’s National Education Policy (NEP) 2020 represents a comprehensive overhaul of the nation’s educational landscape, initiated five years ago. The policy is fundamentally aligned with the United Nations’ Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It marks a strategic shift from a rigid, examination-focused system to a flexible, multidisciplinary, and learner-centric model that fosters critical thinking and creativity, addressing key targets within SDG 4.

Foundational Learning: Addressing SDG 4.2

Key Initiatives for Early Childhood Education

A primary focus of NEP 2020 has been the strengthening of early childhood care and education (ECCE), directly contributing to SDG 4.2, which calls for access to quality pre-primary education. The NIPUN Bharat Mission, launched in 2021, was established to ensure every child attains Foundational Literacy and Numeracy (FLN) by Grade 3. Key initiatives include:

• Vidya Pravesh: A three-month play-based school preparation module for Grade 1 students.
• Balvatikas: Pre-school sections established within primary schools.
• Jadui Pitara: A collection of play-based learning and teaching materials.

Measurable Progress in Foundational Skills

The impact of these initiatives is quantifiable. The Annual Status of Education Report (ASER) 2024 indicates significant progress in achieving foundational learning outcomes among Class III students in government schools.

• The percentage of children able to read Grade II-level text increased from 16.3% in 2022 to 23.4% in 2024.
• Proficiency in basic arithmetic (subtraction) improved from 20.2% in 2022 to 27.6% in 2024.

Curriculum and Pedagogical Reforms for Quality Education (SDG 4.1)

New Curricular and Structural Frameworks

To meet the objectives of SDG 4.1 (ensure all children complete free, equitable and quality primary and secondary education), the school system has been restructured under a 5+3+3+4 model. This is supported by new curriculum frameworks that replace rote memorization with competency-based, multidisciplinary education. New textbooks have been introduced to reflect India’s cultural and linguistic diversity, promoting deeper engagement.

Integration of Vocational and Skills-Based Learning

In alignment with SDG 4.4, which aims to increase the number of youth with relevant skills for employment, vocational education is now integrated from Grade 6. The National Credit Framework has been established to create flexible and recognized career pathways, bridging academic and vocational streams.

Ensuring Inclusive and Equitable Education (SDG 4.5, SDG 5, and SDG 10)

Enhancing Access and Infrastructure

The Samagra Shiksha scheme has been instrumental in improving infrastructure, a key component of SDG 4.a (build and upgrade education facilities that are child, disability and gender sensitive). This has resulted in increased enrolment and reduced dropout rates, with nearly all schools now equipped with essential facilities like drinking water, electricity, and gender-inclusive toilets.

Targeted Support for Marginalised Communities

To achieve SDG 4.5 (eliminate gender disparities and ensure equal access for the vulnerable) and SDG 5 (Gender Equality), specific programs have been implemented to support girls and children from marginalised communities.

1. Kasturba Gandhi Balika Vidyalayas: 5,269 residential schools providing education for girls from disadvantaged backgrounds.
2. PM-JANMAN and DAJGUA Schemes: Initiatives providing hostel facilities and support for tribal children.

Addressing Diverse Needs and Reducing Inequalities

NEP 2020 emphasizes inclusion, contributing to SDG 10 (Reduced Inequalities). The PRASHAST tool assists schools in screening and supporting children with disabilities. Furthermore, Indian Sign Language has been introduced as a secondary level subject. The National Institute of Open Schooling (NIOS) provides flexible educational pathways for out-of-school children and special groups like Agniveers, ensuring no learner is left behind.

Technology, Governance, and Teacher Development

Digital Transformation for Accessible Learning

The policy leverages technology to enhance access to quality education. Platforms like DIKSHA (Digital Infrastructure for Knowledge Sharing) and PM eVIDYA offer learning content in over 130 languages, proving crucial for continuity of learning. The Rashtriya Vidya Samiksha Kendra (RVSK) provides real-time data, improving governance and accountability in line with the principles of SDG 16 (Peace, Justice and Strong Institutions).

Empowering Educators and Reforming Assessment

Recognizing that teachers are central to quality education, the policy supports their professional development, a goal of SDG 4.c (increase the supply of qualified teachers). Over 1.4 million educators have been trained through the NISHTHA program. Assessment is also being reformed through PARAKH, which promotes competency-based evaluations and holistic progress cards that track academic, creative, and socio-emotional development, fully embodying the holistic vision of SDG 4.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the central theme of the article. The text explicitly states that the National Education Policy (NEP) 2020 is “aligned with global goals like Sustainable Development Goal 4 (SDG-4).” The entire article details reforms in India’s education system, from foundational learning to secondary levels, focusing on quality, inclusivity, and accessibility.

• SDG 5: Gender Equality

  The article connects to this goal by highlighting efforts to ensure girls have access to education and safe learning environments. It mentions the provision of “gender-inclusive toilets” in nearly all schools and the role of “5,269 Kasturba Gandhi Balika Vidyalayas” in providing “critical support to girls.”

• SDG 10: Reduced Inequalities

  This goal is addressed through the policy’s strong emphasis on inclusion. The article mentions specific initiatives for “children from marginalised communities” (PM-JANMAN), “children with disabilities” (PRASHAST tool, Indian Sign Language as a subject), and “out-of-school children” (NIOS flexible pathways), all aimed at reducing educational disparities.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education.

   • The article discusses the Samagra Shiksha scheme, which has “helped boost enrolment and reduce dropouts.” It also describes the new 5+3+3+4 school framework and curriculum reforms aimed at providing quality education from foundational to secondary levels.

2. Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education.

   • The article highlights the “prioritisation of early childhood education” through the NIPUN Bharat Mission, which focuses on Foundational Literacy and Numeracy (FLN). Initiatives like “Vidya Pravesh, Balvatikas, and Jadui Pitara” are mentioned as introducing play-based learning for young children.

3. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   • The article states that under NEP 2020, “Vocational education now begins as early as Grade 6,” and career pathways are supported by the “National Credit Framework,” directly addressing the goal of equipping students with job-relevant skills.

4. Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

   • This is addressed through support for girls via Kasturba Gandhi Balika Vidyalayas, schemes for tribal children like PM-JANMAN, the PRASHAST tool for children with disabilities, and flexible education for out-of-school children via NIOS.

5. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

   • The NIPUN Bharat Mission’s aim to “ensure that every child achieves Foundational Literacy and Numeracy (FLN) by Grade 3” directly contributes to this target. The article provides specific data from the ASER 2024 report on improvements in reading and arithmetic levels.

6. Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

   • The article explicitly mentions that “Infrastructure has improved substantially – with nearly all schools having access to drinking water, electricity, and gender-inclusive toilets.” This directly corresponds to upgrading education facilities to be inclusive and safe.

7. Target 4.c: By 2030, substantially increase the supply of qualified teachers.

   • The article notes that “Over 14 lakh educators have undergone training through National Initiative for School Heads’ and Teachers’ Holistic Advancement (NISHTHA),” which is a direct effort to improve the quality and qualifications of the teaching workforce.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Proportion of children achieving minimum proficiency in reading and mathematics (Indicator 4.1.1 & 4.6.1)

   • The article provides specific data from the ASER 2024 report: “23.4% children could read Grade II-level text in 2024, up from 16.3% in 2022” and “27.6% of Class III students now able to perform basic subtraction, compared to 20.2% in 2022.” These are direct measures of foundational literacy and numeracy.

2. Proportion of schools with access to basic services (Indicator 4.a.1)

   • The article implies this indicator by stating that “nearly all schools” now have access to “drinking water, electricity, and gender-inclusive toilets.” While not a precise percentage, it indicates progress measurement in school infrastructure.

3. Number of facilities and beneficiaries for vulnerable groups (Implied Indicator for Target 4.5)

   • The article provides numbers that can serve as indicators of support for vulnerable groups: “5,269 Kasturba Gandhi Balika Vidyalayas” for girls and the introduction of “Indian Sign Language as a secondary subject” for students with hearing impairments.

4. Proportion of teachers who have received in-service training (Indicator 4.c.1)

   • The article states that “Over 14 lakh educators have undergone training through NISHTHA,” which serves as a direct indicator of the scale of teacher training programs aimed at improving educator quality.

4. Table of SDGs, Targets, and Indicators

Source: ddnews.gov.in