Decolonizing Education: NEP 2020 and the Renaissance of India’s Knowledge Systems in the 21st Century

Abstract

The 21st century has seen a paradigm shift in curriculum design, emphasizing flexibility, learner autonomy, and skill-based education. This paper examines key reforms like OutcomeBased Learning (OBL) and Choice-Based Learning (CBL), alongside India’s National Education Policy (NEP) 2020, which promotes multidisciplinary education, multiple entry-exit options, and the Academic Bank of Credits (ABC). These innovations are analysed in the context of global trends such as the Bologna Process, highlighting their role in fostering academic excellence and employability. A critical focus is the decolonization of curricula, particularly in disciplines like English literature, where Indian writings have been marginalized in favour of Western canons. By comparing traditional models (e.g., Oxford’s Greco-Roman centric syllabus) with NEP’s inclusive approach, the study underscores the need for culturally responsive education. Additionally, the paper explores how NEP’s emphasis on experiential learning and vocational training aligns with India’s ancient Gurukul system, marking a revival of indigenous pedagogical values after colonial disruption.

Ultimately, the research argues that modern curriculum design must balance global best practices with local relevance, ensuring holistic development and lifelong learning. By integrating progressive reforms with traditional knowledge systems, NEP 2020 envisions a transformative framework for India’s future as a developed knowledge economy.