Perceptual Clarity of School Teachers About National Education Policy, 2020

Abstract

Indian Constitution in its Article 21 guarantees every person’s inalienable right to live with dignity without discrimination. Quality education guarantees an individual`s right to a dignified life and for achieving social justice. The National Education Policy, 2020 acknowledges the notion of ‘putting the last first’ and discussed about different strategies to promote quality education for all. The purpose of this study was to explore the perceptual clarity of school teachers towards implementation of National Education Policy (NEP), 2020 in schools. The study examined how teacher`s socio-economic profile and awareness about NEP, 2020 influences their views. Descriptive Research design was adopted using a range of both qualitative and quantitative data to gather information. Purposive Sampling was used intentionally to select willing participants for the study from two different minority schools located in Ranchi, Jharkhand. For data collection, flexible approach was adopted. So, semi-structured interview schedule was administered to collect data from teachers. Interviews of different other stake holders were also taken to get a bigger picture of the problem. The study reveals that there exists very low awareness among teachers about NEP, 2020. The attitude of other stakeholders towards its implementation is very reluctant and they possess a strong resistant to change due to several reasons. The study also tries to highlight the present scenario of child education with due emphasis on government schools and concluded with recommendations discussing certain practical implications in providing training to teachers and resources. The study also navigated about possibilities of future scope of research in this area.