Policy in Practice: Exploring Principal Leadership and Student Engagement in NEP 2020 Implementation

Abstract

The National Education Policy (NEP) 2020 envisions a transformative approach to education in India, emphasizing inclusivity, equity, and holistic development. This study investigates the implementation of NEP 2020 in the state of Nagaland, focusing on the experiences of tribal students and the perspectives of school principals. Employing a mixed-methods approach, data were collected from 1,642 students and 46 principals across six districts, using questionnaires and semi-structured interviews. The findings reveal significant disparities in access to resources, vocational training, and digital literacy, particularly between private and government schools. While students demonstrated active participation in co-curricular activities, awareness of NEP 2020 and integration of skill-based education remain limited. Principals reported challenges related to resource management, teacher accountability, and policy alignment. The COVID-19 pandemic further exacerbated these issues, exposing gaps in infrastructure and technological readiness.

This study underscores the critical need for targeted interventions, including capacity building for educators, enhanced infrastructural support, and community engagement. Strategies such as integrating ICT tools, strengthening vocational education, and addressing equity gaps are essential to bridge the disconnect between policy and practice. By aligning NEP 2020’s transformative vision with ground-level realities, the education system can evolve to better meet the diverse needs of students and foster a future-ready, equitable learning environment.