Impact of NEP-2020 Implementation On Education Institutions

A STUDY ON IMPACT OF NEP-2020 IMPLEMENTATION ON EDUCATION INSTITUTIONS 2021
1.1. BACKGROUND
After India becoming free country in the year 1947, In 1968 the First National Policy on
Education was presented based on the report and suggestions Made in Kothari
Commission (1964-1966), then, at that point, the Prime Minister Indira Gandhi's
administration proclaimed the principal NEP in 1968 which is called for revolutionary
rebuilding. Corrections in Second National Policy on Education in 1992 and 2005. In
1992, the previous Prime Minister PV Narasimha Rao changed the NEP. This instruction
strategy is known for the reception of the Common Entrance Examination (CEE). Third
National Policy on Education, 2020.
In the year 1986 the primary National Education Policy (NEP) - 2020 was outlined and
this was again changed in the year 1992. The past public schooling strategy 1986 which
is supplanted by the New National instruction strategy 2020 almost following thirty
years.
A board of trustees was shaped under previous bureau Secretary T.S.R. Subramanian in
January 2015, he staretd the course of interview for this new training strategy 2020. In
June 2017 in light of Subramanian's report a draft was made and this draft of Nerw
schooling strategy was submitted to a board. This board was driven by Krishnaswamy
Kasturirangan the Former Indian Space research association (ISRO). Afterward this draft
was delivered by Ministry of Human Resource Development (MHRD ) in the year 2019,
this Draft NEP was trailed by number for public specialists . T74 Draft NEP was around
484 pages.
Karnataka being first state among all other to implement the NEP-2020 in India.
Dept. of MBA, RSCMS 1

1.2. INTRODUCTION
The New education policy includes a new curriculum structure in order to develop the
education and its system in India. The requirement for this new education policy was
started in the year 1964 and in the same period the Chairman of UGC D.S Kothari with a
education commission of 17 members established to draft a National harmony strategy
on the instruction and its framework, afterwards in 1968 the Parliament of India
supported the main National schooling strategy of India.
Another NEP for the most part shows up with not many years. India had three changes to
date. The absolute first public training strategy after the autonomy was presented in the
year 1968 and this was also improved in the year 1986, this was known as the National
instruction strategy of 1986 and then this national education policy 1986 was then
modified in the year 1992. This education system was continued for more than three
decades until this NEP-2020 was introduced.
The national education policy 1986 was introduced under Indira Gandhi and Rajiv
Gandhi correspondingly: then the modification of 1986 education policy in 1992 was
under the Prime Minister P.V Narasimha Rao. In this duration of period many changes
have taken place majorly in our country, Society and its economy and as well globally.
In order to bring demand for education in 21st century and also to full fill the needs of
people in the country this new education system was introduced. And also in order have
quality, innovations and research which are the main pillars of people in India a
introduction of new education policy was required.
After three decades of education policy 1986, on 29 th July 2020 the Union Cabinet of
India introduced this Third national education policy by honorable Prime Minister Sri.
Narendra Modi. This is outline for a new education system in India. The education
policy 1986 was replaced by this new national education policy which is a compressive
frame work in both rural and urban areas of the country, the main policy of the new
national education policy is to bring transformation by the year 2040 in India’s education
system.

The Government had started this process of implementing this education policy with
help of experts opinions, stakeholder feedback of all organizations, Researchers, and also
with the help of things and lessons learnt from the best practices.
The new national education policy-2020 has brought drastic changes in Indian Higher
education by introducing my foreign universities in India and also by computing of the
UGC and All India Council for Technical Education (AICTE), and also the
Undergraduate programmes which were there for minimum of three years and maximum
of four years have been made for four years with many exit and entry options with the
discontinuation of M. Phil program. The current education system which mainly
concentrated on theory aspects the new education system focused on “experiential
learning and critical thinking”.
After the release of the new national education policy the Government has clarified that
no student is forced to study any particular language like English or Hindi, the medium
of instruction according to new education policy can be chosen by students from English
to any regional languages. The implementation of new education policy can be
implemented based upon the decisions of their own state Governments, schools and
colleges. Karnataka is the first state to implement new education. The language policy in
NEP is a broad guideline and advisory in nature and it is up to the states, institutions, and
schools to decide on the implementation. Education in India is a Concurrent List subject.
The Ministry of Education (MoE) is named Ministry of human resource Development

(MHRD) and now it is again renamed has Ministry of Education (MoE). This ministry of
education which is responsible for the implementation of this new education policy-
2020. The Ministry of education contains both primary and higher education, in which
the primary education comes or lies under Department of School Education and Literacy,
and the Higehr education lies under Department of Higher Education. The higher
education includes university level of education, technical education, scholarships etc.

The Ministry is additionally separated into two offices: the which manages essential,
optional and higher auxiliary training, grown-up instruction and proficiency, and the ,
which manages college level schooling, specialized schooling, grants, and so on Service
of Human Resource Development was renamed back to Ministry of Education
Figure 1.1: Indian Primary education
Figure 1.2: Indian Higher education
1.2.1 NEP IN SCHOOL EDUCATION

 Revamping of 10+2 structure to 5+3+3+4, new pedagogical and curricular structure

to include pre-primary years. It’s a good departure as this was ignored in education
policy documents, and referred to in informal sense. As shown in the representative
figure.
Figure 1.3: Comparative structure of previous & present school education.

 Ministry of Education (MoE) will strengthen the foundational numeracy and

grade 3 of literacy by focusing on it, and run it in a mission mode through a
separate national mission.
 A separate national book policy to develop libraries around the country and instil
love of reading in children. Public libraries in India are scarce. If this could be
strengthened through the public education policy, it’s a plus.
 Mid-day meals to see an up gradation in nutrition component, wherever possible,

local alternatives to be provided. Eggs are still a contentious policy issue; policy
plays it safe by steering clear to avoid any unnecessary controversy.
Figure 1.4: National Education Policy 2020 School Education
 Design of programs and interventions to alleviate issue of dropouts in conjunction

with the Ministry of Social Justice and Empowerment.
 Medium of instruction section for some reason has received lot of undue attention.

1.2.2. NEP IN HIGHER EDUCATION

Higher education plays an important role in the education of every citizen. The Higher
education will be a base of every student to build their career and move towards
becoming a economy and society.
Let’s take a look at some of the important ones which are well-poised to create a positive
difference in the sector.
Figure 1.5: National Education Policy 2020 Higher Education
 Single administrative body for higher education:

In the present education system there is more than one regulatory body to set up
Higher schooling commission of India and hence the new national education policy
aims in forming one or single regulatory body for higher education commission of
India excluding legal and medical education.
 Multiple entry and exit programme:
The new education policy has brought four year multidisciplinary program and has
provided the students a flexibility of multiple entry and exit system options, the
students exit from the undergraduate program at any level and also can resume their
studies , a new digital banking system is introduced in which the credits of them will
be transferred and stored in academic digital banking.

 Tech- based option for adult learning through apps, TV channels:

The new national education policy-2020 is mainly concentrating on digital learning.
Digital learning means technology based option for adult learning through satellite
based TV channels, apps, Digital libraries, Adult online education systems, this will
be a very attractive, flexible and efficient for a student to learn and secured his
degree.
 E-courses to be available in regional languages:

The ne National education policy has manly focused on that no student is forced to
study in a particular language; a student can choose any language from English to
their choice of classical language. Including all the technical courses in their own
choice of classical languages. E-courses are available with 8 major languages
including Kannada, Bengali, odissa etc.,.
 Foreign universities to set-up campuses in India:

The new education policy aims in getting and facilitating with Foreign universities
to India which will provide wide options for the students to learn and get benefitted
from the foreign universities which will directly help in the growth of Indian
economy.
 Common entrance exam for all colleges:

The NTA (national testing Agency) is the common entrance test will conducted by
all the higher education institutions as per the new education policy and making the
exams optional.
The two bodies UGC (University Grants Commission) and AICTE (All India Council for
Technical Education) are replaced with single regulatory body. New body of Higher
Education Commission of India is based on the idea of division of functions and
separation of activities.

Figure1.6: New body -Higher Education Commission of India
 Policy also argues against commercialization of education. However, in the same

breadth allows for foreign universities to come to India. There has been significant
increase in number of private universities by Indian providers. If the idea was to
increase competition, it makes sense. However, insertion of the statement doesn’t.
 Focus on futuristic curriculum makes sense, and a separate body dedicated to focus
on integrating technology in institutions is a necessary direction. National Research
Foundation is another great idea. However, if these spaces get filled by individuals
who are driven by ideological agendas, little could be expected.
 Indian Universities will be allowed to set up campuses elsewhere in the world, there
is a strong potential for this to develop in gulf -markets. There is a huge demand for
quality education by Indian Diaspora.
 There is a positive and long lasting expectation on impact of higher education system
with the impact of new national education policy. The Government has taken an
initiative in getting the foreign universities to India; this will help the students
experience international quality of education in our country.

 This new education policy is introducing institutes with multi disciplinary which will
lead students to focus on all the fields such as arts, commerce, and science without
any interruptions. The students will be provided the base knowledge strongly. The
present education is which testing only the memory of the students but the new
policy is aiming in providing the students with sufficient knowledge.
 The new education system is introducing NTA (National Testing Agency) a single
common entrance test for all the higher education institutions which is a positive step
and which reduce the stress of number of tests and exams for the students and also
will make students feel easy pressure less for preparing for so many tests. The new
education policy is not only concentrating on the academic things but also focusing
on sports, extra and co curricular activities as well.
 Digital banking system sir introduced that is called the Academic bank of credit
(ABC) is definitely a good idea to store all the credits of students regarding
academics and this ABC also helps in multiple entry and exit multi-disciplinary
system. the ABC account stores the scores of complete course of a student. This
stored credits can be transferable when a student change from college to college or
from university to university. And also this credit system is useful since it is store
more many years and a students can get the scores even after coming back after
several years from where the student had left .

1.3. STATEMENT OF THE PROBLEM :
In implementing the New Education Policy-2020 to be adopted are emerging various

challenges for the stakeholders, Stakeholders which includes, Universities, Aided &
Unaided Institutions, Colleges, Schools, Teaching faculties, students, Parents. The entire
educational ecosphere has to be revamped in the current year based on the NEP 2020, the
stakeholders may find difficult to adapt to the changes since they are not aware about the
functioning of NEP 2020 or the difficulties in sudden adopting/implementing new NEP-
2020.
Potential problems/Issues have been identified in Implementation of New Education

Policy -2020 in Educational Institutions (Schools & Higher Education’s):
 Early streaming of students into different disciplines.
 Lack of access to Higher Education, especially in socio-economically

disadvantaged areas which resulted in the current gross enrolment ratio (GER) of
25% only.
 Lack of teacher and institutional autonomy to make innovations in Higher

Education’s to attract many students.
 For career management and progression of faculty and institutional leaders the
mechanisms are Insufficient.
 The lack of research and innovations at most of the universities and colleges.
 Governance - Suboptimal levels and leadership at higher education Institutions.

IMPEDIMENTS TO IMPLEMENTATION OF NEP-2020 IN SCHOOLS
 Changing the mindset

 Reimagining and adopting pedagogical changes
 Re-thinking assessment
 Training educators
 Bottom-up approach
 Raising the bar for teachers
 Funding and scaling the new model
IMPEDIMENTS TO IMPLEMENTATION OF NEP-2020 IN HIGHER

EDUCATION
 Learning or certificate/degree
 Early Streaming
 Orientation towards multi-disciplinary education
 Funding
 Digital connectivity
 Summing it up

1.4. NEED AND RELEVANCE OF THE STUDY.
NEP-2020 is different from everything of the past. NEP 2020 has great potential to
overhaul and revamp the education system in New India of the 21st Century. The Policy
emphasizes interventions in early childhood education; foundational literacy and
numeracy; rearrangement of school or primary education; reorganization of teacher
education; and a new institutional architecture for higher education. It is essential that all
citizens of the nation be aware of the proposed modifications and major reforms
mentioned in NEP 2020. Especially the direct consumers (students) and providers
(teachers) who are the prominent stake holders of education should be well informed
about the focal areas, salient features and key ideas proposed in the policy. Hence it was
decided to study the impact of NEP-2020 implementation on Education Institutions.
Thus, the present study is an attempt made to understand the current issues and
challenges faced by Educational Institutions in sudden implementation of New
Education policy-2020. The study also focused on the Impact of NEP-2020 on Education
Institutions in other aspects. The proposed reform in school curricula and pedagogy, a
transparent process for teacher recruitment, merit-based promotion and development of
the National Professional Standards for Teachers, setting up a Gender Inclusion Fund,
and also Special Education Zones for disadvantaged regions and groups will empower
the academic fraternity. The multiple exit and re-entry system, credit transferability
across the universities, and multi- disciplinary in the higher education system have
provided flexibility to students.

1.5. LIMITATIONS OF THE STUDY:
Lack of secondary source of information.
The study is limited only to Karnataka.
The study is restricted to approximately 100 respondents only.
Time constraint.
The result of the study cannot be generalized.

2.1. LITERATURE REVIEW:
Aithal S and SubraJyothsna A, These both have understood the national education
policy 2020 in order to make its objectives effective. The study highlighted the
overview of National education policy 2020 and compared with an existing education
policy through which they found the drawbacks lined up with an existing education
policy and trends which are going to be created with the new education policy 2020 in
the future. The study had also provided major suggestions for the educational
departments regarding implementation of new education policy 2020 like providing
appreciation regarding article publishing, faculty training and Ph.D mandatory so on.
Praveen J. and Pooja P, examined the updates done by the ministry of education from
last three educational policy and it has also criticized the factors which is contributing
for holistic development in the education sector. The study had concentrated on the
changes to be adopted by the educational institutions, universities, colleges etc. for the
effective implementation of National education policy 2020.
Muskan S. highlighted on the national education policy 2020. The researcher

concentrated on all the segments of education sector and their effects on the economy.
The study majorly described the national education policy from the time of
announcement done by the prime minister till the various challenges to be faced by the
educational institutions in adopting the changes in their work environment based on the
National education policy 2020.
Ms.Sujatha Ramesh, Dr. K. Natarajan : comparision of NEP in 2019 is done with

the American Education system. The NEP permitted to switchover course like as in
USA. According to Ms.Sujatha Ramesh, Dr. K. Natarajan as per their survey few things
are being adopted in new education policy are from the American education system.

2.2. METHODOLOGY:
We have relied on the both primary and secondary data to do our study on impact of
NEP-2020 implementation on Education Institutions.
The PRIMARY DATA through questionnaires were used to find the impact of
NEP-2020 on Stakeholders like Students, teachers, Management, Parents, Leaders,
Companies, Etc. The data analysis tool used is Questionnaire, which was circulated
in the city of Bengaluru and surrounding Places through Google forms. The
collected data analysis is done by using pie chart to get number of participants
under various categories provided in the questionnaire.
The SECONDARY DATA were used to find the other impediments of NEP-2020
on Education institutions on both Schooling & higher Education’s. The secondary
data is been collected from secondary sources such has publishes articles, published
case studies, research papers publishes, books, journals, magazines, Newspapers,
Government and Private reports, Reports of MHRD & other Authorized Websites.
Websites are highly used in this study.
A research method or specific methods used in the research process is to collect,

compile, and evaluate data. It identifies the tools used to gather relevant information
in a specific research study. Surveys, questionnaires are popular tools for the study.

2.3. DATA ANALYSIS:
A. Population
The study includes the stakeholders of various educational institutions located in
Karnataka.
B. Sample Size
The study is conducted on a sample size of nearly hundred respondents from
different parts of Karnataka.
C. Sampling Technique
To select the respondents for this study one of the required Sampling technique is
being used.
D. Analysis of Data
The data collected has been analyzed using simple percentage analysis. The study
also analyzed the data using Chi-square test to find the impact of the New Education
Policy (NEP)-2020 among the Stakeholders like teaching faculties, students &
Parents.
E. Hypotheses
Two hypotheses have been framed to identify the relation between dependent and
independent variables.
H0 (Null Hypothesis): There is no significant impact of implementation of

NEP 2020 on stakeholders of Educational Institutions.
H1 (Alternate Hypothesis): There is significant impact of implementation of

NEP 2020 on stakeholders of Educational Institutions.

2.4. OBJECTIVES OF THE STUDY
The National Education policy 2020 has many initiatives to improve the quality and the
broadness of the education system in India. The objectives of this study on impact of
National Education Policy 2020 are:
To understand Implementation of New Education Policy-2020 (NEP-2020):
1. To find the level of awareness of stake holders (teachers and college students) & public
on NEP 2020.
2. To know the Problems/issues & challenges faced by Stakeholders of Education

Institutions (Schools, Colleges/ Higher Education system, Students, Parents &
Teachers).
3. To examine the importance of the New Education Policy-2020 & its Changes made
in present Education System.
4. To know the current undergoing & Situation on implementation of NEP in Schools &
College/Higher Education system.
5. To highlight and overview the policies of the newly accepted higher education
system of NEP 2020.
6. To compare National Education Policy 2020 with the currently adopted policy in
India
7. To identify the innovations in new national higher education policy 2020.
8. To analyze and study the implementation of new education policy on Higher

Education system.
9. To discuss the merits of School Education and Higher Education Policies of NEP
2020.
10. For the effective implementation of NEP-2020 to learn the required suggestions and
advices.

3.1. SWOC ANALYSIS
SWOC stands for Strengths, Weaknesses, Opportunities and Challenges and Analysis of
this is a method of identifying the strengths, weaknesses, opportunities and challenges of
an organization. A basic analytical framework that assesses what an organization (often
an organization, agriculture, industry, or product) can and cannot do, taking into account
both internal and external (strengths and weaknesses) (opportunities and challenges).
The SWOC analysis was used to assess the strengths, weaknesses, opportunities and
challenges faced by Education institutions in implementing the new education policy. It
is hoped that this research will highlight key aspects of a comprehensive understanding
of the problem, enabling senior officials, state government planners and scholars to make
strategic decisions to address the limitations and problems of Education institutions in
implementing the national education policy-2020 in Karnataka. . Items of internal
assistance were rated as strengths, while elements of internal constraint were rated as
weaknesses of National education policty-2020. Beneficial outliers are opportunities,
while harmful outliers represent challenges.
Any Organization uses this SWOC analysis to find the strengths, weaknesses,
opportunities, and challenges of their Organizations, products, and their competition. The
student will understand where exactly he/she can stand with the help of SWOC analysis.
This SWOC analysis also helps in identifying the areas which are to be improved and
helps in setting an AIM.

3.2. STRENGTH
This New NEP-2020 has the strong foundation which strengthens the education
system with the rearrangement of school pedagogy from 10+2 to 5+3+3+4 for the
development of children.
Multiple entry and exit system is been introduced in NEP-2020 which is flexible for
a student to resume his studies at any study. The Student receives a certificate for his
move at any stage.
This new policy of education is very much flexible for a student to collaborate his
studies with his passion.
The GDP from 4.43% is increased to 6% is a welcoming step for all education
sectors.
A new digital era is being introduced with this New Education Policy.
This NEP-2020 aim to strengthen language proficiency, since a student can choose
his own “classical language”.
Better growth of Indian economy, since the current education system concentrated on
theory aspects only but this new national education policy concentrated on student’s
practical aspects & their knowledge based.
The excellent comparison is done in this study between current and new national
education policies to know the betterment and benefits of NEP-2020.
3.3. WEAKNESS
This NEP-2020 mainly deals with Digital India, i,e internet. According to Indian
internet survey report 99% of internet are from phone users, laptop and desktop
usage is 2% & 1% respectively in rural areas and 6% and 4% users are from urban
areas respectively, therefore internet penetration is very much poor in rural areas.
The cost of training to teachers and also time required, energy, resources are
difficult to arrange in less span of time and also it is difficult with private
institutions.
The sudden implementation brings students, teachers and other stakeholders on

education institutions into early streaming.

3.4. OPPORTUNITIES
In Students performance under this new education policy there are mainly three
domains considered, the three domains are psychomotor, learning and cognitive.
This also sets student free from unnecessary pressures or stress.
The academic cores of students are been stored in digital locker which helps
students to resume their studies after the break.
The policy indeed in welcoming foreign universities to set campuses in our country
and also provide more research based options for students.
3.5. Since Current policy focused on theory aspects whereas the NEP-2020 focused
on practical knowledge which helps in career point of students and also this helps
in growth of Indian economy.
3.6. CHALLENGES/THREATS
The sudden implementation of NEP-2020 from the academic year 2021-222in
Karnataka is been a challenge to stakeholders to adopt it.
The skills imparted are a mismatch in both colleges or Higher education and job
available.
The COVID-19 has shown people how important the digital infrastructure for
providing digital education.
Along with midday meal the free breakfast scheme is been introduced in NEP-2020
will be a challenge.
If there is a improper implementation of NEp-2020 then there brings a huge
difference between rich & poor.
The improper implementation which may also leads to the unemployment ratio.
New Education Policy 2020 holds a promising future for India, provided its proper
implementation. It’s a derivation from different countries integrated into one robust,
holistic framework can lead India to become a developed nation, from the present status
of developing nation.

4.1. RESULTS
The below Table 4.1 shows the profile of the education institutions (stake holders) who are
majorly affected by the NEP-2020. The table signifies the study has conducted with the total 100
samples, including students, Lecturers, Assistant professor, Associate professor, Professor who
are well educated and having an experience with teaching of minimum of 3 years. Hence the
findings drawn from this study would be beneficial to overcome the impact of NEP-2020 on
Educational Institutions without many complications.
Table 4.1: demographic profile of respondents
DEMOGRAPHIC DISTRIBUTION
PARTICULARS PERCENTAGE
GENDER: MALE 23
GENDER:FEMALE 27
Age: 23-28yrs 19
Age: 29-35yrs 13
Age GT: 35yrs 4
Age LT: 22yrs 14
Education: Ph.D 9
Education: PG 27
Education: UG 14
Designation: Professor 2
Designation: Associate Professor 2
Designation: Assistant Professor 24

Designation: Lecturer 8
Designation: Student 14

YES
(44)
YES
(84)
NO
(40)
Awareness
of
NEP-2020
YES
(7)
NO
(16)
NO
(9)
Figure: 4.1. Impact of NEP-2020 on stakeholders.
The above Figure represents the opinion of the stakeholders of education institutions
regarding awareness of new education policy and working with it. Among 100
respondents(approximately) 84 respondents are aware about the National Educational
Policy 2020 and its implementation from 2012-22, out this, 44 respondents feels that
working with new education policy is easier than present education system . The 16
respondents among 100 respondents who are not aware of new education policy and
even among these 7 respondents have an opinion and feels that working with new
education policy may be easier and still 54 respondents overall among 100 respondents
feels difficult in working with new education policy since they all lack with the skills and
knowledge about the new education policy.

Figure: 4.2. Opinion of Education institutions (Stakeholders) in early streaming of

new education policy.
The Fig. 4.2 represents the opinion of Education Institutions (Stakeholders) regarding the
knowledge and skills of them in order to adopt NEP of all disciplines. From the figure
we can say that 16% of the overall sample stands neutral in disclosing their opinion due
to lack of knowledge about the New NEP-2020, 14% of the overall respondents feels that
the skill and knowledge they currently have is enough to work efficiently with the new
National education policy-2020. And lastly 30% of the overall samples strongly believe
that much more awareness is need among the Education Institutions is needed in order to
work with NEP 2020.

Table 4.2: Respondents opinion on the impact of NEP-2020
Particulars Disagree Neutral Agree Total

(No) (Yes) Sample
Education Stake Holders awareness of 22 5 73 100
complete Knowledge about NEP-2020
Familiarity are you about NEP-2020 17 16 67 100
Stake Holders Require more no of 14 9 77 100

awareness programmes
NEP awareness Programs Effective 15 10 75 100
Impact of awareness programs created on 11 17 72 100

stake holders
aware of New Curriculum of Schooling or 19 12 69 100
Higher Education
Awareness of new Curriculum started from 19 9 72 100
academic year 2021-22
The Table 4.2 represents the respondent’s opinion on the unawareness of current
National Education Policy. It signifies 73 respondents among stakeholders have
awareness of NEP-2020. 67 respondents are familiar about the NEP-2020. 75
respondents among stakeholders requires more awareness and awareness creating
programs. 72 respondents feels that awareness programmes are effective.69 respondents
are not aware of new curriculum or new pedagogy of new education policy.72
respondents are aware of new curriculum starting or implementing from the academic
year 2020-21.

Table 4.3: χ2 (chi-square) analysis table
Particulars Observations Expected O-E (O-E)2/E
NEP - 2020 builds path for students to 50 49 1 0.0204

choose their carrier field at their early age
NEP - 2020 will be outcome based 44 49 -5 0.5102
learning
NEP- 2020 aims to develop analytical 54 49 5 0.5102
skills among the students
NEP-2020 aims to bring conceptualize 55 49 6 0.7346
learning
NEP -2020 develops skill set among the 51 49 2 0.0816
students that meets industrial demands
NEP - 2020 has vast options for 43 49 -6 0.7346
educational sector at international level
NEP - 2020 allows students to opt 52 49 3 0.1836
Creative combination of subjects
349 2.7755
.
H0: There is no significant impact of NEP 2020 implementation on Educational
Institutions (stakeholders).
H1: There is a significant impact of NEP 2020 implementation on Educational
Institutions (stakeholders).
α = 0.05
1-α = 0.95
Degree of freedom= 7-1 = 6.
Chi square value= 2.77.
Critical value (α=0.05 d.f= 6) = 1.635.
Decision: Chi square value is more than critical value (2.77>1.635) hence H0 is rejected.
The above table 4.3 represents the Chi Square analysis of a non probability test which is
conducted to test the hypothesis of independent variables. The analysis done using chi
square analysis proved that the sudden implementation of NEP 2020 is going to impact
the stakeholders of Educational Institutions majorly. Therefore all the Education
institutions must learn and study to enhance the knowledge of new NEP 2020 and
working with it so that they can adopt the NEP 2020 easily without much difficulties and
errors, and work effectively and efficiently for the growth of Indian economy.

4.2. SUGGESTIONS
Since there is a sudden implementation of NEP-2020 among the institutions, Majority of

the stakeholders has no proper knowledge about the NEP, The education Institutions
must start learning the new NEP and learn required skills for working with it. The
education Institutions must also develop and adopt their skills to work with the new
education policy since it is very much useful for the faster growth of Indian economy and
also students must also learn and set their skills high for adopting new education system
since this new NEP aims in outcome based learning. This is very useful for the students
to develop their career. If the students opt for the course based on their skills then they
can achieve their goals faster. Since most of the people are lacking in the knowledge and
skills about new education policy there is a wide scope for the study and research on new
education policy. Hence the researchers must undergo enormous research in creating
awareness programs, Webinars, Seminars and many more among all the type of
stakeholders under this Education field to improve the knowledge among the
stakeholders which ultimately leads to adoption of NEP 2020 at greater speed and leads
to development of society and economy of the country.

5.1. EXPERIENCE
The project on “ A study on impact of NEP-2020 implementation on Educational
institutions” had given me a great experience in learning about each and every
department under it and my knowledge has been enhanced in such a way that, how
exactly the functional departments will work in reality. They co-operated and helped me
to know how it operates and exposed to a wide range of Institution aspects.
From this study thing I learnt and skills I have gained can’t be measured and I am
satisfied with the things I learnt and things I have experienced from study or a project. I
can surely say that the things I have experienced and things I learnt from this study can
always be a base for my foundation of my career growth
Below are the few precious things summarized which I have experienced and learnt
during this study and would like to carry with me for future endeavors.
Don’t bite off more than I can chew I always like to keep myself busy with some valid
work and I can say am a good in multitasking. I always believe in saying YES as I feel
that am enough potential and capable of doing any work. As a student, I frequently
worked on several tasks at a time and I will always have n number of works in my list to
do, then after this study I leant its oaky to say No sometimes, since need not to judge
myself becoming extremely overwhelming with saying yes, we are only human and can
only do so much. And always keeping in mind that Don’t bite off more than i can chew
is what I learnt and following after this study.
It’s okay to make mistakes. Considering this in the initial days of my study was very
difficult, if mistakes are made from my side I used to always consider myself that it’s my
failure since I don’t like to make mistakes and accept that it’s a mistake, and I had
considered myself a perfectionist before starting this study. But it’s okay to make
mistakes! Is what I learnt and Yes we learn something when mistakes are made,
whenever the mistakes are made from my side I always had a patience full mentor or
guide by my side to guide me what is right.

Take risks. Try something new. I had very little professional experience as student; I
wanted to move myself into different areas I planned to choose education institution to
do my mini project so that I can figure out my strengths and weaknesses for betterment
of my future career.
Don’t be afraid to ask questions. I am also the first one to raise lot of questions to make
sure how accurate I am in order to do something. Being Honest , in the initial days I lack
in many things and I was always thinking that my questions would bother someone or
would annoy someone and used to back step myself, it didn’t take longer time for me to
understand my guide and my guide was not only there to help but he always wanted to
help me in successfully completing my study, learn, experience the best and always
encouraged me to raise questions for my betterment.
Keep an open mind and positive attitude. It is easy to be lost and waste our time in
such environments. In every department communication becomes the important thing
and in which lots of opinions and perceptions are involved. Not that everyone in the
organization accepts us and our designs, decisions, ideas and thoughts, at last not even
our own people accepts it.
We will need to make changes once twice thrice and some times more than that , no
matter how many times the designs are changed , as we practice more we learn things
efficiently has said “ Practice makes man perfect” and should work efficiently.

5.2. LEARNING
Things I have learnt are the various managerial skills, time management, coordination,
confidence, decision making, and Team work, Problem solving skills, Work ethics,
Adaptability skills, Communication skills, and Responsibility, execution, and
communication skills. I also learnt the cooperation, commitment and dedication. Few of
my leanings are briefed below:
1. New/improved skills:
One of the most Important thing in our study is that we carry our new found Knowledge
while doing this study, this gain of knowledge includes how to fulfill the tasks relevant
to our desired path of our career, not only this during this study we also improve and
develop our skills which we already had.
2. A greater sense of Professionalism:
Working in an environment of any kind of a profession, it is difficult to get used to in the

initial days and through real life we can derive or learn how to learn in the best way,
hands-on experience. After our Study/project, we have a better idea of the appropriate
way to behave as a professional and a sense of how to play the game of office politics.
3. Professional communications:
Professional communication is one of the skills I learnt during my study of a project.

From which I learnt to speak professionally with other co-workers, other people
professionally in a working environment. In this duration of my study It's also a great
opportunity to practice that communication style among ourselves. This professional
communication which will help in future for my career building for example during my
job interviews and hence this has made me gain more confidence, mature and
experienced in profession setting.
4. Taking criticism:
It can be difficult to be told that we need to improve upon something or that we
completed a task incorrectly. As a student, we learned how to handle criticism with
grace, which also built my confidence in a professional setting. We know now that we
can handle criticism maturely, and know us how to respond to it professionally and
respectfully, which will definitely help me in my career.
5. Leadership, confidence, and responsibility:

We had guides, instructors and mentors, but have to make decisions on our own when it
comes to individuality. Through these experiences, we developed a sense of leadership
(especially with regards to speaking for and defending my ideas and decisions, not to
mention actually making decisions!), Confidence (along with taking ownership of my
decisions and their outcomes), and responsibility. These factors are valuable when it
comes to a career building.
6. Interpersonal skills:
Interpersonal skills means a good listener and good understanding of others, showing
respect to each other, self awareness and reacting with empathy and patience with others.
With the help of Inter personal skills we can communicate and work cordially with
others and make ourselves a best candidate to the position .
7. Time management
Time-management skills can helped us to complete all of my work on or before the
allotted deadlines. With the help of this I was able to manage my time effectively and
able to build Punctuality and also build the sincerity with our guide. All the jobs require
excellent time-management skills and hence this time management skill is a good
strength for an employ. Creating a daily schedule and allotting specific time for specific
work will help in completing all of my responsibilities and helped me to build my time-
management skills.

5.3. CONCLUSION:
The project “Study on impact of NEP-2020 implementation on Education Institutions”

mainly concentrated on the issues, challenges and impediments facing by Education
Institutions and their stakeholders in the sudden implementations of NEP-2020, this
study also included the awareness of stakeholders regarding NEP-2020. The study has
enhanced the knowledge and impact of NEP 2020 on the stakeholders of Educational
Institutions generally in a broader sense. The comparative study on the current NEP
(1986/1992) and NEP-2020 has pointed out the drawbacks of the current NEP which was
affecting the growth of Indian economy and affecting the youths in achieving their goals.
The standard of living and the overall economic growth will be achieved significantly of
the industrial demands at national level and international level can be achieved by the
stakeholders of educational institutions with help of this New NEP-2020.
So that any changes in the present scenario will have both positive and negative impacts
hence we must concentrate more on the positive impacts and adopt it effectively and
work efficiently for the welfare of the country.

REFERENCES:
Websites:
https://www.google.co.in/
https://mhrd.ap.gov.in/
https://www.education.gov.in/en/nep-new
https://en.wikipedia.org/wiki/National_Education_Policy_2020
https://www.google.com/intl/en-GB/forms/about
https://forms.gle/.esPhbhYfc5rRdA

QUESTIONNAIRE
Impact of NEP-2020 implementation on educational institutions & stakeholders
1. Name
2. Email ID
3. Designation
4. Age
5. Gender
6. Education Qualification
7. Institution/College/School
8. City
9. Are education stakeholders (Teachers, Students, Parents, Management) aware of
complete knowledge about NEP-2020?
Yes
No
10. How familiar are you about NEP-2020?
80-100%
50-80%
20-30%
Below 20%
11. Are stakeholders aware of NEP Curriculum?
Yes
No
12. Are stakeholders educated on implementation of NEP-2020?
Yes
No
13. What is impact of awareness programs created on Stakeholders?
Very good
Good
Bad
Very bad

14. Have you seen the new curriculum/syllabus or scheme of work?

Yes
No
15. Are you aware of new curriculum of schooling or Higher Education?
Aware
Unaware
16. Are you aware of new core elective subjects introduced?
Aware
Unaware
17. Are Stakeholders required more Awareness Programmes?
Yes
No
18. Are you aware of New Curriculum starting from academic year 2021-22?
Aware
Unaware

APPENDIX I
CONTENTS
1. Chapter –Introduction
• Introduction about Topic
• Statement of the problem
• Need and relevance of the study.
2. Chapter – Methodology
3. Chapter – Strength, Weakness, Opportunities and Challenges (SWOC) of the

Research
4. Chapter - Outcomes of the Study
5. Chapter - Experiences, Learning’s and Conclusion
Note: Variation in the above content is permitted depending upon the nature of the
project work.

APPENDIX II
WORK DONE DIARY
Week Dates Work Carried out Initials of Co- Signature of

Guide Faculty Guide
II
III
IV
The student must meet the Faculty Guide once / more times in a week for not less
than four hours.
Faculty Guide must maintain an attendance for the interactions. 75% attendance is
compulsory.

APPENDIX III
COVER PAGE & TITLE PAGE
Title < Font size Arial Narrow 18-All caps & Bold>
Organization name/logo (If any)
Project Report submitted in partial fulfillment of the requirements for the award of
the Degree of <Font Size Arial Narrow 14>
MASTER OF BUSINESS ADMINISTRATION
of
BENGALURU CITY UNIVERSITY
BCU LOGO
By
(Font Size 14-Italic) Name
<Font size Arial Narrow 14-Title Case) Reg. No. …
Under the guidance of
Name of Faculty guide <Font size Arial Narrow 14-Title Case)
Designation of guide <Font size Arial Narrow 12-Title Case)
Institution <Font size Arial Narrow 20-All caps& Color Bold)
Bengaluru City University
2021

APPENDIX IV
PREFATORY PAGES
DECLARATION BY THE STUDENT
I hereby declare that “Title of the project” is the result of the project work carried out by
me under the guidance of Name of the Guide and External Mentor (if any) in partial
fulfillment for the award of Master’s Degree in Business Administration by Bengaluru
City University.
I also declare that this project is the outcome of my own efforts and that it has not been
submitted to any other University or Institute for the award of any other degree or
Diploma or Certificate.
Place: Name:
Date: Register Number:

APPENDIX V
GUIDE CERTIFICATE
This is to certify that the Project Report title…… Submitted by (Student name and
Registration number) to Bengaluru City University, Bangalore for the award of Degree of
MASTER OF BUSINESS ADMINISTRATION is a record of work carried out by he/her
under my guidance.
Place: Bangalore
Date: Signature

APPENDIX VI
CERTIFICATE BY EXTERNAL MENTOR
[Under The Seal and Signature]
This is to certify that Mr/Ms………………..……………………………………… of

………………………………………..…… College, has undertaken Project on the topic
……………………………………… between and under my mentorship.
Signature Seal

APPENDIX VII
CERTIFICATE OF ORIGINALITY
(To be given by the Institution on its letterhead)
This is to certify that the Project report

entitled”------------------------------------------------------------------------“is an original work
of Mr./Ms.___________; bearing University Register Number ________________ and
is being submitted in partial fulfillment for the award of the Master’s Degree in Business
Administration of Bengaluru City University. The report has not been submitted earlier
either to this University /Institution for the fulfillment of the requirement of any course
of study. Mr/Ms………………… is guided by Mr./Ms. /Dr……………………….. Who
is the Faculty Guide as per the regulations of Bengaluru Central University?
SIGNATURE AND SEAL OF DIRECTOR / PRINCIPAL /HOD

APPENDIX VIII
ACKNOLEDGEMENT
APPENDIX IX
CERTIFICATE OF PLAGIARISM
(Authorized Plagiarism Report)

Impact of NEP-2020 Implementation On Education Institutions

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A STUDY ON IMPACT OF NEP-2020 IMPLEMENTATION ON EDUCATION INSTITUTIONS 2021

Dept. of MBA, RSCMS 1

Dept. of MBA, RSCMS 2

The Ministry of Education (MoE) is named Ministry of human resource Development

Dept. of MBA, RSCMS 3

Figure 1.1: Indian Primary education

Figure 1.2: Indian Higher education

1.2.1 NEP IN SCHOOL EDUCATION

 Revamping of 10+2 structure to 5+3+3+4, new pedagogical and curricular structure

Figure 1.3: Comparative structure of previous & present school education.

Dept. of MBA, RSCMS 5

 Ministry of Education (MoE) will strengthen the foundational numeracy and

 Mid-day meals to see an up gradation in nutrition component, wherever possible,

Figure 1.4: National Education Policy 2020 School Education

 Design of programs and interventions to alleviate issue of dropouts in conjunction

Dept. of MBA, RSCMS 6

1.2.2. NEP IN HIGHER EDUCATION

Figure 1.5: National Education Policy 2020 Higher Education

 Single administrative body for higher education:

Dept. of MBA, RSCMS 7

 Tech- based option for adult learning through apps, TV channels:

 E-courses to be available in regional languages:

 Foreign universities to set-up campuses in India:

 Common entrance exam for all colleges:

Dept. of MBA, RSCMS 8

Figure1.6: New body -Higher Education Commission of India

 Policy also argues against commercialization of education. However, in the same

Dept. of MBA, RSCMS 9

Dept. of MBA, RSCMS 10

1.3. STATEMENT OF THE PROBLEM :

In implementing the New Education Policy-2020 to be adopted are emerging various

Potential problems/Issues have been identified in Implementation of New Education

 Early streaming of students into different disciplines.

 Lack of access to Higher Education, especially in socio-economically

 Lack of teacher and institutional autonomy to make innovations in Higher

 Governance - Suboptimal levels and leadership at higher education Institutions.

Dept. of MBA, RSCMS 11

IMPEDIMENTS TO IMPLEMENTATION OF NEP-2020 IN SCHOOLS

 Changing the mindset

IMPEDIMENTS TO IMPLEMENTATION OF NEP-2020 IN HIGHER

Dept. of MBA, RSCMS 12

1.4. NEED AND RELEVANCE OF THE STUDY.

Dept. of MBA, RSCMS 13

1.5. LIMITATIONS OF THE STUDY:

Lack of secondary source of information.

The study is limited only to Karnataka.

The study is restricted to approximately 100 respondents only.

The result of the study cannot be generalized.

Dept. of MBA, RSCMS 14

2.1. LITERATURE REVIEW:

Muskan S. highlighted on the national education policy 2020. The researcher

Ms.Sujatha Ramesh, Dr. K. Natarajan : comparision of NEP in 2019 is done with

Dept. of MBA, RSCMS 15

A research method or specific methods used in the research process is to collect,

Dept. of MBA, RSCMS 16

2.3. DATA ANALYSIS:

H0 (Null Hypothesis): There is no significant impact of implementation of

H1 (Alternate Hypothesis): There is significant impact of implementation of

Dept. of MBA, RSCMS 17

2.4. OBJECTIVES OF THE STUDY

To understand Implementation of New Education Policy-2020 (NEP-2020):

2. To know the Problems/issues & challenges faced by Stakeholders of Education

7. To identify the innovations in new national higher education policy 2020.