COMPARISON BETWEEN NATIONAL EDUCATION POLICY

1986 AND NATIONAL EDUCATION POLICY 2020:

Kasturi Kashinath Godambe : Sharda Vidya Niketan - Ulhasnagar 1

ABSTRACT
Education has evolved throughout human history, from ancient teachings of nature to the gurukulas of
kings' golden eras, and from government schools post-independence to the proliferation of convents,
international schools, and deemed universities in the 21st century. Despite these variations, the
fundamental objective of all educational institutions remains consistent: to nurture and enlighten
humanity. Education transcends mere academic pursuits and degree acquisition; its essence lies in
fostering the holistic development of individuals, encompassing physical, mental, financial, and
economic dimensions. The overarching aim of education is to cultivate well-rounded individuals who
contribute meaningfully to society, ensuring a prosperous future for the nation.
Every country tailors its educational system to reflect and promote its unique socio-cultural identity
while meeting the increasing demands for job opportunities and career pathways. As nations progress
economically and technologically, it becomes imperative to ensure equitable distribution of the benefits
of development across all segments of society. The National Education Policy of 1986 emphasized a
common curriculum framework with a core set of subjects while allowing for flexibility. It advocated
for a child-centric approach in elementary education, with a subsequent focus on promoting education
among girls and marginalized groups in secondary education.
The National Education Policy of 2020, enacted after 34 years of reform, prioritizes a holistic approach
with multidisciplinary courses. It introduces a "bucket system" allowing students to choose subjects
based on their interests. This paper examines and compares the key aspects of both the 1986 and 2020
National Education Policies, highlighting shifts in educational priorities and methodologies while
maintaining the core objective of fostering well-rounded individuals for the betterment of society
Keywords: Education Policy

Introduction:
The National System of Education prioritizes reducing disparities in the education system and
enhancing the quality of publicly funded schools to alleviate the burden on parents who resort to
expensive private schools. Structural changes in education are driven by reforms embedded in each
education policy. Elementary education should be redesigned to be enjoyable, engaging, and appealing
to children, fostering their enthusiasm for school. Primary education ought to instill moral values and
emphasize the significance of subjects to students. Higher secondary education should focus on
imparting subject knowledge and introducing societal concepts to students. Higher education should
emphasize the practical application of subjects to ensure students benefit from their degrees and have a
productive educational experience.
The National Education Policy was first introduced under the Kothari Commission (1964-66) during
the tenure of Prime Minister Indira Gandhi, aiming for equal educational opportunities to achieve
complete education and national integration. The National Education Policy of 1986, implemented in
1992 under Prime Minister P.V. Narasimha Rao's governance, aimed to educate women, provide
opportunities for SC, ST, and backward classes, and ensure comprehensive education for all. It focused
on reducing disparities and improving the quality of publicly funded schools, initiating steps like the
"Operational Blackboard" to enhance facilities in primary schools in rural and urban areas.
The National Education Policy of 2020, introduced by Prime Minister Narendra Modi, emphasizes a
practical approach to learning, student-centric education, and multidisciplinary courses for holistic
student development at all levels. This comparative study analyzes the differences in goals between
NEP 1986 and NEP 2020, considering the vast changes and reforms India has undergone in various
sectors between 1986 and 2020, spanning 34 years.

2. Review of literature
In 1966, India introduced its first National Education Policy. This landmark policy,
characterized by "Radical Restructuring," sought to ensure equal educational
opportunities to achieve comprehensive education and national integration.
Emphasizing the importance of education, it prioritized primary and secondary
education, advocating for the establishment of schools in both rural and urban areas.
This initiative followed the post-independence reforms that underscored the
prominence of education, with the inception of Social Work Education in 1936
through the establishment of the Tata Institute of Social Sciences.
National Education Policy (1986)
The National Education Policy of 1986 aimed to promote education for minority groups, gender
equality in education, and the education of marginalized communities such as SC, ST, and backward
sections. It placed significant emphasis on providing equal educational opportunities for all segments
of society. This policy prioritized addressing the issue of school dropouts, implementing a range of
meticulously crafted strategies at the grassroots level across the country. A national mission was
launched to achieve the objectives outlined in NEP 1986. Through a literature review comparing the
education policies of 1966 and 1986, it is evident that while the NEP of 1966 emphasized equal
education for all, the NEP of 1986 placed particular emphasis on women's education, minority
education promotion, and reducing school dropout rates.
Research Gap
There exists a significant research gap concerning the evolution of education policies in India and their
alignment with the nation's developmental trajectory. Previous education policies have delineated
commendable visions aimed at nation-building, addressing the needs of prioritized societal sectors to
propel the country towards development. However, over the past 34 years, since the inception of NEP
1986, society has undergone profound transformations, marked by extensive reforms, advancements,
and technological shifts. These changes have influenced various domains including business,
education, competition, and societal attitudes towards job opportunities.
Given this dynamic landscape, it is imperative to scrutinize and compare the disparities between NEP
1986 and NEP 2020. Such an analysis can shed light on how these policies have adapted to societal
changes and whether they effectively address contemporary challenges. Therefore, the research focus
should center on elucidating the nuanced differences between the two policies and their implications
for India's educational landscape amidst evolving socio-economic dynamics.

The primary focus lies in comparing NEP 1986 with NEP 2020, aiming to analyze the transformations
spanning from elementary education to higher education. This entails examining the shifts in priorities
across these educational levels and the expanded scope, particularly concerning practical approaches
and job orientation.

Objectives of the Study

Derived from the identified research gap and problem statement, the study aims to achieve the
following objectives:
1. Investigate the importance of education within the Indian context.
2. Conduct a comparative analysis between NEP 1986 and NEP 2020.

Research Methodology
The research methodology incorporates both primary and secondary data sources.
Primary data collection involves distributing questionnaires to respondents, with a
total sample size of 100 participants selected for the study. A total of 94 responses
have been obtained. Descriptive statistics are utilized to analyze demographic data,
while analytical statistics are employed to evaluate respondents' perspectives on NEP,
utilizing a comparative scale. The convenience sampling method is employed in
participant selection.

Hypothesis
1) There is no significant difference in the National Education Policy (NEP) of 1986 and NEP of
2020.
2) There is no significant difference in the priorities assigned to education between these two
policies.
3) There is no significant difference in the curriculum outlined in the policies of 1986 and 2020.
4) There is no significant difference in the job opportunities facilitated by the education systems of
1986 and 2020.

Significance of Education from Indian Perspective

Education holds immense significance from the Indian perspective, with its roots tracing back to the
dawn of human civilization. Learning from nature, often regarded as our first teacher, has imparted
invaluable lessons that humanity should not overlook. India, with its rich cultural heritage, abundant
resources, and profound knowledge reservoir, has produced numerous iconic figures who have left an
indelible mark on history.
Education, far from being a finite pursuit, is a perpetual journey of learning, with individuals being
lifelong learners. Throughout history, Indian rulers such as the Mauryas, Cholas, and Kakatiyas placed
considerable emphasis on education, fostering institutions like Gurukulas and promoting cross-
community learning. The principles of equality and justice in education have been championed since
ancient times, with kings investing substantially in commerce, trade, arts, and sciences to advance
educational endeavors.
The British colonial rule significantly altered the educational landscape in India, introducing private
and convent schools while diminishing the prominence of Gurukulas. However, they also laid the
groundwork for the English language, a legacy that continues to serve our global communication
needs. Meanwhile, indigenous languages have always been accorded significance alongside English.
India's contribution to mathematics, exemplified by the renowned mathematician Ramanujan, has
fostered a deep-rooted appreciation for the subject. Economics and commerce, essential pillars of any
thriving economy, have been nurtured alongside English and mathematics since antiquity.
The sciences, encompassing natural, physical, and general sciences, have received substantial support
in India, with many individuals pursuing them as their preferred field of study. This steadfast
commitment to education has played a pivotal role in India's development, growth, and global
relevance.
In the post-independence era, the legacy of educational promotion has been upheld, with successive
National Education Policies from 1966 to the recently announced 2020 policy continuing to prioritize
and advance education across all disciplines. This enduring commitment underscores the pivotal role
education plays in shaping India's trajectory towards progress and dynamism on the global stage.

Key Findings of the study

Considering the significance of education in India, it becomes imperative to gather insights from
educationists, academicians, and students regarding the quality and opportunities presented by
educational policies. To facilitate this study, a comparative analysis was conducted involving 96
respondents, examining their perspectives on NEP 1986 and NEP 2020.
Data collection involved distributing questionnaires to respondents via Google Forms, followed by
enumeration and analysis employing descriptive and analytical statistics. Demographic profiles were
assessed using measures such as mean and standard deviation, while the Chi-Square Test was utilized
to analyze respondents' views comprehensively.

Based on the data analysis, the following are the findings

Based on the data analysis, the following findings emerged from the demographic profile:
1. Among the respondents, 69% are male and 31% are female.
2. In terms of age distribution, 34% fall within the age group of 25-35 years, followed by 47% in the
age group of 35-45 years, with the remaining 19% being above 45 years old. The standard
deviation (S.D.) for the age group of 25-35 years is 0.453, while for the age group of 35-45 years,
it is 0.34. This indicates that there is not a significant variance between respondents in terms of
age.
3. Out of the total 96 respondents, 56% are academicians, 22% are educationists, and the remaining
22% are students.

Based on the hypotheses tested by using Chi-Square, the following findings are
taken:
4. Based on the hypotheses tested using Chi-Square analysis, the following findings have been
observed:
5. There exists a significant difference between the NEP of 2020 and NEP of 1986 concerning
education policy. This variance can be attributed to various factors, including the developmental
period since 1991, advancements in industrial policy, technological progress, India's pursuit of
comprehensive education, and globalization of business. Consequently, the scope of NEP 2020 is
considerably broader in comparison.
6. The priorities outlined in the NEP of 1986 primarily focused on minority education, women's
education, reducing child dropouts, adult education, and vocational training. In contrast, NEP
2020 places significant emphasis on multidisciplinary courses, vocational programs, the
implementation of a bucket system for subject selection, and the promotion of music, science, and
art. Additionally, NEP 2020 provides a robust platform for the holistic development of students,
indicating a broader scope compared to NEP 1986.

7. The curriculum under NEP 2020 is predominantly based on multidisciplinary courses selected by
students. Autonomous colleges are poised to seize the opportunity to introduce new courses and
tailor their curriculum to align with market demands.

8. The education policy of 1986 contributed significantly to job opportunities, particularly in the
aftermath of the reforms following the 1991 industrial policy. This paved the way for numerous
job opportunities, especially in multinational corporations, during the millennium. Similarly, NEP
2020 aims to foster global job opportunities by nurturing students with diverse talents and skill
sets, enhancing their prospects for employment on a global scale.

Critical Value @
S No. Statement of Hypothesis Calculated Value d.f. 2, LoS @5% Accept/Reject Criterion

1. NEP of 1986 and 2020 4.435 3.84 Hypothesis is rejected

Priorities given to education in NEP

2. of 1986 and 2020 3.964 3.84 Hypothesis is rejected

3. Curriculum laid down in the 5.632 3.84 Hypothesis is rejected

policies

4. Scope for job opportunities 3.129 3.84 Hypothesis is accepted

Conclusion

Based on the findings of the study, it is concluded that the educational policy of 2020 offers extensive
opportunities for a multidisciplinary approach, complemented by digital learning and greater autonomy
in courses and curriculum development. This policy aligns with the global advancements in
technology, business, and education, thereby fostering holistic student development. Notably, NEP
2020 places considerable emphasis on music, art, instruments, and vocational courses, aspects that
were not as prominently highlighted in NEP 1986. Consequently, there exists significant potential for a
student-centric learning environment rooted in multidisciplinary approaches.

References
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