EDUCATIONAL MULTIPLICITY AND RURAL DEVELOPMENT: LEARNING FROM NEP 2020'S PRIORITY FOR INDIAN KNOWLEDGE SYSTEMS

Abstract

India's National Education Policy (NEP) 2020 provides a paradigm shift by aligning the Indian Knowledge System (IKS) to ensure holistic education and rural development. This article examines how NEP 2020's focus on educational multiplicity—covering multidisciplinary education, vocational skill training, and cultural heritage—solves rural problems such as restricted access, low employability, and cultural decay. By incorporating IKS, such as Vedic sciences, traditional arts and crafts, and ethno-medicinal practices, NEP 2020 aims to develop an inclusive and equitable education system based on Indian ethos. The emphasis of the policy on school complexes, integration of regional languages, and experiential learning tries to narrow urban-rural differences. Implementation, though, is troubled by issues like resource limitations, teacher training gaps, and digital gaps. With the qualitative analysis, this research examines IKS's potential in supporting rural education, promoting sustainable livelihoods, and maintaining cultural identity. It contends that even though NEP 2020's vision is revolutionary, its success depends on correcting systemic inequalities and utilizing community-based models. The article uses secondary data, such as policy papers and scholarly works, to review IKS's potential in reshaping rural education in the pursuit of global competitiveness.