KNOWLEDGE REIMAGINED: A REVIEW ON THE EPISTEMOLOGICAL REORIENTATIONS UNDER NEP 2020 IN INDIAN HIGHER EDUCATION

Abstract

NEP or National Education Policy 2020 is a radical restructuring of the higher education system in India. Theoretically, the basis of NEP 2020 can be contributed to the National Policy on Education structured in 1986, which was again amended in 1992. The major focus of this policy has been placed on the transformation of the system of rote learning to reflecting on what is being learnt by the students. Apart from this, learning through activity is also one of the important aspects of this policy where learners develop their knowledge by doing hands-on experiments and other activities as reflected in their curriculum. Establishment of a four-year undergraduate program is one of the key reforms of this policy that includes various points for entry and exit, greatly providing flexibility to the students. However, excessive regulation has been observed in the last few decades in Indian higher education which potentially hindered its growth and progress. The social and economic indicators that still needs improvement can be greatly strengthened by this policy. This paper has critically examined the epistemological changes that have taken place in the Indian higher education after the implementation of the NEP 2020. The accomplishment of this multidisciplinary strategy in higher education provides golden opportunities to learners so that they can enhance and develop all their human capacities. In this paper, the authors have tried to explore the perception of the educators involved in higher education and their awareness regarding the various aspects of the shifts instilled within its structure.