By: Monica Malhotra Kandhari, Managing Director of AASOKA by MBD Group
When the National Education Policy (NEP) 2020 was launched, it was greeted as a roadmap for the transformation of India’s education system. Its beauty lies in the promise of providing holistic, inclusive, and flexible learning approaches with emphasis on accessibility, equity, and quality. However, like any country-wide policy, its real test is the extent to which states and union territories translate the framework into their immediate environment. Five years later, India shows a kaleidoscope of progress narratives, setbacks, and innovations, indicating how although the policy is one, the routes to fulfilling its vision are numerous.
Reimagining Foundations and Early Learning
Among the NEP’s most radical changes has been the reorganization of the school system into the 5+3+3+4 pattern, integrating Early Childhood Care and Education (ECCE) thoroughly into the mainstream. It is not only a structural but a transformational shift, especially for rural areas where early education was either in pieces or non-existent. Uttar Pradesh and Assam, for example, started integrating pre-primary classrooms into regular schools, providing a more solid foundation for early literacy and numeracy. Programs like the NIPUN Bharat Mission capture this trend, with Grade 3 literacy rates having substantially increased in the last three years.
These measures demonstrate how states are localizing the NEP’s vision to fit their demographic needs—be it integrating ECCE into rural schools, or using hybrid models of volunteering and peer-to-peer learning to reach children in underserved areas.
Curriculum, Language, and Inclusivity
Curriculum reform under the NEP has encouraged states to experiment while staying aligned with a national vision. Twenty-three states and union territories have already announced frameworks that focus on multidisciplinary learning. This is evident in higher education as well where universities are announcing integrated courses in which STEM is aligned with the humanities or vocational skills.
Language policy has also been an area of experimentation where children can learn advanced ideas in their native language and develop English or Hindi proficiency. West Bengal has spent efforts on popularizing Indian Knowledge Systems via Sanskrit studies and digitization of ancient texts, as well as enhancing its global reach with scores of international partnerships. These varied methodologies demonstrate how language and cultural heritage are being tapped into to make learning globally pertinent as well as inclusive
Harnessing Technology and Innovation
Technology has become a key focus across the country, with every state finding its own unique approach to weaving it into their systems. National platforms like DIKSHA have played a crucial role, forming a central support structure that’s seen billions of visits. At the same time, states are tailoring their digital uptake to fit their specific requirements. Initiatives such as Kerala’s Digital Classrooms, Lucknow University’s SLATE and EASE programs, and West Bengal’s Banglar Uchcha Siksha portal clearly illustrate how digital innovation is being used to broaden educational opportunities and streamline educational management.
In Jammu and Kashmir, the implementation of four-year undergraduate degrees, skill-oriented programs in AI, agriculture, and hospitality, as well as innovative projects such as the “Engineering Kitchen,” demonstrate how even geography-averse zones are coming on board with Industry 4.0. These instances show a fundamental tenet of the NEP—technology is not an across-the-board solution but a tool that becomes stronger when made context-specific to local realities.
Challenges on the Road Ahead
While India’s education reforms have made significant progress, there is still work to be done to ensure that every learner benefits equally. In some areas, access to digital tools and reliable connectivity is still growing, which means students may not yet have the same opportunities for interactive or technology-driven learning. Another important area is teacher support. Programs like NISHTHA have helped many educators, but there’s an ongoing need for regular training and modern teaching resources to make classrooms more engaging and student-focused.
Sustaining these efforts also depends on long-term financial planning and balanced resource allocation. Some regions have effectively utilised central funding through initiatives such as RUSA and the Prime Minister’s Development Package, while others are still strengthening their infrastructure and teaching workforce. Continued collaboration between governments, institutions, and communities will be key to bringing consistent quality education to every corner of the country.
Conclusion: A Shared Vision, Local Paths
From Delhi’s Science of Living Curriculum to Rajasthan’s Shiksha Sankalp, from West Bengal’s international collaborations to Jammu and Kashmir’s multidisciplinary expansion, India’s states are showcasing the NEP’s flexibility and transformative potential. These localized approaches highlight that while the policy is national in scope, its success depends on state-level innovation, collaboration, and commitment.
The NEP has provided India with a common vision of an inclusive future-proof education system. But the paths to realizing it are inevitably diverse, influenced by geography, culture, resources, and community requirements. By embracing local triumphs, filling gaps, and learning from one another, India can make sure that “one policy” truly becomes “many paths” that converge into the same destination: a fairer, more empowered, and better-educated future.
