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The Refashioning Of The Education Sector

A Trariti Consulting Group Study by Swapnil Roy


One of the most noteworthy developments in recent times has been the long-awaited launch of the National Education Policy after a delay of over three decades. Among the various aspects that have garnered public attention, inclusion and equity have been one of the key themes.


In every education policy, the concept of Comprehensive Schooling has revolved around ensuring education is accessible and available to all, especially for children from marginalized backgrounds. While the overarching idea remains the same, each policy document offers a different portrayal of which groups of students require support in comprehensive education and deserve greater attention.


























NEP 1986 v/s NEP 2020

The National Education Policy (NEP) is a framework that outlines the vision and objectives of education in India. The NEP was first introduced in 1986, and after more than three decades, it was revised in 2020. The new NEP 2020 brings about some significant changes in the education system of India, and it is essential to understand the differences between NEP 1986 and NEP 2020.

One of the most significant differences between the two policies is the age group of children that the policies cater to. The NEP 1986 focused on children up to the age of 14 years, while the NEP 2020 focuses on children up to the age of 18 years. The NEP 2020 aims to bring early childhood education under its umbrella, which was not a part of the NEP 1986.

Another significant difference is the medium of instruction. The NEP 1986 emphasized the use of the mother tongue or local language as the medium of instruction until Class V. However, in NEP 2020, the mother tongue or local language is the medium of instruction until Class VIII. The policy also encourages the use of regional languages in higher education institutions, thus promoting multilingualism.

The NEP 2020 also focuses on the holistic development of students. It emphasizes the importance of physical fitness, mental health, and life skills education. The policy also aims to provide experiential learning opportunities to students, promoting hands-on learning and practical education.

Another significant change in NEP 2020 is the introduction of a 5+3+3+4 curriculum structure, which replaces the previous 10+2 structure. The new structure comprises five years of foundational education, three years of preparatory education, three years of middle education, and four years of secondary education. This new structure aims to provide a more comprehensive and developmentally appropriate education system to children.

The NEP 2020 also aims to bring about significant changes in the higher education sector. It emphasizes the importance of multidisciplinary education, promoting flexibility in the choice of courses, and introducing credit transfer and academic bank of credit systems. The policy also encourages the use of technology in higher education, promoting online and blended learning.

Another significant change is the establishment of a National Research Foundation (NRF), which aims to fund and promote research in all fields of study, including social sciences and humanities. The policy also promotes the establishment of internationalization centers in higher education institutions, promoting collaboration and exchange programs with foreign universities.

The NEP 2020 also aims to bring about significant changes in teacher education. It emphasizes the importance of a four-year integrated B.Ed. program, promoting a more comprehensive and interdisciplinary approach to teacher education. The policy also encourages the use of technology in teacher education, promoting online and blended learning.

In conclusion, the NEP 2020 brings about significant changes in the education system of India. It focuses on the holistic development of students, promotes multilingualism, introduces a new curriculum structure, and aims to bring about significant changes in the higher education sector and teacher education. The NEP 2020 is a step towards creating a more inclusive, flexible, and developmentally appropriate education system in India.




The fantasy sports industry in India is in its early stages with many players vying for the attention of the country's 800 million sports enthusiasts. This competition is set to continue as these companies expand into various sports leagues to attract advertisers, customers, and investors. The popularity of sports, especially cricket, and the low cost of data plans, combined with the high penetration of mobile phones, make these startups an attractive investment opportunity. In the last five years, these platforms have received a total of USD 112 million in investments from various investors.


Fantasy sports have had a significant impact on the Indian sports market, with a growing interest in sports beyond cricket. According to reports from the Federation of Indian Fantasy Sports (FIFS), 87% of fantasy sports enthusiasts now conduct research and gather more information to develop better strategies while playing, while 48% of users watch every game regardless of the teams or countries playing. This interest has resulted in significant revenue growth, with online fantasy sports platforms generating gross revenues of approximately 14% in the 2020 financial year compared to 9.4% in the previous year.


Furthermore, online fantasy sports operators deduct an amount in taxes from individual winnings, which has resulted in significant increases in tax returns. The industry has also led to the growth of complementary businesses such as online sports scoring platforms, content aggregators, sports merchandising, e-commerce, online sports streaming, and digital payments. The success of the industry has also attracted the attention of established brands seeking to market their products, as evidenced by Dream 11 sponsoring this year's IPL.

Technical and Vocational Education and Training

A top-quality Technical and Vocational Education and Training (TVET) system has always been crucial for meeting the skilled labor requirements of India's economy and achieving inclusive and equitable development, particularly given that 64% of the country's population falls in the working age group of 15-59 years. The COVID-19 pandemic has brought to light the significant gaps in the vocational education and training systems and the need for their reform. As Eric Falt, Chief of UNESCO New Delhi, points out, skills are increasingly becoming the global currency of the 21st century.

However, the successful implementation of the National Education Policy (NEP) hinges on overcoming the prevalent mindset among key stakeholders, such as students and parents, that TVET is inferior to traditional school and college education and suitable only for those who cannot cope with mainstream education. This stigma associated with vocational education has persisted over the past three decades, and schools have not been able to overcome it for various reasons, including the lack of pathways to higher education for vocational education students. Schools and colleges will need to overcome their lack of expertise in vocational education and embrace the challenge of integration with enthusiasm and commitment.

Quality Of Education


Education plays a crucial role in shaping our understanding of society and the world, and in honing our cognitive abilities to improve our problem-solving skills. It also helps us develop our own perspectives, form opinions, and make informed decisions about various aspects of life.


While anyone can access vast amounts of information through various online platforms, education is the only way to turn that information into knowledge. It equips us with the skills to interpret different issues and events in our lives, through lessons from textbooks, guidance from teachers and mentors, and practical experiences. Ultimately, education empowers us to lead meaningful lives and actively participate in contemporary society.

However, the ongoing COVID-19 pandemic has disrupted the lives and education of students across India since 2020. With restrictions in place to contain the spread of the virus, most students have been unable to attend their schools, colleges, and universities for almost a year. This has severely impacted their education, and there is a high risk of increased dropout rates, particularly among girls who are still not prioritized in our patriarchal society when it comes to education. This could jeopardize the goal of increasing the Gross Enrollment Ratio (GER) as envisioned in the New Education Policy (NEP) 2020.


Education is one of the sectors in India that has been disproportionately affected by the pandemic, and the prolonged closure of educational institutions may reverse the progress made in access to education in our country.

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