Abstract:
On 29th July 2020 Government of India released 66 pages document which is very impressive in its extensiveness of its coverage and touching all dimensions of education. The purpose behind this is to transforming India into the global knowledge power. The document promises to promote multi–lingualism and the power of language, impart foundational literacy and numeracy, and achieve universal access to all levels of learning. It also guarantees good governance, autonomy and empowerment (Govinda, 2020). It proposes the rearrangement of school curricular and pedagogical structure, the reorganization of teachers education; a new institutional architecture for higher education and a ‘light but tight’ system of regulation and monitoring of school and higher education (Batra, 2020). The society has become more powerful by making higher education more comprehensive, flexible, multi-sectorial, and tailored to the needs of the 21st century and aimed at unleashing the unique potential of each student. National Education Policy, 2020 (NEP) is the framework wait till the strategies and the program of action are fully articulated; there are plenty of low hanging fruits among possible initiatives that need no additional investment (Menon, 2020). Implementation of NEP to cause a significant change in the education system needs escalation of academic, logistic and financial commitments from all stakeholders (Yenugu, 2022). The purpose of the study is to analyze the attitude of teachers and students towards NEP 2020 and implementation based challenges. Meta-analysis was used to summarize the results of independent studies. 30 studies were included which were published in PubMed, Embase, Scopus, Web of Science, and Google Scholar. Findings indicate that teachers and students revealing positive perception in the context of in enhancing quality education however they envisages the challenges of availability of resources, technological infrastructure and training etc.
