NEP 2020 and Tribal Education: Challenges and Opportunities in Secondary Schooling

Abstract

The current study explored the difficulties as well as the possibilities of secondary education for the tribal population, considering the provisions of the National Education Policy 2020, using a qualitative research design. The purpose was to examine the access-related, quality-related, socio-economic, institutional, and policy aspects of education for tribal communities. Data collection techniques involved the use of in-depth interviews, focus groups, observation and document analysis of the participants, which included students, teachers, parents and other community members. It has been noted that despite the improvement in enrolment rates in secondary education, some challenges, such as remoteness of the location, absence of transport facilities and inconsistent attendance, still exist. Several issues, such as a lack of qualified teachers, poor infrastructure, and language issues, affected the quality of education. There were also some socio-economic problems that were reported, which contributed to the lack of educational process of the students. Nonetheless, in spite of these issues, certain main points of NEP 2020 have become evident in the paper. Flexible curriculum, vocational training, and focus on holistic and inclusive education are some of the primary areas. The research established that the policy is indeed a good model but its implementation depends on its contextual use.