Investigating the Role of Teachers in Supporting Students Through Transitions Brought by the National Education Policy 2020
Abstract
The National Education Policy 2020 (NEP 2020) introduces major structural and pedagogical reforms within India’s school and higher‐education systems—such as the 5+3+3+4 school structure, foundational literacy and numeracy (FLN) mission, multidisciplinary and flexible curricula, assessment reform, teacher professional development and digital integration. This paper examines the critical role of teachers in helping students navigate the transitions engendered by these reforms. Specifically, it explores how teachers’ roles are changing, what support they require to effectively guide students through change (curriculum, assessment, pedagogy, technology), and what constraints hamper that role. Drawing on literature on teacher professional development and transformation under NEP 2020, the paper offers a framework of teacher responsibilities and enablers/barriers in the context of student transition, and provides recommendations to strengthen teacher support systems. The analysis finds that while NEP 2020 rightly places teachers at the centre of change, success will depend on robust in service training, domain specific mentoring, time and resource allocation, as well as systemic support for teacher well being and adaptive capacity.
How to Cite
Madhu Bala, "Investigating the Role of Teachers in Supporting Students Through Transitions Brought by the National Education Policy 2020", Vol. 3, Issue 1, 11-03-2024, pp. 1-10.
