A Critical Analysis of India's National Education Policy 2020: Implications for Teacher Development

Abstract

India's National Education Policy (NEP) 2020 is a landmark in teacher development with strategically designed interventions in the background of global standards and yet well ingrained in native-born values. The current paper critically analyzes the earlier precedents of history, criticism of earlier models, and the new NEP 2020 framework of teacher development. The paper, through qualitative policy analysis, counts effectiveness, limitation, and direction for future continuous professional development in the Indian context, and maintains pragmatist models closing the gap between policy intention and classroom practice (Bolitho & Padwad, 2013; Gupta & Sharma, 2020; Kumar et al., 2020).