Inclusivity in Higher Education: Analysing the Implementation of Nep 2020 for Marginalized Communities in India

Abstract

This study examines the implementation of the National Education Policy (NEP) 2020 and its impact on inclusivity in higher education for marginalized communities in Punjab, India. The research employs a qualitative case study approach, focusing on three districts—Amritsar, Ferozepur, and Moga—through semi-structured interviews with 50 stakeholders, including students, educators, and local government officials. Key findings reveal significant challenges in access to higher education, including financial barriers, inadequate digital infrastructure, and limited language support, which continue to hinder the inclusivity goals of NEP 2020. While there is a positive perception of scholarship schemes, their availability and complexity of access remain concerns. The curriculum is still perceived as elitist, and the support for marginalized students is viewed as insufficient. Implementation barriers such as inadequate educator training, bureaucratic delays, and awareness gaps further complicate the policy's effectiveness. However, success factors like community engagement, proactive local governance, and the use of digital learning platforms demonstrate potential areas for improvement. The study underscores the need for targeted interventions, increased financial support, and enhanced training to address these challenges. The findings provide empirical evidence to inform policy adjustments, ensuring that NEP 2020 fulfills its promise of creating an inclusive and equitable education system for all.