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The National Policy on Education (NPE, 1986) and the National Education Policy (NEP, 2020) are two landmark documents that define the vision, mission, and goals of the education system in India. Both policies were framed in response to the needs of their respective times, and each reflects the social, cultural, economic, and technological circumstances of its period. A comparison of the two, specifically in the context of school education, highlights how the concept of educational management has evolved over more than three decades. While NPE, 1986 emphasized access, equity, and qualitative improvement, NEP, 2020 is more futuristic in its orientation, focusing on holistic development, competency-based learning, and the integration of technology and global standards. NPE, 1986 came at a time when India faced high illiteracy rates, unequal access to education, gender disparity, and the need to expand educational infrastructure. Its primary concern was to provide basic education for all, reduce dropout rates, and bridge gaps between rural and urban learners. The policy underscored the idea of “education for all” and aimed at universalization of elementary education. It stressed on expansion of educational opportunities for disadvantaged groups, including women, Scheduled Castes, Scheduled Tribes, and other backward communities. In contrast, NEP, 2020 was framed in the twenty-first century, when India had already expanded its schooling system significantly, but issues of quality, employability, rigid structures, and lack of flexibility were dominant. Therefore, NEP, 2020 emphasized the transformation of school education to make it holistic, integrated, and aligned with global standards while ensuring inclusivity. In terms of school structure, NPE, 1986 recommended the 10+2 system of school education, which was considered appropriate for the needs of that period. This model prescribed ten years of general education, followed by two years of higher secondary education, with options for academic or vocational streams. This structure standardized school education across the country. NEP, 2020, however, restructured schooling into a 5+3+3+4 design, corresponding to the stages of cognitive development of children: foundational (ages 3–8), preparatory (ages 8–11), ______ ____ _____ _______ _________ ________ ____ ______.
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