MAHARISHI DAYANAND UNIVERSITY, ROHTAK

MDU CPAS. GURUGRAM

Practical File
On
BUSINESS RESEARCH METHODS
NATIONAL EDUCATION POLICY 2020
MBA 1ST Year (2nd Semester)
Session 2023-2025

Submitted to: Submitted by:

Mr. Sandeep Aggarwal Rajni
Ex. Roll No. – 2406229
Class Roll No. – 02MBA23175
 INTRODUCTION
Our country has been under the clutches of a stringent education system, for almost the past 34 years,
which has hampered the growth of many renowned persons in the society. To change the Root System
of education and bring out a more practical way of teaching and learning a New Education Policy is
brought. It is a step towards a New Education Policy and is built upon the foundational pillars of Access,
Equity, Quality, Affordability and Accountability and shall prove to be efficient enough. Evolution of
the New Education Policy’ under the authority of T.S.R. Subramanian, took shape back in May 2016
and the entire concept of building a Holistic education approach comes into existence. After the 2019
Lok Sabha elections the Draft National Education Policy, 2019 was made public and opened for
feedback and reviews. After due consideration of the opinions and feedback of nearly over 2 lakhs out
of 2.5 lakh Gram Panchayats, 6600 Blocks, 6000 ULBs, 676 Districts, the NEP, 2020 took shape. The
key highlights of the New Education Policy, 2020 is based on the 5+3+3+4 structure of education with
curriculum structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively. The NEP
2020 aims at making “India a global knowledge superpower”. This is a landmark change by the Indian
Government, as they have replaced the 34-year-old National Policy on Education, which was framed
in 1986, with the New Education Policy of 2020. The NEP, which has been approved by the union
cabinet, has made revolutionary reforms in the Indian education paradigm. This is a landmark change
by the Indian Government, as they have replaced the 34-year-old National Policy on Education, which
was framed in 1986, with the New Education Policy of 2020. The NEP, which has been approved by
the union cabinet, has made revolutionary reforms in the Indian education paradigm. The recognition
of the importance of life skills was long overdue, and the NEP has given more attention to developing
life skills in the educational process. Quality of teaching is one of the primary agendas of the policy as
well. Teachers are integral to the education system, and without improving the way teachers are
trained, it will be difficult to improve the quality of education. The main aim of the paper is to analyse
the scope of NEP-2020 and the problems in implementations.

Objectives -
• To understand about the impacts of the New Educational Policy of 2020
• To know about the prevailing situation of the educational policy.
• To determine the practical implications to provide adequately trained staff and resources

• To know about the opinion of academicians and the politicians towards the new educational policy
2020.

Hypothesis -
H0: There is no significant association between the age and the preference to rate that the populations
were aware about the New Education Policy of 2020.

H1: There is a significant association between the age and the preference to rate that the populations
were aware about the New Education Policy of 2020.
 LITERATURE REVIEW
The various merits of the higher educational policies in the NEP, 2020 such as the Student Centric
Model, Competency based Continuous Evaluation System, Research and Innovation focused,
Improved STEM model of the HE curriculum, Merit based Student admissions, Faculty Selection &
Promotion and the researcher also further suggested few ideas for improvements. (Aithal, P. S., &
Aithal, Shubhrajyotsna 2020) At the university/HEI level, no single stream/discipline university shall
remain in existence but transformed into multidisciplinary, holistic delivery systems. A single
nomenclature, “University,” shall prevail and also criticised about the implementation by
Strengthening Central Advisory Board of Education, Redesignation of MHRD as Ministry of Education
and Financial and other infrastructural support. (Darolia, R., Koedel, C., Main, J. B., Ndashimye, J. F., &
Yan, J. 2020) The STEM enrolment’s access to high school math and science course's effects were
identified by plausibly exogenous variation in course offerings. (Ball, 2019) The Australian education
policy as a case of global educational reform activity covering range of points which exemplifies
aspects of current assemblage of global education reform activity. The study considers assessment
policies and contradictions between learning and assessments and implications of that for
professional development of teachers. (Mridul Madhav Panditrao., & Minnu Mridul Panditrao 2020).
The Boost of GER through Autonomy to the Private Sector. Quality education to everyone is one of
the major goals of the United Nations Sustainable Development Goal. The private sector should give
20% free seats, 30% half fee scholarships so that many poor but merit-based students get free or
discounted fee study opportunities which is based on the NEP-2020. (Aithal, P. S. & Suresh Kumar,
P.M. 2016). The free education at HE level will boost GER of higher education in the country by
allocating free merit-based seats for merit-based students which is an important highlight of NEP-
2020. (Singh, J. D. 2011). The Accreditation Council. The NEP-2020 has established the Control of
Quality through Biennial Accreditation Process. The quality of education is currently monitored by the
National Assessment and Accreditation Council and awards the graded accreditations to HEIs. This
accreditation timeframe is five years. Due to the short timeframe reason, HEIs are not continuously
monitored for their accreditation status. (Aithal, P. S., Shailashree, V. T. & Suresh Kumar, P. M. 2016).
For the better-quality work and performance, it is mandatory to opt biennial accreditation. To make
accreditation status more serious and effective for continuous improvement, NEP-2020 has simplified
it and made it mandatory as a biennial accreditation process. (Ulker, N., & Bakioglu, A. 2019). The use
of Information Communication and Computation Technologies (ICCT) including Education technology,
Internet technology, Artificial intelligence, Virtual reality, etc are very essential in effective
implementation of education in the 21st century. (Aithal, P. S., & Shubhrajyotsna Aithal, 2015). The
characteristics of the ideal education system and also to enhance GER by opting the latest
technologies to help in the planning, design offering effective online education to realize the
importance. (Aithal, P. S. & Shubhrajyotsna Aithal, 2016). Due to improved tech generations,
technology driven education is going to replace classroom-based education and the policies of NEP-
2020. (Suresh Kumar, P. M. & Aithal, P. S. 2016). It is expected that during the 21st century that laying
the foundation for online based but also supports classroom-based education system by adding more
research components in it. (Ossiannilsson, E., Altinay, F., & Altinay, Z. 2016). The Integrated Controlling
& Monitoring System of the educational sector and institutions both primary and higher education.
The implementation process is divided into seven stages. As per NEP-2020, the first 10 years is the
implementation period and the next 10 years is the operational period. (National Education Policy
2020). The most important for education leaders are Self-contribution to research and innovation.
New researchers get inspiration by seeing the contribution of leaders to perform better thus Education
Leaders should be RoleModels. (Aithal P. S. 2018). The HEIs should cultivate role models in this sector
who should be super performers to the IPR of the organization so that the organization can prove that
higher contribution is possible. (Aithal, P. S., 2016). The Professors who hold administrative positions
are also expected to research and publish in their leisure period to be role models to young
researchers. (Speizer, J. J. 1981). The importance of student admission based on merit by giving
importance to social justice. He also comments that the quality of higher education andresearch can
be improved only if all faculty selections and promotions are merit based. (Sabic-El-Rayess, A. 2016).
All kinds of reservations and lobbies should be curbed at individual institution level by means of
appointing highly qualified and proven leaders as members of the Board of Governors. (Nyden, P.
2003). The affirmative actions-based appointments are not a solution and the reservation system
should be diminishing rather than expanding to more people as it negatively impacts the meritorious
students and the fair opportunities are being questioned. (Gopalan, 2020). The Merit based Student
admissions, Faculty Selection & Promotion also stresses that merit-based appointments are essential
at all policy formulating and regulating levels of HE Councils. (Aithal, P. S. 2015). The Higher education
institutions which have the autonomy to do innovations in deciding the courses, curriculum,
pedagogy, examination, and evaluation could improve the quality of education offered by them.
(Benjamin, E. 1994). In the university affiliation system, affiliated institutions do not have any
autonomy in teaching-learning and evaluation systems thereby the quality and motivation of both
students and faculty members get affected. (Sankaran, K., & Joshi, G. V.2016). The current teacher
centric model where the teachers decide the subjects, curriculum, evaluation, etc will be replaced by
the student centric model where the student gets right to decide the subject he has to study from the
institution. (Simão, A. M. V., & Flores, M. A. 2010).
 QUESTIONNAIRE
Research Questions –
The research questions were,
1. Are you aware of the New Education Policy (NEP) of 2020?

2. How do you agree with the new changes that were brought up in education?

3. Is it easy to bring about sudden changes in the educational level without adequately trained staff
and resources?
4. Does these new changes in education could bring out many practical implications and challenges

5. In what percentage is it practically possible to implement sudden changes in education particularly

in rural parts of India?

6. Are you aware of the emphasis on vocational education and skill development in NEP 2020?

7. Do you think NEP 2020 will impact academic experience and career choice positively or negatively?
8. How do you feel about the flexibility offered in choosing subjects and courses in NEP 2020?

9. What is NEP 2020 contribution to learning?

10. Do you feel that NEP 2020 adequately addresses the evolving needs and aspirations of students?

Research Design -

Obtained the primary source of data by conducting an empirical study on seeking responses from the
general public based on a questionnaire and also relied on secondary sources of data such as books,
journals, e-sources, articles and newspapers. The research method followed here is empirical
research.

Participants -
A total of 50 samples have been taken out of which is taken through convenient sampling methods.
The sample frames taken from the various students and their parents especially belonging to the rural
parts of Gurgaon and Delhi. The independent variables are age, gender, and occupation.

Data Collection tools –

The data from the participants were collected via Google Forms. Once the data was collected it was
analysed using the Statistical tool.

RESULTS -

Results are presented under each related chart as follows:

 With respect to the current survey results,
the frequency chart 1 is created out of the
survey responses received from several
people. The present frequency table is
based on the gender of persons who were
taken as samples. Among the samples, the
numbers of female responses are
comparatively more when compared to the number of responses by male samples. Where the sample
response from females is 111 (55.5%) and the response from male is 89 (44.5%) in number. Thus,
overall, there were about 200 samples taken for the present survey.

With respect to the current survey

results, the frequency chart 2 is
created out of the survey responses
received from several people. The
present frequency table is based on
the age of the persons. Among the
persons who are between 15-25,
there were 75 (37.5%) sample
responses taken and between the 26-35, there were about 34 (17%) sample responses taken. Between
those who were between 36-45 there were 74 (37%) sample responses taken and between those who
are 46 & above, there were 17 (8.5%) sample responses for this survey. Thus, on the whole there were
about 200 samples taken for the present survey.

With respect to the current survey

results, the frequency chart 3 is
created out of the survey responses
received from several people. The
present frequency table is based on
occupation of the persons. Among
the persons who are students, there
were 68 (34%) sample responses
taken and among the public sector,
there were about 35 (17.5%) sample
responses taken. Among those who have a private sector there were 36 (18%) sample responses
taken and among those who have their own business, there were 30 (15%) sample responses taken
and among those who are unemployed, there were 21 (10.5%) sample responses for this survey.
Thus, overall, there were about 200 samples taken for the present survey.
 Results: From the survey, in
graph 1, it is observed that it
exhibits the age distribution of
the respondents among different
genders of the respondents and
their opinion on the criteria
whether they are aware of the
New Education Policy (NEP) of
2020. The maximum number of
responses was collected from
both the male and female
respondents who are between
age groups of 15-25 and 26-35.

Results: From the survey, in

graph 2, it is observed that it
exhibits the occupational
distribution of the
respondents among different
genders of the respondents
and their opinion on the
criteria of how people agree
with the new changes that
were brought up in education.
The maximum number of
responses were collected
from both the male and
female respondents who are
working in both public and
private sectors.

Results: From the survey, in

graph 3, it is observed that it
exhibits the age distribution
of the respondents among
different genders of the
respondents and their
opinion on the criteria
whether it is easy to bring
about sudden changes in the
educational level without
adequately trained staff and
resources. The maximum
number of responses were
collected from both the male
and female respondents who are between age groups of 15-25 and 26-35.
 Results: From the survey, in
graph 4, it is observed that it
exhibits the occupational
distribution of the respondents
among different genders of the
respondents and their opinion
on the criteria does this new
changes in the education could
bring out many practical
implications and challenges.
The maximum number of
responses were collected from
the male agrees that it is
difficult to bring out many practical implications and challenges in the implementation of the NEP.

Results: From the survey, in

graph 5, it is observed that it
exhibits the age distribution of
the respondents among different
genders of the respondents and
their opinion on the criteria in
what percentage it is practically
possible to implement sudden
changes in the education
particularly in rural parts of India.
The maximum number of
responses were collected from
both the male and female
respondents who are between
age groups of 15-25 and 26-35.

Question 6:

Result: In this we get

to know that 76.9%
students are aware
about emphasis on
vocational and skill
development in
NEP2020 and 23.1%
are still unaware about
it.
Question 7:
Result: In this we get to know that a
71.2% student thinks that NEP2020
will impact their academic
experience.

Question 8:

Result: From this we get to

know that for 16% students it
was easy to choose subjects in
NEP2020 and for 30% students
it was challenging and for 8%
students it was complex to
choose subjects.

Question 9:
Result: From this fig we get the
students perspective about
various key points like Level of
skill/knowledge at start of
course, Level of skill/knowledge
at end of course, Level of
skill/knowledge required to
complete the course,
Contribution of course to your
skill/knowledge

Question 10:
Result: From this fig we get to
know that how students actually
feel about NEP2020 for this we
conducted survey according to
following key points and this fig
accurately presents the students
response.

Key points are, learning objectives were clear, Course content was organized and well planned, Course
workload was appropriate, Course organized to allow all students to participate fully.
 RESULT ANALYSIS
It exhibits the age distribution of the respondents among different genders of the respondents and
their opinion of the criteria whether they are forced to migrate to cities in order to pursue higher
education. The maximum number of responses were collected from both the male and female
respondents who are between age groups of 15-25 and 26-35. The main reason behind this awareness
among the higher education department is that because the students are still being very much part of
the education system is due to the government had envisioned for millions of students (Graph 1). It
exhibits the occupational distribution of the respondents among different genders of the respondents
and their opinion on the criteria of how people agree with the new changes that were brought up in
education. The maximum number of responses were collected from both the male and female
respondents who are working in both public and private sectors. The main reason behind why
students strongly disagree is the new regulations and changes brought by the new educational policies
since they were following a different existing educational policy for the past 34 years since 1986 and
it’s not possible to opt for a new policy overnight (Graph 2). It exhibits the age distribution of the
respondents among different genders of the respondents and their opinion on the criteria whether it
is easy to bring about sudden changes in the educational level without adequately trained staff and
resources. The maximum numbers of responses were collected from both the male and female
respondents who are between age groups of 15-25 and 26-35. The main reason behind why the
respondents disagrees and claim that it is not possible to make sudden changes in the educational
level without adequately trained staff and resources is that there is a lack of trained staff to meet the
new conditions and needs of the NEP-2020 (Graph 3). It exhibits the occupational distribution of the
respondents among Different genders of the respondents and their opinion on the criteria does these
new changes in the education could bring out many practical implications and challenges. The
maximum number of responses collected from the male agrees that it is difficult to bring out many
practical implications and challenges in the implementation of the NEP. The main reason behind why
the maximum response recorded by both public and private sector respondents is that there are many
practical implications and challenges to meet the objectives of the new legislation on the education
cause there’s an alarming demand for the implications due to insufficient resources (Graph 4). It
exhibits the age distribution of the respondents among different genders of the respondents and their
opinion on the criteria in what percentage it is practically possible to implement sudden changes in
the education particularly in rural parts of India. The maximum numbers of responses were collected
from both the male and female respondents who are between age groups of 15-25 and 26-35. The
main reason behind the lower implications in the rural areas is that in comparison with urban areas,
rural areas lag in providing all basic commodities in education and other resources (Graph5).
 CONCLUSION
Advanced education is a significant angle in choosing the economy, societal position, innovation
reception, and solid human conduct in each nation. Improving GER to remember each resident of the
nation for advanced education contributions is the obligation of the instruction branch of the nation
government. Public Training Strategy of India 2020 is walking towards accomplishing such target by
making creative strategies to improve the quality, allure, reasonableness, and expanding the stock by
opening up the advanced education for the private area and simultaneously with severe controls to
keep up quality in each advanced education organization. By empowering merit-based confirmations
with free-ships and grants, merit and exploration based persistent entertainers as employees, and
legitimacy based demonstrated pioneers in managing bodies, and severe observing of value through
biennial accreditation dependent on self-statement of progress through innovation-based checking,
NEP-2020 is relied upon to satisfy its destinations by 2030. All advanced education establishments
with current classification of associated schools will extend as multi-disciplinary independent schools
with degree giving force in their name or becomes constituent schools of their subsidiary colleges. An
unbiased office Public Exploration Establishment will subsidize for creative undertakings in need
research regions of fundamental sciences, applied sciences, and sociologies and humanities. HE
framework will change itself as understudy driven with the opportunity to pick centre and unified
subjects inside an order and across disciplines. Employees additionally get self-governance to pick
educational plan, technique, teaching method and assessment models inside the given strategy
structure. These changes will begin from the scholastic year 2021-22 and will proceed until the year
2030 where the main degree of change is required too noticeable. Subsequently, the Indian advanced
education framework is moving from educator driven to understudy driven, data driven to information
driven, marks driven to abilities driven, assessment driven to exploratory driven, learning driven to
investigate driven, and decision driven to competency driven. From the above analysis, it is evident
that the null hypothesis has been rejected and the alternate hypothesis has been proved, there is a
significant association between the age and the preference to rate that the populations were aware
about the New Education Policy of 2020.

LIMITATIONS
The Major limitation of the study is the sample frame. The sample frame Collected via online
platforms and that is the limitation of the study, the real field experience is missed out due to the
pandemic. The restrictive area of sample size is yet another drawback of the research; collection of
data via online platforms is limiting the researcher to collect data from the field. Since the data is
collected on an online platform wherein the respondent is not known, the original opinion of the
respondent is not found, the researcher could only come to an approximate conclusion of what the
respondent is feeling to convey.