NEP 2020 and Equity in Education: A Reality Check on Its Impact on Disadvantaged Groups’ Rights

Abstract

Education for all. Against this backdrop, many entrenched socio-economic factors, digital exclusion, financial constraints, and cultural marginalisation question the implementation of such a policy. These disparities hinder access to education and raise serious concerns about human rights, which constitute the premise of social justice and empowerment. The escalation of privatisation in education offers a greater rift between those who can afford an education and those who cannot, as the former sees education as a privilege rather than a right. This paper analyses the NEP 2020 The NEP 2020 seeks the transformative shift ushering in inclusive, equitable, and quality from a human rights perspective in relation to its promises and perils and the experience of marginalized communities. It strongly argues for an urgent need for higher public investment, equitable digital access, gender-sensitive policies, and inclusive linguistic frameworks. Bridging the gap between policy and practice is necessary to ensure that NEP 2020 does not remain a good document on education but one that causes meaningful change upholding the right to education for all.