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| Main Authors: | , |
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| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2025
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| Online Access: | https://doi.org/10.5281/zenodo.15101694 |
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Table of Contents:
- <p>The National Education Policy (NEP)-2020 aims to transform India's higher education landscape by addressing major challenges and capitalizing on the system's strengths. Key issues in the current system include high dropout rates, inadequate infrastructure, lack of skilled faculty, and fragmented curricula. NEP-2020 seeks to address these by focusing on 21st-century skills, holistic learning, and practical knowledge. The policy also aims for a 100% Gross Enrolment Ratio (GER) by 2030 and emphasizes the need for increased public investment in education. The policy envisions India's universities and colleges as multidisciplinary institutions by 2040, positioning the country as a global leader in knowledge. The abstract emphasizes the need for reforms in teaching methodologies, curriculum design, and infrastructure, with a particular focus on mathematics as a critical tool for developing analytical and problem-solving skills. The author identifies specific mathematical challenges in the implementation of NEP-2020, such as curriculum alignment with NEP goals, high dropout rates in mathematics, the need for better infrastructure for mathematical learning, and the integration of modern pedagogies. Additionally, the policy's mathematical goals include enhancing core mathematical skills, promoting analytical thinking, fostering interdisciplinary integration, and preparing students for careers in emerging fields like data science and artificial intelligence. The effective implementation of the policy involves phased actions, resource allocation, and collaboration between central and state bodies. This paper aims to highlight how mathematical education can contribute to achieving the broader goals of NEP-2020, enhancing India’s competitiveness on the global stage.</p>