This research paper critically examines the relationship between education, ideology, and the National Education Policy 2020 (NEP 2020). It argues that education is not merely a neutral process of knowledge transmission but a powerful socio-political institution that shapes beliefs, values, and social consciousness. The paper highlights how education often functions as an ideological tool that sustains existing power structures. The study traces the historical evolution of the Indian education system emphasizing how inequalities based on caste, class, and gender have continued in different forms from the exclusive Gurukul system to colonial reforms and post-independence democratization. It further explores the impact of globalization and neoliberal policies, which have transformed education into a market-driven commodity, increasing privatization and limiting access for marginalized groups. The paper critically evaluates NEP 2020, acknowledging its vision for flexibility, multidisciplinary learning, and modernization. However, it raises concerns regarding centralization of authority, commercialization, weakening of public education, and inadequate attention to social justice and inclusion. Issues such as multiple exit options, digital divide, and ideological influences in curriculum design are also examined. The study concludes that while NEP 2020 introduces significant reforms, it must be assessed through the lens of equity, democratic values, and inclusivity. A balanced approach is necessary to ensure that education remains a public good that promotes critical thinking, social justice, and holistic development.
Dr. Milind Subhash Bedse (Sat,) studied this question.