UNSDG 4 and its Implication on Indian Education System

NEP 2020 envisions, in line with UNSDG 4, equitable quality education for all and help with lifelong learning opportunities. Both aim to achieve a common goal which is sustainable growth of this rapidly evolving contemporary society by empowering people with necessary knowledge and skills. India, the largest democracy, in particular, needs to play a vital role in achieving the UNSDG 4 through examples. NEP 2020 is a step towards achieving the UNSDG 4. This article focuses on how India's educational system has evolved throughout the time. It started with flourishing education system during Medieval period (like Nalanda, Takshashila, Ujjain, and Vikramshila Universities); creation of Madrasas and Maktabs under Mughals; western education system under British Raj, post-independence education system (evolution of policies like Education Commission in 1964-66, creation of NEP in 1968, 1986, 1992, etc. with different aims like compulsory education up to 14 years of age), and the present scenario of STEM/STEAM under NEP 2020. A shift from 10+2 structure to 5+3+3+4 structure giving importance to early childhood care and lifelong learning are two major changes, among many others, of NEP 2020. Because of lack of resources, poverty, and gender inequality, there are many drop outs in India despite high-quality education. COVID-19 also had its impact on Indian education, revealing difficulties with online learning because of infrastructure and technology constraints. These obstacles are being tackled by constantly updating policies. Addressing these topics, the paper concludes with some suggestions.