Education is a key driver in the pursuit of sustainable development as it equips people with the knowledge, skills and values necessary to negotiate the complex social, economic and environmental issues. This need was highlighted by the ratification of the United Nations Sustainable Development Goals (SDGs) in 2015, especially by SDG 4, which promotes inclusive equitable and quality education and lifelong learning to everyone. The National Education Policy (NEP) 2020 of India is the new initiative that is emerging as the transformative effort to rejuvenate educational framework on the basis of holistic, multidisciplinary and learner-centric paradigm that predicts equity, skill development, innovation and environmental stewardship. This paper is a critical inquiry of the consonance between NEP 2020 and sustainable development objectives, which uses theoretical prisms of the Human Capital Theory, Sustainable Development Education (ESD)., and Capability Approach to bring out the ways in which curriculum reform, digitalisation, vocational training, and interdisciplinary learning is creating social inclusion, economic dynamism, and environmental sustainability. It also describes the implementation issues such as inequities in infrastructure, lack of teacher training, and unequal adoption of the policies as well as suggests the evidence-based solutions to make NEP2020 more significant to the SDGs. The results indicate that NEP 2020 provides a solid base to sustainability-based education, but its effectiveness depends on proper resources, institutional commitment and constant control. To this effect, the policy has a huge potential in supporting the sustainable development agenda in India and creating a knowledge-based and resilient society that is fair.
Vasudha Dhananjay Garad (Wed,) studied this question.
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