NEP 2020: A Game-Changer or a Move Towards Centralised Control?

The National Education Policy (NEP) 2020 was introduced as a big leap towards transforming the Indian education system. With promises of flexibility, holistic learning and skill-based education, the policy gained a lot of attention across the country. It talks about a new school structure (5+3+3+4), promotion of regional languages, multiple entry-exit options in higher education, and a common entrance exam system. But at the same time, many experts, state governments and educationists are questioning whether this policy is actually making the system better or slowly bringing more control into the hands of the Centre.

I chose this topic because I feel that education is not just about what we learn—it’s also about how and who decides what we learn. In a country like India, where education has always been a shared responsibility between Centre and states, a big shift like NEP must be looked at closely. I’ve read opinions both for and against NEP, and many valid concerns have been raised. The policy may sound modern and student-friendly on paper, but some of its deeper changes could affect how much freedom states and local bodies have in shaping education. That’s why it’s important to break this down and understand whether NEP 2020 is truly a reform or a tool of centralisation.

What Does NEP 2020 Aim to Do?

NEP 2020 was approved in July 2020 and is the first major education policy update since 1986. Its main goals include:

Making education more flexible, multidisciplinary, and skill-based
Replacing the old 10+2 system with a 5+3+3+4 structure
Promoting regional languages and mother tongue in early education
Setting up a National Testing Agency (NTA) to conduct standardised entrance exams
Encouraging vocational education from Grade 6
Creating a National Higher Education Regulatory Council (NHERC) as a single authority

All of these sound progressive on the surface. But the way they are being implemented raises questions.

Growing Role of the Centre: A Concern?

One of the biggest criticisms of NEP 2020 is the way it shifts a lot of power to the Centre. Earlier, education was part of the Concurrent List, meaning both the Centre and states had authority. But NEP 2020 brings in centralised institutions like:

National Curriculum Framework (NCF) – Developed by NCERT but now binding on all states
NTA for common university exams – Reduces role of state boards and universities
NCIVE and NHERC – Central bodies for teacher training and higher education regulation

This means states will now have less freedom to design syllabi, conduct exams, or even run their colleges the way they want.

For example, the new curriculum being introduced by NCERT has faced criticism for changes in historical content and omission of certain topics. If all states are forced to follow the same syllabus, there’s little room left for local history, culture, or language focus.

What Do the States Say?

Several states have raised objections. Tamil Nadu, Kerala, West Bengal, and even Maharashtra have pointed out that the policy sidelines the states’ say in shaping education. They argue that education needs to reflect regional realities, especially in a diverse country like India.

Some state education ministers have even called NEP “one-nation, one-education,” which may not work for a country with so many different languages and cultures. The concern is not just about language—it’s also about whether a centralised syllabus fits all, especially when students face different social and economic realities.

Is It All Bad? Or Is There Some Good Too?

To be fair, NEP 2020 has some strong points. It encourages early childhood education, integration of technology, and gives importance to creativity and practical skills. The push towards vocational education and internship-style learning is welcome.

It also tries to reduce rote learning, focus on exams, and increase focus on understanding. But the problem lies in how it is being pushed—without enough consultation or flexibility for states.

Also, the sudden introduction of centralised entrance exams like CUET for UG admissions has already created stress among students from rural and regional backgrounds who relied on state boards.

What Should Be the Way Forward?

If NEP 2020 is to truly benefit all students, the Centre must:

Allow states to adapt the curriculum based on local needs
Avoid forcing common exams like CUET on all universities
Let regional languages have more space beyond primary levels
Ensure policy changes are rolled out in phases with proper training and infrastructure

Education must be inclusive, not uniform. What works in Delhi might not work in Manipur or Tamil Nadu.

Education and Employment Can Transform Society: Dinesh Gundu Rao Highlights the Way Forward

During a recent public address in Mangaluru, Karnataka’s Health and Family Welfare Minister Dinesh Gundu Rao stressed that education and employment are two powerful tools that can shape the future of any society. He pointed out that when people are educated and have meaningful jobs, they can rise above social divisions, poverty, and other long-standing issues. His statement came while addressing students and faculty at a function organised at Srinivas University, where he also touched on the importance of knowledge-driven growth.

I felt the need to write about this because it’s rare to hear such a strong political focus on the link between education, employment and overall societal transformation. We often hear about schemes, budgets and infrastructure, but rarely is the bigger picture discussed—how these two sectors can change the life of a common person. This topic matters to all of us, especially the youth, who are navigating a fast-changing job market while also dealing with rising academic pressure. By writing about this, I hope more people start thinking seriously about how education is not just about degrees, and employment is not just about money—it’s about dignity, stability and progress.

Why Education and Employment Matter Together

Education and employment are often treated as separate issues, but in reality, they go hand-in-hand. Education gives people the ability to think, create and contribute. Employment gives them the opportunity to apply what they know, support their families, and be part of the economy. According to Dinesh Gundu Rao, these two pillars must be developed together if we want a fairer and more productive society.

He stressed that:

Lack of access to education pushes people into poverty.
Unemployment leads to frustration, crime, and brain drain.
A society that fails to create job-ready youth will always remain unequal.

This is why investing in schools, colleges, and job-oriented courses is not just a policy decision—it’s a moral responsibility.

Government’s Role in Creating Equal Opportunities

During the event, Rao mentioned that governments should focus not only on building schools and colleges but also on ensuring the quality of education. He said students from rural areas often struggle because they don’t have the same access to English-medium teaching or computer labs as those in urban areas. This kind of inequality reflects in the job market too, where rural youth get fewer chances.

He also pointed out that:

Many graduates remain unemployed or underemployed because they are not industry-ready.
There is a big gap between what is taught in classrooms and what the job market demands.
Career counselling and vocational training should start at the school level.

According to him, if we want to see real change, we need long-term thinking and serious government commitment—not just one-time policies or election promises.

Importance of Social Harmony for Progress

One of the key messages Rao delivered was about unity. He said education should be a tool to unite people and not divide them. The minister raised concern about how communalism and polarisation are slowly taking attention away from important issues like job creation and educational reform.

He added that:

When youth are unemployed, they are more vulnerable to divisive ideologies.
Education can help people develop critical thinking and tolerance.
A strong education and employment ecosystem reduces dependence on populist politics.

He urged young people to stay informed, ask questions, and focus on real-life issues rather than distractions.