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.