From Policy to Practice: Assessing the Implementation and Impact of NEP-2020 on Higher Education in Odisha

Author

Dr. Priyadarshini Swain


Abstract

 The National Education Policy (NEP) 2020 represents one of the most significant attempts to restructure Indian education in the post-independence period. Its vision for higher education moves beyond conventional disciplinary boundaries and emphasizes multidisciplinary learning, curricular flexibility, multiple entry and exit options, skill development, research, innovation, digital learning, Indian knowledge traditions, vocational education, institutional autonomy, and inclusive access. For a state such as Odisha, with considerable geographical, socio-economic, linguistic, tribal, and cultural diversity, the implementation of NEP-2020 presents both substantial opportunities and complex institutional challenges. The Government of Odisha formally notified the implementation of NEP-2020 in undergraduate programmes under the administrative control of the Higher Education Department from the 2024–25 academic session. The state framework introduces a four-year undergraduate degree structure, multiple entry and exit provisions, multidisciplinary and skill-based courses, value-added learning, and mandatory internship opportunities.

This paper examines the transition of NEP-2020 from policy formulation to institutional practice in Odisha. It analyses the major areas of implementation, including curricular restructuring, multidisciplinary education, Academic Bank of Credits, multiple entry and exit, vocational and skill-oriented education, internship and experiential learning, Indian knowledge systems, digital education, research orientation, assessment reform, faculty preparedness, and institutional governance. The paper argues that the implementation of NEP-2020 in Odisha should not be understood merely as a structural modification of undergraduate programmes. Rather, it represents a gradual transformation in the philosophy, organization, pedagogy, and social purpose of higher education. At the same time, challenges relating to infrastructure, faculty workload, digital inequality, institutional capacity, student awareness, coordination among universities and colleges, and the availability of interdisciplinary courses may affect the effectiveness of implementation. The study concludes that the long-term impact of NEP-2020 in Odisha will depend on the extent to which policy provisions are translated into meaningful classroom experiences, flexible academic pathways, stronger research ecosystems, employable skills, cultural rootedness, and equitable educational opportunities.


Keywords

NEP-2020, higher education, Odisha, multidisciplinary education, academic flexibility, multiple entry and exit, skill development, Academic Bank of Credits, Indian Knowledge System, higher education reform



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References


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