Education is the most significant requirement for an individual to grow and progress. Education is a powerful weapon that could transform an unproductive an individual into a productive member of society. Providing universal access to quality education is the key to India’s continued ascent and leadership on the global stage in terms of economic growth, social justice and equality and scientific advancement, national integration and cultural preservation.

Education policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities both the ‘foundational capacities’ of literacy and numeracy and ‘high order’ cognitive capacities such us critical thinking and problem solving but also social,  ethical and emotional capacities and disposition (NEP 2020).

In the history of education, in the independent India, the first National Education Policy (1968) marked significant steps. The Government of India introduced a New Education Policy in 1986. India’s New National Education Policy 2023 wants to make the country a global knowledge leader. It does this through a big and meaningful plan. The plan has four important parts: Access, Fairness, Good Quality, and Responsibility. It brings new ideas to schools and higher education to help students develop in all ways and learn about many subjects.

The Goals of NEP-2020

The National Education Policy-2020 envisions – India centred education system by incorporating its tradition, culture, values, and ethos to transform the country into an equitable, sustainable, and vibrant knowledge society. The NEP-2020 is developed wide and deep historical heritage of the country and the contributions of many scholars to different subjects as the founding stone to build high quality multi-disciplinary liberal education at both school and higher & professional education level. With the objective to increase the gross enrollment ratio (GER) of school education enrollment and higher & professional education enrollment to increase from 28% and 05% to 50% and 20% respectively by 2030, by means of radical changes in the existing education policies and governance systems by introducing accountability in each stakeholder. The New Education policy emphasized equal opportunities for marginalized sections and the removal of disparity through scholarships adult education and open universities. NEP 2020 seeks to pave the way for flexible and lifelong learning and encourages students to choose their academic path leading to the award of a certificate, diploma, and degree. Hence, the Multiple Entry and Exit System (MEES) is the cornerstone of the new National Education Policy in Higher Education.

Significance of the Study

The National Education Policy (2020) provides for reforms at the levels of education from school to higher education. The newly formed NEP 2020 insists on teachers having a central role to play. It also focuses on empowering the teachers. NEP aims to increase the focus on strengthening teacher training, reforming the existing exam system, early childhood care and restructuring the regulatory framework of education. The new 4 year integrated B.Ed program is seen as a paradigm shift by many as it will focus on teaching pedagogy parallel to the subject matter being taught in the college. The teaching community must coordinate, work well together and be driven by a desire to change student’s lives via the development of their skills and character, as the NEP is implemented on the ground.

The National Education Policy lays particular emphasis on the development of the creative potential of each individual will also increase focus on the skill improvement and competency development of the student. This policy made the Government of India to make their teachers more skilled and equipped with futuristic teaching skills. So the teacher educators must have some knowledge about the National education policy because the purpose of the education system is to develop good human being capable of rational thought and action.

Review of Related Studies

Maruthavanan (2020), made a study on the Awareness on New Education Policy among the secondary school teachers in Madurai District. The study shows that the Awareness of National Education Policy based on the independent variables like gender, location types of management, years of service and type of family. The investigator adopted a survey method to collect data from the population. The investigator selected 200 secondary teachers by giving proper representation from Government-Aided, Self Finance School from Madurai District. The investigator adopted a simple random sampling method to collect data. He selected multiple choice type questionnaires as a tool for collecting data. The finding revealed that the low awareness among secondary school teachers about NEP.

Devi and Cheluvaraju (2020) made a study on Awareness about the impact of National Education Policy 2020 among the stakeholder of Commerce and Management Disciplinary. The study aimed to understand the National Education Policy 2020 and analyzed the effect of NEP 2020 on commerce and Management disciplinary. The research design used in this study is empirical type of research. The researcher made a study to compare the outcome of existing NEP and NEP 2020 based on the stakeholders of various educational institutions located in Banglore. The study was conducted on a sample size of hundred respondents. A convenient sampling technique was used to select the respondents’ for the study. The study also analyzed the data using chi-square test. The finding revealed that The NEP 2020 leads all the stakeholders to meet the industrial demands at national and global level and the current education policy existing in India are concentrating majorly on theoretical aspects which lacks the practical training among the students.

Objectives of the Study

• To find out the level of awareness on National Education Policy 2020 with reference to higher education among teacher educators.
• To find out the level of awareness on National Education Policy 2020 among Teacher Educators with regard to gender.
• To find out the level of awareness on National Education Policy 2020 among Teacher Educators with regard to age
• To find out the significant association between educational qualification of teacher educators with regards to awareness on National Education Policy 2020.

Hypotheses

• There is no significant difference between male and female teacher educators in awareness on National Education Policy 2020.
• There is no significant difference between educational qualifications of teacher educators in awareness on National Education Policy 2020.

Method Used

The investigator has adopted survey method to study awareness on National Education Policy 2020 with reference to higher education among teacher educators.”

Population and Sample

It refers to the totality of objects or individuals regarding which inference are to be made in a sampling study Reddy (2017). The population consist of all the teacher educators who are working in colleges of education in Tenkasi district.

The investigator used simple random sampling technique. Thus the sample size consist of 43 teacher educators from Colleges of Education in Tenkasi District.

Data Analysis

Data analysis is a process for obtaining raw data, and subsequently converting it into information useful for decision-making by users. Data was collected and analyzed to answer questions, test hypotheses, or disprove theories.

Percentage analysis

Objective 1: To find out the level of awareness on National Education Policy 2020 with reference to higher education among teacher educators.

Table 1. Level of awareness on National Education Policy 2020 with reference to higher education among teacher educators 

It is inferred from the above table 1 that majority of the teacher educators have an average level of awareness in the dimensions namely holistic and multi-disciplinary education, optimal learning environment NEP, teachers education and new national research foundation. The level of awareness is higher (83.7%) only in the dimension of teachers education. As a whole 81.4% of teacher educators have average level of awareness on National Education Policy 2020.

Objective 2: To find out the level of awareness on National Education Policy 2020 among Teacher Educators with regard to gender.

Table 2. Level of awareness on National Education Policy 2020 among Teacher Educators with regard to gender

It is inferred from the above table 2  that with regard to gender. The majority of teacher educators both male and female have an average level of awareness on National Education Policy 2020.

Hypothesis 1 : There is no significant association between age of teacher educators with regards to awareness on National Education Policy 2020.

Table 3. There is no significant association between age of teacher educators with regards to awareness on National Education Policy 2020.

S –  Significant at 5% level                                                                                    NS – Not Significant at 5% level

It is inferred from the above table that p values are greater than 0.05 for awareness of teacher educators as a whole and all its dimensions namely, holistic and multi-disciplinary education, optimal learning environment NEP, teachers education, and new national research foundation.  It shows that there is no significant difference in awareness of teacher educators as a whole and its dimensions, holistic and multi-disciplinary education, optimal learning environment NEP, teachers education, and new national research foundation with regard to gender. But p-value is greater than 0.05 for the general aspects of NEP-2020.  It shows that there is significant difference in the dimension of general aspects of NEP-2020 with regard to gender.

Hypothesis 4 : There is no significant association between Educational Qualification of teacher educators with regards to awareness on National Education Policy 2020.

Table 4. There is no significant association between Educational Qualification of Teacher Educators with regards to awareness on National Education Policy 2020.

*NS – Not significant at 5% level of significance

It is inferred from the above table that, the calculated chi-square values are less than table value (9.488) for df (4) at 5% level is significance. Hence the null hypothesis is accepted. It shows that there is no significant association between awareness on National Education Policy-2020 and educational qualification of teacher educators.

Findings

1. The teacher educators have average(81.4) level of awareness in the dimensions namely holistic and multi disciplinary education ,optimal learning environment NEP, teachers education and new national research foundation.
2. There is no significant difference among teacher educators on awareness on New Education Policy (2020) based on gender.

3. There is no significant association between awareness and qualification of teacher educators.
4. There is a significant difference in dimension of general aspects of National Education Policy-2020 with regard to gender.
5. There is no significant difference among teacher educators on awareness on New Education Policy -2020 based on educational qualification.

Recommendations for Enhancing Awareness

Collaborate with educational institutions:  Partner with educational institutions to integrate NEP 2020 provisions into the curriculum and facilitate teacher training programs that focus on promoting awareness and understanding among Teacher Educators. Awareness program must be organized for Teacher Educators.

Conclusion

According to the research done on National Education Policy (2020), it has been noted that there is no significant difference in awareness of the new Education Policy (2020) among secondary school teachers based on gender. It has been also noted that there is no significant difference among Teacher Educators on the basis of the Qualification about the awareness of the New Education Policy (2020). It is recommended that the Educational Institutions must Organise Orientation programme of NEP 2020 to their Teacher Educators to ensure quality Education in new set up.

References

Aithal, P. S. (2019). “Analysis of Higher Education in Indian National Education Policy Proposal 2019 and its Implementation Challenges.” International Journal of Applied Engineering and Management Letters, 3(2), 1- 35.

Devi, L. (2020). A Study on Awareness about the Impact of National Education Policy-2020. Among the Stakeholder of Commerce and Management Disciplinary”; European journal of business and management research. 2020.

Jebaraj Priscilla. (2020). What has the National Education Policy 2020 proposed? The Hindu, August 02, 2020.

Maruthavanan, M. (2020). “A Study on the Awareness on New Education Policy (2019) among the Secondary School Teachers in Madurai District.” Shanlax International Journal of Education, 8(3), 67–71.

Menon Shyam. (2020). NEP 2020: What is needed is a new kind of thinking The Indian Express, September29, 2020 on-line edition print edition on August 8, 2020 under the title, NEP 2020.