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Littérature scientifique sur le sujet « National Education Policy (NEP) »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "National Education Policy (NEP)"

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Mr., Pramod Mohan Kale. "Utilization of National Education Policy 2020." International Journal of Advance and Applied Research 3, no. 8 (2022): 15–19. https://doi.org/10.5281/zenodo.7512261.

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The Government of India's New Education Policy (NEP 2020) was a welcome change and welcome news in the midst of all the negativity surrounding the world as a result of the challenges posed by the Covid-19 pandemic. Many people were taken aback by the announcement of NEP 2020. Many education professionals did not see the changes proposed by NEP 2020 coming. Though education policy has had an equal impact on school and college education, this article focuses on NEP 2020 and its impact on higher education. This paper also discusses the key features of NEP and how they affect the current educa

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Mr., Pramod Mohan Kale. "Utilization of National Education Policy 2020." International Journal of Advance and Applied Research 3, no. 8 (2022): 155–58. https://doi.org/10.5281/zenodo.7512437.

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The Government of India's New Education Policy (NEP 2020) was a welcome change and welcome news in the midst of all the negativity surrounding the world as a result of the challenges posed by the Covid-19 pandemic. Many people were taken aback by the announcement of NEP 2020. Many education professionals did not see the changes proposed by NEP 2020 coming. Though education policy has had an equal impact on school and college education, this article focuses on NEP 2020 and its impact on higher education. This paper also discusses the key features of NEP and how they affect the current educa

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Kumar, Mr. Sonelal. "National Education Policy 2020: Transforming Education in Bihar." International Journal of Advance and Applied Research 12, no. 3 (2025): 66–70. https://doi.org/10.5281/zenodo.14854976.

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<strong>Abstract:</strong> The National Education Policy (NEP) 2020, introduced by the Government of India, is a transformative framework aimed at revamping the Indian education system to meet global standards while preserving local values. With its emphasis on holistic, multidisciplinary and skill-based education, the NEP is expected to have a profound impact on states like Bihar, which grapple with educational challenges such as high dropout rates, inadequate infrastructure and low literacy levels. Bihar has long struggled with low literacy rates. Before the New Education Policy (NEP) 2020,

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Renika, Malik. "VOCATIONAL EDUCATION IN THE NATIONAL EDUCATION POLICY 2020." International Journal of Multidisciplinary Research and Modern Education (IJMRME) 9, no. 1 (2023): 162–69. https://doi.org/10.5281/zenodo.8190724.

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The National Education Policy (NEP) 2020 is a comprehensive framework that aims to transform the education system in India. One of the key aspects of the NEP 2020 is the emphasis on vocational education, which is considered vital for nurturing a skilled workforce and fostering economic growth. This paper examines the provisions and significance of vocational education in the NEP 2020, exploring its goals, strategies, challenges, and potential impact on the Indian education landscape. By analyzing the policy's vision for vocational education, this paper aims to shed light on its potential f

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Patel, Bhupendra Kumar. "National Education Policy 2020: Current Status & Challenges." International Journal of Advance and Applied Research 6, no. 20 (2025): 40–44. https://doi.org/10.5281/zenodo.15348056.

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The National Education Policy (NEP) 2020 is a transformative reform aimed at overhauling India's education system to meet 21st-century demands. With a vision of holistic, flexible, and multidisciplinary education, NEP 2020 emphasizes early childhood care, foundational literacy and numeracy, competency-based learning, and digital integration. The policy introduces structural changes, replacing the 10+2 system with the 5+3+3+4 model, and promotes mother tongue-based education, skill development, and experiential learning. Despite its ambitious framework, the implementation of NEP 2020 faces sign

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wankhede, Anita Ramesh. "National Education Policy 2020: Reconstructing Education in India." Journal of Research & Development 17, no. 2 (2025): 62–68. https://doi.org/10.5281/zenodo.15064143.

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<strong><em>Abstract:</em></strong> <em>The National Education Policy 2020 (NEP 2020) is a comprehensive and visionary framework that aims to transform the education system in India. Approved by the Indian government in July 2020, the policy introduces significant reforms across all levels of education, from early childhood to higher education. This paper provides an overview of the NEP 2020, highlighting its key features, objectives, and potential implications. It discusses the policy's focus on holistic development, multidisciplinary education, technology integration, teacher empowerment, an

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Ray, Dipanwita. "National Education Policy 2020 and Libraries." International Journal of Advance and Applied Research 6, no. 20 (2025): 54–55. https://doi.org/10.5281/zenodo.15348145.

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The paper deals with the relation of NEP and the libraries. A brief review of the Policy has been given in the paper. Besides this, the different scopes of the libraries as mentioned in the NEP have been dealt with. The scopes mentioned relate to the library services and facilities, resources, infrastructure including development of ICT, types of education in which the libraries can get involved, easy accessibility of books and other materials and online availability of resources through the Digital Libraries.

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Gong, Xi, and Jiahui Wen. "The Text Analysis of National Education Policy 2020." Journal of Education, Teaching and Social Studies 5, no. 1 (2023): p95. http://dx.doi.org/10.22158/jetss.v5n1p95.

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This paper first briefly introduces the National Education Policy 2020 (NEP) document formulated by the Indian government and the five education theories (traditional academic theory, learner-centred theory, human capital theory, social efficiency theory and social reconstruction theory) in the field of education. Through relevant literature review, five educational theories or ideologies are proven that they cannot be fully applied in pedagogy. As such, this paper proposes a refutation perspective for each educational theory, showing my adequate understanding and critical awareness of educati

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Kamala, Kandi. "India National Education Policy (NEP) 2020." ADVANCE RESEARCH JOURNAL OF SOCIAL SCIENCE 11, no. 2 (2020): 80–86. http://dx.doi.org/10.15740/has/arjss/11.2/80-86.

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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 ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical and emotional capacities. The new education policy must provide to all students irrespective of their place of residence, a quality education system, with particular focus on historically marginalized, disadvantaged and under repr

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Dr.Ashok, Shelke. "National Education Policy 2020 Future of India." International Journal of Advance and Applied Research 4, no. 9 (2023): 11–13. https://doi.org/10.5281/zenodo.7867000.

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The National Education Policy (NEP) 2020 is a comprehensive document that aims to transform the education system in India. It emphasizes on the development of a holistic and multidisciplinary education system that promotes critical thinking, creativity, and innovation. The NEP 2020 also emphasizes the use of technology and digital learning to improve access to education and enhance the quality of learning outcomes.

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Thèses sur le sujet "National Education Policy (NEP)"

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Hsieh, Chuo-Chun. "Policy change of national quality assurance in European higher education systems : a comparative analysis between England and The Netherlands." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558878.

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Mandla, Bulelani. "BEE and Malaysia's NEP : a comparative study /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/579.

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Liu, Xianglu. "The Offsite National College Entrance Examination (NCEE) policy in China." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/94831/.

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This thesis aims to investigate the development of the Offsite National College Entrance Examination (NCEE) in China by examining the context, the policy programming, the policy implementation, the impact, and the views of the stakeholders. This research employs a multiple case study approach in order to study the Offsite NCEE policy from multiple perspectives in real situations. Two provinces, one inbound province and one outbound province, were chosen as the two research contexts. Each province was the subject of an individual case study, but the study as a whole covered the two provinces. I

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Ownhouse, Aileen Lucia. "Implementation of the national language policy at institutions of higher education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3415.

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This study investigated the implementation progress of the National Language Policy (NLP) of South Africa (SA) by reviewing pertinent research related to Language Policy (LP) initiatives. In particular, the study explored the implications of the NLP implementation on multilingual teaching and learning practices, especially practices aimed at developing proficiency in the Language of Learning and Teaching (LOLT). In particular, the LP implementation initiatives to support a multilingual practice community at Nelson Mandela Metropolitan University (NMMU) were overviewed. The study focused on and

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Yelling, Martin Rhys. "Physical education, physical activity and the National Curriculum Physical Education : policy, provision and prospects." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4097.

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Foran, Robert Jeffery. "Education policy and national income distribution : new evidence from recent cross-country data." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/3340.

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In the mid 19th century, Horace Mann insisted that a broad provision of public schooling should take precedence over the liberal education of an elite group. In that regard, his generation constructed a state sponsored common schooling enterprise to educate the masses. More than 100 years later, the institution of public schooling fails to maintain an image fully representative of the ideals of equity and inclusion. Critical theory in educational thought associates the dominant practice of functional schooling with maintenance of the status quo, an unequal distribution of financial, political,

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Young, Lori Jean. "Is there a disconnect? Comparing North Dakota and national geography standards." Thesis, The University of North Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1541663.

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<p> In 1994, <i>Geography for Life</i> was published. From this publication the national geography and state geography standards were developed. These national standards were the basis of the state standards. </p><p> North Dakota Studies is a Grade 9-12 course offered in North Dakota high schools. This course is offered under mandate in North Dakota high schools, so a broad range of data could be obtained by contacting those teachers. </p><p> Prior research has shown that students exposed to 3-D geographic technologies have better spatial abilities than students without a technologic backg

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Johnson, Taylon M. "Autism Policy: State and National Legislation Analysis." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/278.

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This research thesis is a policy assessment of the factors that contribute to the current status in treating autism. The policy assessment begins with a description of the key components that that influence policy outcomes in regard to autism. After developing a policy model that outlines various components of issues and approaches to the policy has on Autism, the paper examines several issues with regard to Autism policy, including the lack of insurance coverage, state legislation, waiting lists, evidence vs. non evidence treatments, and the high price for treatments. The paper also examines

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DeGrasse-Johnson, Nicholeen Theresa. "Towards the Construction of a National Dance Education Policy in Jamaica:Public Education Curriculum and Ownership." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260618.

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Dance<br>Ph.D.<br>I hear and I forget I see and I remember I do and I understand --Confucius (551 - 479 BC) Fundamentally about "doing," Dance is a strong element of Jamaican social and cultural expression. This dissertation is based on the premise that in order to fully educate Jamaica's children and to accomplish "National Outcome 2: World Class Education and Training" of the Jamaican National Development Plan for 2030 (Planning Institute of Jamaica [PIOJ], 2009, p. xvi), Dance should be an integral part of Jamaica's educational curriculum. This study draws on multiple perspectives and sourc

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Motlhabane, Haniso. "Botswana's revised national policy on education implementation realities : the perspective of the Ministry of Education officials." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394215.

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Livres sur le sujet "National Education Policy (NEP)"

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India. Parliament. Lok Sabha. Secretariat., ed. National education policy. Lok Sabha Secretariat, 1985.

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Malawi. Ministry of Education, Science, and Technology, ed. National education policy. Ministry of Education, Science and Technology, 2016.

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Digumarti, Bhaskara Rao, ed. National policy on education. Anmol Publications, 1996.

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Rwanda. Ministry of Local Government, Good Governance, Community Development, and Social Affairs. and Rwanda National Electoral Commission, eds. Rwanda national civic education policy. Ministry of Local Government, Good Gouvernance [sic], Community Development, and Social Affairs, 2007.

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Rwanda. Ministry of Local Government, Good Governance, Community Development, and Social Affairs. and Rwanda National Electoral Commission, eds. Rwanda national civic education policy. Ministry of Local Government, Good Gouvernance [sic], Community Development, and Social Affairs, 2007.

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Rwanda. Ministry of Local Government, Good Governance, Community Development, and Social Affairs. and Commission électorale nationale (Rwanda), eds. Rwanda national civic education policy. Ministry of Local Government, Good Gouvernance [sic], Community Development, and Social Affairs, 2007.

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Education, Pakistan Ministry of, ed. National education policy, 1998-2010. Govt. of Pakistan, Ministry of Education, 1998.

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Nigeria. Federal Ministry of Education. National teacher education policy: Draft. Federal Ministry of Education, 2010.

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India. National policy on education, 1986. Ministry of Human Resource Development, Govt. of India, Dept. of Education, 1986.

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Namibia. National policy on adult learning. Republic of Namibia, Ministry of Basic Education, Sport, and Culture, 2003.

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Chapitres de livres sur le sujet "National Education Policy (NEP)"

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Mishra, Keshav, and Rohit Kumar. "NEP 2020." In New Education Policy, Sustainable Development and Nation Building. Routledge India, 2025. https://doi.org/10.4324/9781003607380-9.

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Mohanty, Tapan R. "NEP 2020 and Critical Thinking." In New Education Policy, Sustainable Development and Nation Building. Routledge India, 2025. https://doi.org/10.4324/9781003607380-12.

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Patra, Soumyajit. "National Education Policy 2020." In New Education Policy, Sustainable Development and Nation Building. Routledge India, 2025. https://doi.org/10.4324/9781003607380-5.

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Prasad, Shweta. "National Educational Policy 2020." In New Education Policy, Sustainable Development and Nation Building. Routledge India, 2025. https://doi.org/10.4324/9781003607380-7.

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Chattopadhyay, Purba. "Tracing the Trajectory of ECCE in India in the Context of NEP 2020." In New Education Policy, Sustainable Development and Nation Building. Routledge India, 2025. https://doi.org/10.4324/9781003607380-21.

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Sharma, Ritu. "Discourse on Sustainability and Impact of NEP on Mental Health in Higher Education Institutes." In New Education Policy, Sustainable Development and Nation Building. Routledge India, 2025. https://doi.org/10.4324/9781003607380-16.

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Manna, Samita, and Aritra Ghosh. "Challenges and Possibilities of National Education Policy 2020." In New Education Policy, Sustainable Development and Nation Building. Routledge India, 2025. https://doi.org/10.4324/9781003607380-23.

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Bhattacharya, Susmita, Prarthita Biswas, and Samhita Chaudhuri. "Scope of Mass Media in the Education and National Education Policy 2020." In New Education Policy, Sustainable Development and Nation Building. Routledge India, 2025. https://doi.org/10.4324/9781003607380-17.

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Qurban, Shafiq. "National Ideology and Transforming Education in Pakistan." In Education Policy and the Construction of Neo-Liberal Citizenship in Pakistan. Routledge India, 2024. http://dx.doi.org/10.4324/9781003537861-2.

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Steiner-Khamsi, Gita. "Encounters with the Global Reform." In Time in Education Policy Transfer. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-82524-8_2.

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Abstract This chapter deals with the global drivers and national adopters of the reform. It examines the first two movers—the OECD and the World Bank—that promoted and funded the global dissemination of SAWA. The Ministries of Finance were their primary counterparts at the national level. The reform was subsequently transferred and “translated” into line ministries, including the Ministries of Education. In OECD countries, New Public Management (NPM) included the introduction of new procurement laws. Governments were henceforth obligated to invite businesses and other private providers to bid

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Actes de conférences sur le sujet "National Education Policy (NEP)"

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Dunmire, Daniel, Richard Hays, and George Keller. "Application of the Stem Program to Corrosion Engineering." In SSPC 2017 Greencoat. SSPC, 2017. https://doi.org/10.5006/s2017-00019.

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Abstract In the 1990’s, the National Science Foundation realized that the United States needed to combine science, technology, engineering, and mathematics into a single effort. So they created the acronym “STEM” to describe the application of those combined disciplines in both education and in the workplace, in order to help solve the country’s most difficult technological problems. Several population segments have been targeted for STEM learning and application. Science and engineering students in colleges and universities are obvious candidates to advance the STEM approach. Likewise, practi

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Mukherji, Prachi, and Harshala Khedlekar-Bodas. "Model of Blended Learning in Alignment with Goals of National Education Policy (NEP) 2020 for Engineering Education." In 2023 1st International Conference on Cognitive Computing and Engineering Education (ICCCEE). IEEE, 2023. http://dx.doi.org/10.1109/icccee55951.2023.10424546.

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Charania, Amina, Freda Wolfenden, Durba Sarkar, et al. "The Formation of Mentor Teachers and their Role in Professional Development of Rural Teachers at Scale in the COVID Lockdown Period in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.650.

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The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embrace technology enabled teaching. Continuous Professional Development (CPD) of these teachers to improve equity, scale, and quality needed experienced and motivated mentors to offer online support to teachers. The National Education Policy (NEP, 2020) in India suggests a mission for mentoring and various CPD tools for tracking the career progression of teachers. The purpose of the study is to understand the CPD process of teacher turned mentors, and in what ways prior experience of CPD supported thei

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McGuinness, Gareth, and Lesley Hooper. "The role of national statistics institutions in the use and understanding of official statistics in the compulsory education sector." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05302.

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Statistics New Zealand, like many national statistics institutions (NSIs), is charged with increasing the use and understanding of official statistics in the wider community. This seemingly insignificant outcome is driving radical changes in the way NSIs communicate their statistics to their audiences. One area where NSIs are increasingly working to communicate statistics is the compulsory education sector. Helping primary and secondary school students use and understand statistics is regarded as one of the best ways to promote the long- term use and understanding of official statistics. While

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Kharbanda, Anshul. "Second Chance Schooling for Women: A Case Study of India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.874.

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Low levels of literacy in India with over 200 million illiterate women creates a negative impact not only on women’s own lives, their families but also on country’s economic development. According to the National Commission for the Protection of Child Rights (NCPCR) report, around 40 percent of adolescent girls in the age group of 15-18 are not getting education. The National Education Policy 2020 (NEP 2020) recognises the role of education in women’s lives considering gender as a cross cutting theme across all its activities. The National Institute of Open Schooling (NIOS) is currently implem

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Louw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.

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At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June i

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Subherwal, Dr Darshan, and Dr Anuradha Goswami. "Strategies and Policies for Integrating IPR in Higher Education Sector in India." In Intellectual Property Rights: Issues and Challenges. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/c250601.

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The current era is the era of knowledge. Knowledge has become a powerful tool to win any war-like situation. Today, global economies run on the power of knowledge. To make a country more powerful, more knowledgeable human resources are required. Thus, the role of the education sector is prominent in creating knowledge resources. Knowledge concepts are systematized and disseminated through the education system. As per the World Bank report, India stands third in the world after the US and China as far as the higher education system is concerned. However, when we talk of quality in higher educat

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USACI, Doina. "Ensuring the continuity of university studies (bachelor's, master's, doctorate) in the training of teachers." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p5-10.

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Education is a national priority in the Republic of Moldova, which is the basic factor in transmitting and creating new cultural and general-human values, reproduction and progress of human capital, development of national consciousness and identity. The policy documents that define the education reform in the Republic of Moldova are the Sectorial Education Development Strategy, elaborated in accordance with the provisions of the European Education 2030 Strategy, the Education code, but also the country’s commitments under the Association Agreement of the Republic of Moldova with the European

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Nepytaliuk, Anton. "Innovation strategies for the national economies' development." In International Scientific Conference "Modern Paradigms in the Development of the National and World Economy", 17th Edition. Moldova State University, 2025. https://doi.org/10.59295/mpdnwe2024.08.

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Purpose of the article: The paper aims to assess the interrelations between economic growth, competition, and innovation and to conceptualize the economic policy's measures for stimulating innovative development Methodology: We focused on a sample of national economies that made their transition from centralized planning to the market in the 1990s, and later either joined or declared their intentions to join the EU. We decomposed the national economies elements interconnection's emergent potential and refined the economic growth-friendly public policy mix. We applied statistical methods and co

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Cheng, Ching-Ching, and Shan-Shan Cheng. "IMPLEMENTING A NATIONAL DATABASE ON YOUNG CHILDREN'S LEARNING: A PRELIMINARY ANALYSIS OF A LONGITUDINAL STUDY TO EVALUATE THE QUALITY OF PRESCHOOLS." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.58.

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In recent years, many policies have been formulated and strongly promoted to improve the quality of early childhood education. In 2012, the Taiwanese government enacted a new national curriculum framework for early childhood education to enhance the quality of early childhood education programs. This new framework is key competence-oriented, meaning preschool educators must focus on children's learning and inquiry processes when designing the curriculum. A series of projects collecting information on the quality of the learning environment and learning outcomes of children aged 2 to 9, called

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Rapports d'organisations sur le sujet "National Education Policy (NEP)"

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Mays, Tony, Ricky Cheng, Rebecca Ferrie, and Madhu Parhar. National ODL Policy and Practice in the Commonwealth. Commonwealth of Learning (COL), 2021. http://dx.doi.org/10.56059/11599/3887.

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Files PDF(1.94 MB) Date 2021-07 Authors Mays, Tony Cheng, Ricky Ferrie, Rebecca Parhar, Madhu Publisher Commonwealth of Learning (COL) Abstract In the wake of the pandemic, many institutions have been offering education using distance, blended or online methods. Sometimes this occurs in the absence of any national or institutional policy. Where national policies exist, they are not always available in a digital format. Sometimes issues related to ODL provision are embedded in other policy documents, such as ICT policies or Education Sector plans. This publication includes examples of policies

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Manna, Paul, and Susan Moffitt. New Education Advocacy Organizations in the U.S. States: National Snapshot and a Case Study of Advance Illinois. The Wallace Foundation, 2014. http://dx.doi.org/10.59656/el-g7731.001.

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Martinez, Monica, and Michelle Oliva. In Pursuit of Racial Equity: A Pathway for Action and Transformation in Education. EduDream, 2021. http://dx.doi.org/10.62137/babg2923.

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This report highlights the current state of educational inequities and national efforts to address them through policy, resources, tools, and technical assistance. Based on our review of over sixty equity-centered resources, we find that few toolkits are explicitly designed for K-12 schools and districts. We make a case for practical tools and resources, such as the EET™, to support education leaders in their equity work. Finally, based on our analysis of federal efforts to advance equity and a new administration that is prioritizing racial justice, we outline immediate action steps the Biden-

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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.

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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new

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Donohue, Brenda, Eva Moran, Aidan Clerkin, et al. Digital Learning Framework (DLF) national longitudinal evaluation: Wave 2 Final Report. Educational Research Centre, 2024. http://dx.doi.org/10.70092/0412063.0824.

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This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The data presented in this report provide an opportunity to consider how schools and students responded to the challenges of the COVID-19 pandemic with reference to the use of digital technologies for teaching, learning and assessment. The evaluation also considers the ways in which schools have had successes and met challenges in their embedding and implementation of the Department of Education’s Digital learning Framework. The report pro

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Arcia, Gustavo. Efficiency of Public Expenditures in Education and Health in Belize, 2003 - 2013. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0009289.

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Fundamental to the achievement of a country's economic and social development goals is efficiency in its public spending. This study analyses the levels and trends of public spending in the education and health sectors in Belize and offers an initial approach to evaluating the efficiency of such spending, taking into consideration the performance of the main outcome indicators for both sectors. The study contributes to the existing literature by using a new database that allows a territorial approach, by documenting the disparities of spending and sectorial outcomes at a national level and amo

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Datta, Sandip, and Geeta Gandhi Kingdon. The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/072.

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This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment d

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King, Sharron, and Cathy Stone. The impact of regional diversity on higher education participation: A comparison of two Australian states. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-2-08.

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Australian regional, rural, and remote (RRR) students are transitioning from school to university at lower rates than students in metropolitan areas. This paper examines the similarities and differences between the experiences of RRR secondary school students in South Australia (SA) and New South Wales (NSW) contemplating the transition to university study. Comparing findings from two studies, this paper investigates how the state in which a student lives and studies influences their attitudes and decisions about progressing to higher education (HE). In SA, the compounding effects of low incom

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Williams, Sarah. Silos and Systems. Auckland University of Technology, 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internati

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