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Articles de revues sur le sujet « National Education Policy (NEP). Indigenous Knowledge Systems »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Kulkarni, Dr. Ashlesha Anil. "Indian Knowledge System- The Hidden Treasure." International Journal of Advance and Applied Research 6, no. 20 (2025): 275–77. https://doi.org/10.5281/zenodo.15356410.

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<strong>Abstract</strong> <strong>    </strong>   The National Education Policy (NEP)2020 aims to strike a balance between traditional knowledge and current technologies. The next generation should be capable of leading a prosperous future with a rich cultural heritage. The National Education Policy (NEP) 2020 stresses the Indian Knowledge System (IKS) as a critical component of Indian education. It acknowledges the value of India's rich intellectual, cultural, and scientific legacy and seeks to incorporate it into modern education. The National Education Policy 2

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Chaudhary, Monika. "The Changing Dynamics of Indian Education for Holistic and Multidisciplinary Development: A Literary Review of NEP 2020." International Journal of English Literature and Social Sciences 9, no. 6 (2024): 342–45. https://doi.org/10.22161/ijels.96.56.

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This research paper examines the transformative impact of India's National Education Policy 2020 (NEP) on holistic and multidisciplinary education. Released in July 2020, NEP replaces the 1986 framework to address evolving educational requirements through comprehensive reforms from primary to higher education levels. The policy emphasizes technology integration, research promotion, and infrastructure enhancement while preserving indigenous knowledge systems. A key focus is modernizing libraries through digital resources, including e-books and e-journals, to facilitate research and improve acce

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Maheshkumar S and Soundarapandian M. "Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study." World Journal of Advanced Research and Reviews 21, no. 3 (2023): 2177–85. http://dx.doi.org/10.30574/wjarr.2024.21.3.0940.

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Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and

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Maheshkumar, S., and M. Soundarapandian. "Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study." World Journal of Advanced Research and Reviews 21, no. 3 (2024): 2177–85. https://doi.org/10.5281/zenodo.14175406.

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Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and

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Singh, Vinay Kumar. "The Relevance of Traditional Ecological Knowledge (TEK) in Contemporary Education: A Perspective from the NEP." International Journal of Advance and Applied Research 6, no. 20 (2025): 132–39. https://doi.org/10.5281/zenodo.15349373.

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Traditional Ecological Knowledge (TEK), passed down through generations, is a rich reservoir of wisdom developed by indigenous communities about sustainable environmental practices, biodiversity conservation, and ecosystem management. In the context of India, TEK is deeply intertwined with cultural traditions and has been central to the livelihoods of local communities. The National Education Policy (NEP) of 2020 acknowledges the significance of integrating local and indigenous knowledge into the education system, recognizing that this approach enriches learning and helps preserve cultural div

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Talekar, P. R. "Integrating Indian Knowledge System in Modern Education as per NEP 2020." International Journal of Advance and Applied Research 5, no. 12 (2024): 40–42. https://doi.org/10.5281/zenodo.11633455.

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The integration of the Indian Knowledge Systems (IKS) into modern education, in alignment with the National Education Policy (NEP) 2020, represents a pivotal shift towards a more holistic and culturally grounded educational framework. This endeavour seeks to celebrate and leverage India's rich heritage of traditional knowledge, spanning disciplines like Ayurveda, Yoga, Vedas, Jyotish Shastra, and indigenous sciences and arts. The NEP 2020 emphasizes the importance of incorporating IKS into mainstream education to nurture a deeper understanding of India's diverse cultural fabric and promote a c

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Ashutosh K Prabhakar. "The Intersection of Traditional Wisdom and Modern Education: Unpacking the Potential of Folk Pedagogy in the Context of India’s National Education Policy 2020." Creative Launcher 8, no. 2 (2023): 115–21. http://dx.doi.org/10.53032/tcl.2023.8.2.15.

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This article explores the critical interface of the National Education Policy (NEP) 2020 and the potential of folk pedagogy in enhancing India’s educational landscape. The NEP 2020, with its emphasis on local, indigenous knowledge systems and a transformative vision for India’s education system, provides an unprecedented opportunity for mainstreaming folk pedagogy into contemporary teaching-learning practices. Approved by the Union Cabinet in 2020 National Education Policy ushered in avant-garde reforms to the education policy of India. Folk pedagogy, a term used to describe traditional modes

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Godavarthi, Dr. Govindaiah. "Indian Knowledge System in Indian English and Literature: A Critical Analysis of National Education Policy 2020." International Journal of Research 8, no. 4 (2023): 192–97. https://doi.org/10.5281/zenodo.7823715.

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<em>This paper explores the knowledge systems of India which were once beacon to the world. For scholars and knowledge seekers of the world like Fahien and Huen Tsang, who came to India to acquire knowledge, these Indian systems served as the reservoir and generously shared its knowledge in various fields. It saddens us to note that the youth of India flock to the West in pursuit of gaining and creating knowledge.</em> <em>With regards to the role of English in enhancing the Indian knowledge system, one may point out that English being the lingua franca serves as a platform to project the vast

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Khichar, Vijay, and Abhishek Lunayach. "A Comparative Study of Ancient Indian Education System and their Integration in Contemporary Educational Framework." International Journal of Education, Modern Management, Applied Science & Social Science 07, no. 02(II) (2025): 205–14. https://doi.org/10.62823/ijemmasss/7.2(ii).7697.

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India's rich cultural and intellectual heritage has long been anchored in its ancient education system, which emphasized not only the acquisition of knowledge but also the holistic development of individuals. Rooted in the Indian Knowledge System (IKS), this educational model integrated disciplines such as philosophy, science, medicine, mathematics, arts, and spirituality. Institutions like Nalanda, Takshashila, and Vikramshila attracted scholars from across the globe, while the revered Guru-Shishya tradition fostered personalized mentorship, moral values, and lifelong learning. However, in th

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Mr.Ashokkumar, Baldevbhai Prajapati. "Indian Knowledge Systems Through Gandhi an Ideals: A Holistic View." Educational Resurgence Journal 8, no. 1 (2025): 67–77. https://doi.org/10.5281/zenodo.14723341.

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<strong>Abstract</strong> <strong> </strong> <strong><em>Indian Knowledge Systems (IKS), which include philosophy, education, science, the arts, and governance, is a rich source of traditional knowledge that prioritizes self-reliance, ethical behavior, holistic living, and harmony with the natural world. Mahatma Gandhi, a modern-day visionary, offered a revolutionary framework for societal advancement by incorporating these timeless ideas into his beliefs in social justice, sustainability, and education. This essay explores the connections between Gandhian philosophy and IKS, emphasizing

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Soni, Manish. "A Literature Survey on National Education Policy 2020 (NEP 2020) and Libraries." Journal of Learning and Educational Policy, no. 34 (June 2, 2023): 13–23. http://dx.doi.org/10.55529/jlep.34.13.23.

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NEP 2020 refers to the National Education Policy 2020, which is a policy document released by the Government of India in July 2020. The NEP 2020 aims to transform the education system in India by focusing on holistic and multidisciplinary education, promoting research and innovation, and incorporating technology into the learning process. In terms of libraries, the NEP 2020 recognizes the crucial role that libraries play in promoting a culture of reading and lifelong learning. The policy emphasizes the need to strengthen school and public libraries by providing them with adequate resources, in

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Soni, Manish. "A Literature Survey on National Education Policy 2020 (NEP 2020) and Libraries." Journal of Learning and Educational Policy, no. 34 (June 2, 2023): 13–26. http://dx.doi.org/10.55529/jlep.34.13.26.

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NEP 2020 refers to the National Education Policy 2020, which is a policy document released by the Government of India in July 2020. The NEP 2020 aims to transform the education system in India by focusing on holistic and multidisciplinary education, promoting research and innovation, and incorporating technology into the learning process. In terms of libraries, the NEP 2020 recognizes the crucial role that libraries play in promoting a culture of reading and lifelong learning. The policy emphasizes the need to strengthen school and public libraries by providing them with adequate resources, in

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DR., VISHAL DNYANESHWAR KAMBLE. "THE FUTURE OF EDUCATION WITH AI: TRANSFORMING LEARNING LANDSCAPES." Educational Resurgence Journal 8, no. 1 (2025): 9–15. https://doi.org/10.5281/zenodo.14685548.

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<strong><em>Abstract: </em></strong><em>            Education is a cornerstone of human development, and the advent of Artificial Intelligence (AI) presents a transformative opportunity to address the challenges facing educational systems worldwide. In India, where education is a blend of tradition and modernity, AI can significantly reshape learning experiences. This article explores the future of education in India through the lens of AI, highlighting its potential to personalize learning, bridge teacher-student ratio gaps, enhance acces

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Das, Ranjit Kumar. "Indian Knowledge System and National Education Policy (Nep) 2020." Integrated Journal for Research in Arts and Humanities 4, no. 4 (2024): 47–51. http://dx.doi.org/10.55544/ijrah.4.4.8.

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Knowledge is the supreme value. Indian knowledge tradition is a pernnial flow of the Ganga. Ganga is a symbol of purity and liberationas it descended from heaven to give moksha to the people of yogabhumi, Bharata. Indian Knowledge System aspired to know everything that the mind can comprehend from tiny atoms to the universe. India has a glorious tradition of spirituality propagated by a long line of rishis. The teachings of the sages have an eternal relevance and unleashed the creativity of the Indian culture over a wide spectrum-literature, medicine, music, dancing art, painting, sculpture, m

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Bagal, J. G. "National Education Policy - 2020: An Overview." Journal of Research & Development 4, no. 14 (2023): 15–18. https://doi.org/10.5281/zenodo.7817176.

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Education is the foundation stone of the nation as it plays a powerful role in the growth and development of the citizens and its country. India’s first Education Policy was passed and implemented in 1986. After thirty-four years, the National Education Policy (NEP) for India has been updated, revised and approved on 29 July 2020. The policy signifies a huge milestone for India’s Education system, which will certainly make India an attractive destination for higher education world-wide. The policy is based on the pillars of “Access, Equity, Quality, Affordability, and Account

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Mamgain, Rohit. "Implementing NEP 2020 Recommendations: Promoting the Indian Knowledge System." Integrated Journal for Research in Arts and Humanities 5, no. 3 (2025): 135–40. https://doi.org/10.55544/ijrah.5.3.15.

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This study examines the National Education Policy (NEP) 2020's vision for integrating the Indian Knowledge System (IKS) into the mainstream education framework of India. The NEP 2020 emphasizes the need to revive and promote India's indigenous knowledge traditions, including disciplines such as Ayurveda, Yoga, mathematics, astronomy, and ethics, which have been historically marginalized due to colonial educational structures. By integrating IKS into curricula, teacher training, and research, NEP 2020 aims to create a holistic education system that combines traditional wisdom with modern scient

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Miole, Giselle Lugo. "Cultural Interface in Action: A Case Study of Philippine Indigenous Educational Policy." IAFOR Journal of Education 12, no. 3 (2024): 273–98. https://doi.org/10.22492/ije.12.3.11.

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This study explores the development and implementation of the Indigenous Peoples’ Education (IPEd) policy in the Philippines, which institutionalizes the practice of cultural interface by combining Indigenous and non-Indigenous knowledge systems in the Philippine curriculum. Using actor-centered institutionalism as an analytical framework, this study investigates the motivations and processes behind the Philippine Government’s strategy of employing an interfacing model in policy and curriculum development. Through in-depth expert interviews and policy documents analysis, this study provides a

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Dharmadhikari, Dr Ruta. "Teaching Soft Skills in India as Per the Nep 2020: The „Why‟ and the „How‟." International Journal of All Research Education and Scientific Methods 12, no. 05 (2024): 4673–79. http://dx.doi.org/10.56025/ijaresm.2024.1205242071.

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Skill based education is the watchword of the National Education Policy 2020 in India, popularly known as NEP 2020. In Section II of the policy document, all HEIs across the country are exhorted to impart an education, multidisciplinary in its approach, incorporating soft skills as essential knowledge in the process of imparting a holistic education, emulating ancient Indian knowledge systems where the imparting of the “64 arts” was considered a holistic education (NEP 2020, 36). This research paper attempts to show the need to incorporate soft skills education as a separate curriculum with a

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Vansutre, Sandeep, S. D. Deshmukh, and Farhaan Ahmad. "The Indian Knowledge System and National Education Policy - 2020: An integration of roots and wings for a Holistic Development." IOSR Journal of Applied Geology and Geophysic 13, no. 3 (2025): 23–33. https://doi.org/10.9790/0990-1303022333.

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This article seeks to explore the impact of ancient Indian practices on the development of a scientific mindset, whether they facilitated or hindered it. A comprehensive review is conducted to evaluate the contributions made in astronomy, mathematics, medicine, physics, geology, and technology during the ancient and medieval periods. The term 'Indian knowledge tradition' encompasses a vast and diverse body of information that has been acquired, preserved, and transmitted throughout thousands of years in the Indian subcontinent through various indigenous learning and inquiry methods. The Indian

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Rout, Ajaya Kumar, and Lipun Sahoo. "Integrating Indian Knowledge Systems Into Contemporary Education: A Critical Review Of The National Education Policy (Nep) 2020." International Journal of Research Publication and Reviews 6, no. 4 (2025): 16990–94. https://doi.org/10.55248/gengpi.6.0425.16129.

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Koner, Arna, and Mahadeb Chattopadhyay. "PROMOTING HOLISTIC DEVELOPMENT AMONG LEARNERS THROUGH INDIAN KNOWLEDGE SYSTEM (IKS): REFLECTION FROM NEP – 2020." Social Science Review A Multidisciplinary Journal 3, no. 3 (2025): 203–7. https://doi.org/10.70096/tssr.250303034.

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Education is the fundamental right of citizens that helps to develop the intellectual ability, social inclusion, moral development, problem solving skills of learners. NEP 2020 is the first National education policy of 21st century, comes in the picture to make a bridge between the gaps of the various concept of previous education policies in the present context. The objectives of the study was to know how holistic development should be promote through Indian Knowledge System impart of NEP-2020 to implement Indian knowledge system and to find out the major challenges of implementation of IKS i

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., Bansode Mr. Prathmesh D., and Deepak K. Dede Dr. "Globalization of Indian Education: NEP's Internationalization Vision." International Journal of Advance and Applied Research 6, no. 20 (2025): 50–53. https://doi.org/10.5281/zenodo.15348120.

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The globalization of education has led to increased interconnectivity, fostering academic exchanges, research collaborations, and institutional partnerships worldwide. India, with its vast educational heritage, seeks to align itself with these global trends through the National Education Policy (NEP) 2020. The NEP envisions a comprehensive framework to enhance internationalization by integrating global best practices, fostering cross-border collaborations, and positioning India as a hub for quality education. This paper examines NEP’s internationalization vision, emphasizing foreign univ

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S. Gite, Mrs Nilima. "A COMPREHENSIVE STUDY OF ONLINE AND DIGITAL EDUCATION IN THE CONTEXT OF NATIONAL EDUCATION POLICY 2020." International Journal of Engineering Applied Sciences and Technology 09, no. 02 (2024): 102–6. http://dx.doi.org/10.33564/ijeast.2024.v09i02.008.

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It is widely accepted that any nation needs to have a clear, innovative, and modern education policy because education is an essential component of advancement in both society and the economy. Different nations have adopted different educational systems in consideration of their unique culture and traditions. The New Education Policy 2020 (NEP 2020), recently unveiled by the Indian government, aims to provide everyone with access to high-quality education while transforming our country sustainably into a just and dynamic knowledge society. Because of the recent rise in pandemics, we must be re

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Rapacha, Lal-Shyãkarelu. "Inclusive Curriculum in Nepal's Context." Crossing the Border: International Journal of Interdisciplinary Studies 1, no. 1 (2014): 85–102. http://dx.doi.org/10.3126/ctbijis.v1i1.10472.

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Inclusive curriculum in contemporary Nepal’s technical and higher education policy, programme, content and system is a dire need for making our education innovative technically and more competitive globally since our policy, programme, content and system till date have remained monolithic - thus feudalistic in structure as well as nature and in content mainly dominated by western colonial principle rather than by our own national indigenous knowledge. Nepal within her (its) national boundary, has a rich vein of indigenous knowledge (i.e. tangible and intangible cultural heritage including lang

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Singh, Dr Inderjit. "IMPACT OF ICT O EDUCATION: A NEP 2020 PERSPECTIVE." International Scientific Journal of Engineering and Management 04, no. 03 (2025): 1–7. https://doi.org/10.55041/isjem02329.

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Technology is a gift of God. After the gift of life it is perhaps the greatest of God's gifts. It is the mother of civilizations, of arts and of sciences. Technology has certainly changed the way we live. It has impacted different facets of life and redefined living. Undoubtedly, technology plays an important role in every sphere of life. Several manual tasks can be automated, thanks to technology. Also, many complex and critical processes can be carried out with ease and greater efficiency with the help of modern technology. Thanks to the application of technology, living has changed and it h

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Saha, Tanmoy. "The Role of the Indian Knowledge System in India's Political Awakening: From Rajadharma to Democracy." International Journal of Advance and Applied Research 6, no. 20 (2025): 117–19. https://doi.org/10.5281/zenodo.15349195.

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The Indian Knowledge System (IKS), highlighted in the National Education Policy (NEP) 2020, integrates traditional wisdom with modern governance to enhance political participation and ethical leadership. Drawing from ancient texts like the <em>Arthashastra</em>, <em>Manusmriti</em>, <em>Mahabharata</em>, <em>Thirukkural</em>, and <em>Ramayana</em>, this study explores India’s historical democratic traditions, including the Lichchhavi Republics and Panchayat Systems, which continue to shape governance today. Philosophies of Mahatma Gandhi, Swami Vivekananda, and Sri Aurobindo emphasize tr

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Maruthi, Akki. "Integrating the Bhagavad Gita 18th chapter into Leadership Essentials under NEP 2020: An Indian Knowledge Systems Perspective." Research Review Journal of Indian Knowledge Systems 1, no. 2 (2024): 44–54. https://doi.org/10.31305/rrjiks.2024.v1.n2.006.

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The Bhagavad Gita's 18th chapter provides significant leadership lessons by highlighting the value of moral behavior, self-control, and purpose-driven activity. The incorporation of these age-old teachings into modern leadership frameworks is examined in this study, especially in light of India's National Education Policy (NEP) 2020. The study intends to close the gap between conventional wisdom and contemporary leadership practices, emphasizing Indian Knowledge Systems (IKS). This study offers an approach to moral leadership that is consistent with the inclusive and comprehensive objectives o

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Singh, Christopher. "Balancing Intellectual, Physical, and Moral Development: Malaviya’s Approach to Education." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 05 (2025): 1–9. https://doi.org/10.55041/ijsrem49068.

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Abstract Madan Mohan Malaviya (1861-1946), a prominent nationalist leader, social reformer, and educationist, played a pivotal role in shaping India’s educational landscape during the British colonial period. As the founder of Banaras Hindu University (BHU) and a vocal advocate for an indigenous, value-based, and holistic educational system, Malaviya’s educational vision was grounded in the principles of character-building, self-reliance, and the integration of modern scientific education with traditional Indian knowledge systems. His approach aimed at fostering an education that was not only

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Mawa, Jannatul. "HARMONIZING EDUCATIONAL DIVERSITY: INTEGRATING INDIGENOUS AND ETHNIC MINORITY PERSPECTIVES IN BANGLADESH, INSPIRED BY AUSTRALIAN MODELS." International Journal of Advanced Research 12, no. 11 (2024): 1330–44. https://doi.org/10.21474/ijar01/19948.

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The integration of indigenous and ethnic minority perspectives into educational systems poses a complex challenge in diverse societies like Bangladesh. This article delves into these challenges, examining historical exclusion, systemic neglect, and the contemporary efforts to include marginalized voices in national educational frameworks. Indigenous communities, such as the Chakma, Garo,Marma, and others in Bangladesh, have long been underrepresented in curricula that primarily reflect the values and history of the dominant Bengali majority. This marginalization perpetuates educational inequit

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Dr., H. Vageeshan, and Kamalakar Dr.Gedam. "Integrating Indian Knowledge System in Education: A Study of Government Reforms." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 04, no. 01 (2025): 104–8. https://doi.org/10.5281/zenodo.14631063.

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The Indian Knowledge System (IKS), initiated in the ancient philosophy, science and culture of the country, is also recognized in today’s discourse. With the launch of the National Education Policy (NEP) 2020, the Indian government is working to integrate IKS in mainstream education to promote development opportunities for students. This article explores the impact of government education reform on student development, focusing on the integration of IKS in the curriculum and co-curricular activities. Analyzing policy documents, school survey reports and student feedback, the study assess

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Cajete, Gregory A. "Indigenous Science, Climate Change, and Indigenous Community Building: A Framework of Foundational Perspectives for Indigenous Community Resilience and Revitalization." Sustainability 12, no. 22 (2020): 9569. http://dx.doi.org/10.3390/su12229569.

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This essay presents an overview of foundational considerations and perceptions which collectively form a framework for thinking about Indigenous community building in relationship to the tasks of addressing the real challenges, social issues, and consequences of climate change. The ideas shared are based on a keynote address given by the author at the International Conference on Climate Change, Indigenous Resilience and Local Knowledge Systems: Cross-time and Cross-boundary Perspectives held at the National Taiwan University on 13–14 December 2019. The primary audience for this essay is Indige

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Kiggundu, John. "University Education and Intellectual Property in the Digital Era." International Journal of Innovation in the Digital Economy 1, no. 4 (2010): 19–26. http://dx.doi.org/10.4018/jide.2010100102.

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The national level of Intellectual Property Law covers national legislation and policy as well as common law, while at the international level it covers international treaties and conventions to which Botswana is a signatory. The Mission of the University of Botswana is to advance the intellectual and human resource capacity of the nation and the international community. In this regard, the goal of this paper is that the University plays a central role in the development of intellectual property law and policy and in the protection of intellectual property at the University and the nation at l

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M, Ramesh, and M. T. V. Nagaraju. "Effect of Culturally Relevant Teaching on Scientific Knowledge among Class VI Students." BASICA 5, no. 1 (2025): 31–44. https://doi.org/10.37680/basica.v5i1.6895.

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India is rich in culture, tradition arts, and ethos. For hundreds of years ago, culturally, economically, linguistically, religiously and ethnically different people living in India and the Indian classroom filled with cultural diversified students commonly called multicultural classroom. It was stated by National Policy on Education (1986), and POA (1992) that need for culture based revision of curriculum. The latest document NEP (2020) recommended that the indigenous knowledge and different cultures needs to be incorporated in the curriculum and textbook; it also suggested that preservation

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Mendes, Philip, Rachel Standfield, Bernadette Saunders, Samone McCurdy, Jacinta Walsh, and Lena Turnbull. "Indigenous youth transitioning from out-of-home care in Australia: a study of key challenges and effective practice responses." Journal of Children's Services 17, no. 1 (2021): 16–32. http://dx.doi.org/10.1108/jcs-08-2021-0034.

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Purpose This paper aims to report on the findings of a qualitative study that explored the views of 53 service providers assisting Indigenous young people (known in Australia as Aboriginal and Torres Strait Islander youth) transitioning from out-of-home care (OOHC) in Australia. Design/methodology/approach A qualitative approach was adopted involving semi-structured interviews and focus groups with 53 representatives of state and territory government departments, non-government organisation service providers and Aboriginal community-controlled organisations (ACCOs) across Australia. The projec

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Obu, Raphael Nyarkotey. "Naturopathic and Herbal Education in Africa: Academic and Legal Perspectives." Journal of Complementary and Alternative Medical Research 26, no. 7 (2025): 59–82. https://doi.org/10.9734/jocamr/2025/v26i7675.

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Background: The evolution of naturopathic and herbal education in Africa is gaining renewed attention amid growing global interest in the integration of complementary and alternative medicine (CAM) with conventional biomedical systems. As African countries seek to formalize and legitimize traditional health knowledge, naturopathic and herbal medicine education emerges as a vital component in reimagining public health systems rooted in cultural relevance and sustainability. Aim of the Study: This study critically examines the academic and legal dimensions shaping the current landscape of naturo

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Kumar Dash, Dr Pratap. "SHIFTING PARADIGM IN THE 21ST CENTURY: PLANS TO REORIENT INDIAN SCHOOL LEVEL ENGLISH LANGUAGE TEACHERS AND TEACHER EDUCATORS." Journal of English Language and Literature 09, no. 02 (2022): 81–89. http://dx.doi.org/10.54513/joell.2022.9211.

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This paper aims at presenting some of the additions and modifications in bridging the gap between the earlier planning and policies and the emerging challenges in English language education in India and then suggests how to reorient Indian English language teachers basically at primary and secondary levels keeping in view the national and international requirements. Firstly, it reviews the English language teacher education and current practices of English language teaching and learning systems both in vernacular and English medium schools in India. Secondly, it critically examines the nationa

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Mehmood, Muhammad Umar, Qurrat Ul Ain, Bakht Jamal, and Atta Ur Rehman Bhatti. "Integrating Indigenous Cultural Practices into Early Childhood Curricula: Challenges and Opportunities." Journal of Political Stability Archive 3, no. 2 (2025): 480–99. https://doi.org/10.63468/jpsa.3.2.28.

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This research is focused on integrating indigenous cultural practices in the field of early childhood education (ECE) within the Punjab region, Pakistan and the potential key challenges and benefits than may be experienced because of the integration. The scope of the study is to translate the role of indigenous languages, traditions systems and how it plays into the education curriculum to encompass cultural identity, diversity, and inclusivity. The research is concerned with the ways in which these cultural aspects can add up to a more holistic educational process, especially for the tribal c

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Ranade, Manjiri. "Knowledge, Attitude and Practice (KAP) of BAMS First Year Students about Integration of Streams of Medical Science- A Cross Sectional Survey." PDEAS International Journal of Research in Ayurved and Allied Sciences 6, no. 2 (2024): 3–6. https://doi.org/10.63778/pdeasijraas-arjcpl/2024_8303.

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Background: Our healthcare must be integrative, according to the National Education Policy 2020 (NEP 2020).The acceptance and practice of both streams by all stakeholders is critical to the success of integration. The purpose of this study was to analyze the knowledge, attitude, and practice of BAMS first-year students about the Indian government's new integrative policy. Materials and Methods: The Study was conducted among first year BAMS students of Ayurvedic medical college between NOV 2020 to Dec 2020. A pre tested structured questionnaire was administered to capture all important aspects,

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Swadhin, Mondal, and Kausik Chatterjee Dr. "Inclusive Growth, A Gateway of Sustainable Development of Higher Education Through Open and Distance Learning in India." INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH IN MULTIDISCIPLINARY EDUCATION 02, no. 12 (2023): 633–40. https://doi.org/10.5281/zenodo.10299130.

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Education play important role for crucial development of society as well as young generation, because it build and developed a person's beliefs, ideologies, values and take a substantial role to inclusive growth of any country. Inclusive education refer to empowering of every children with skills and knowledge's, given equal opportunity of every children to access education equally. At the present context open and distance learning open horizontal windows of education for increasing learner participations and educational opportunities for many compatible learners who are deprived of to access

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Suthan a/l Panchadcharam. "The Role of Socioeconomic Disparities in Orang Asli Education in Malaysia: Advancing Continuous Educational Improvement through Technological Development and Innovative Teaching Methods." Journal of Information Systems Engineering and Management 10, no. 43s (2025): 1001–14. https://doi.org/10.52783/jisem.v10i43s.8505.

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Socioeconomic disparities have long been a critical barrier to educational equity, particularly among marginalized communities such as the Orang Asli in Malaysia. The Orang Asli, the indigenous peoples of Peninsular Malaysia, face systemic challenges that hinder their access to quality education, perpetuating cycles of poverty and limiting opportunities for upward social mobility. This paper examines the intersection of socioeconomic factors and educational outcomes within the Orang Asli community, highlighting how income inequality, geographic isolation, cultural marginalization, and insuffic

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N'Dri T. Assié-Lumumba. "Critical Perspectives on the Crises, Planned Change, and the Prospects for Transformation in African Higher Education." Journal of Higher Education in Africa 3, no. 03 (2005): 1–29. http://dx.doi.org/10.57054/jhea.v3i03.3621.

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This article is a summary of a forthcoming book that is a background text for CODESRIA's Multinational Working Group (MWG) on higher education. The crea tion and also the development of contemporary African higher education institu tions, especially the universities, in the colonial and post-colonial context, have been characterised by high expectations,contestations, crises, and struggles by vari ous African stakeholders to assert agency and introduce reforms and innovations in the search for structural transformation. Conceived as institutions for individual social mobility and national d

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Lomonyang, Ekwam, N. Keraro Fred, and K. Ng'eno Joel. "RELATIONSHIP BETWEEN CULTURAL BELIEFS AND SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN CHEMISTRY IN SAMBURU COUNTY, KENYA." GPH-International Journal of Educational Research 06, no. 07 (2023): 01–15. https://doi.org/10.5281/zenodo.8189803.

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<strong>African Societies have a relatively rich body of Indigenous Knowledge. This is embodied in the Continent’s Indigenous Knowledge Systems. This knowledge has been used by the African people for thousands of years to solve their specific problems. According to Kenya National Examination Council reports, secondary school students’ achievement in chemistry has been persistently poor. This has been attributed to many factors including cultural beliefs. However, it is not clear how cultural beliefs are related to students’ achievement in chemistry. The current concern in Sam

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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 6, no. 1 (2023): 4. http://dx.doi.org/10.14426/jovacet.v6i1.319.

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Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’. Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psych

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Aditi, Aggarwal. "Expanding Hybrid Model for Digitalize Pedagogy in India through Cross Countries Study." International Journal of Innovative Science and Research Technology 7, no. 3 (2022): 646–55. https://doi.org/10.5281/zenodo.6408988.

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This paper is an in – depth study of virtual mode of education and how the teachers teaches the students in virtual way by using computers and other digital devices with the help of networks. This paper is a study provides various steps or methods used by tutors or educators for making studies and syllabus interesting by various 3D games or videos or flow charts. In this paper we have also discussed different levels of grade and types of teaching used in education in various different countries. We have also researched on digitalization used in different countries for teaching students.

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Cashman, Timothy G. "“In spite of the way the world is”." International Journal of Comparative Education and Development 22, no. 1 (2019): 16–29. http://dx.doi.org/10.1108/ijced-11-2018-0050.

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Purpose The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an

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Acquah, Bridget, Ernest Darkwa, and Constance Osafo-Adjei. "Deconstructing the Barriers to ASRH in Contemporary Ghana." Inverge Journal of Social Sciences 2, no. 3 (2023): 124–33. https://doi.org/10.63544/ijss.v2i3.55.

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Adolescent Sexual Reproductive Health (ASRH) is crucial for the physical, emotional, and social well-being of adolescents. The paper aims to identify the barriers to ASRH in Ghana and suggest potential measures to address these challenges. The paper argues that socio-cultural and gender norms that stifle the rights and voices of adolescents, particularly adolescent girls regarding their sexuality, are a significant factor exacerbating other barriers to ASRH in Ghana. These norms perceive adolescents as inexperienced and lacking agency in their sexuality, consequently disregarding their voices.

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Thị Tuyết Vân, Phan. "Education as a breaker of poverty: a critical perspective." Papers of Social Pedagogy 7, no. 2 (2018): 30–41. http://dx.doi.org/10.5604/01.3001.0010.8049.

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This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technolog

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Prof. (Dr) Pramod Kumar Sharma. "Integrating Indian Knowledge Systems with the National Education Policy 2020: A Critical Analysis." International Journal of Advanced Research in Science, Communication and Technology, November 30, 2024, 555–58. https://doi.org/10.48175/ijarsct-22200.

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The National Education Policy (NEP) 2020 has been introduced to revolutionize India's education system by adopting a holistic approach to learner development. This framework offers a comprehensive and integrated strategy to enhance the education system's growth. A significant aspect of the NEP curriculum is the Indian Knowledge System (IKS), which encompasses India's diverse and rich heritage knowledge, spanning various domains such as science, technology, literature, philosophy, culture, medicine (Ayurveda), and yoga The IKS is a treasure trove of knowledge assets accumulated from pre-histori

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-, Shazia Amani. "Integrating Indian Knowledge System: Revitalizing India’s Educational Landscape." International Journal For Multidisciplinary Research 6, no. 3 (2024). http://dx.doi.org/10.36948/ijfmr.2024.v06i03.23666.

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The Indian education system has evolved significantly, transitioning from informal home-based education to more structured institutions, both private and state-sponsored. Key drivers of this evolution include colonialism and westernization, which continue to shape the system today due to the impact of globalization and capitalism. Colonialism significantly influenced the Indian education system. During the colonial era, British rulers established formal educational institutions to serve their administrative needs. These institutions propagated western knowledge, languages, and cultural norms.

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Bera, Moumita. "INDIAN KNOWLEDGE STYSTEM AND VALUE EDUCATION: RESHAPING TEACHER EDUCATION IN THE LIGHT OF NEP 2020." Social Science Review A Multidisciplinary Journal 3, no. 3 (2025). https://doi.org/10.70096/tssr.250303003.

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The National Education Policy (NEP) 2020 is a comprehensive framework designed to transform the Indian education system to meet the challenges of the 21st century. One of its fundamental aspects is the recognition and integration of the Indian knowledge systems (IKS), which encompass traditional and indigenous knowledge that has been integral to India's cultural and intellectual heritage. The introduction of Indian Knowledge Systems (IKS) in the curriculum of higher education institutions will cultivate an attitude of scientific temper among citizens and their approach towards modern science.

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