Gotowe bibliografie tematyczne / National Education Policy 2020 (NEP 2020)

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „National Education Policy 2020 (NEP 2020)”

Autor: Grafiati
Data publikacji: 2 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "National Education Policy 2020 (NEP 2020)"

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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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More, Bhimrao Pandurang, and Pournima Tukaram Pachpute. "New Education Policy 2020." International Journal of Economics, Business, Accounting, Agriculture and Management towards Paradigm Shift in Research (IJEBAMPSR) 2, no. 1 (2025): 164–66. https://doi.org/10.5281/zenodo.15286507.

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<strong><em>Abstract: </em></strong> <em>The National Education Policy (NEP) 2020 primarily focuses on the development of an individual's creative potential. Education should not only develop cognitive abilities but also fundamental literacy, numeracy skills, higher-order thinking, problem-solving abilities, and social, ethical, and emotional &nbsp;&nbsp;&nbsp;&nbsp;competencies. 1</em> <em>NEP 2020 proposes to deliver uniform and equitable education to each and every child whether he happens to be located at the backside of the nation or not. It stresses imagination and problem solving, as al
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More, Bhimrao Pandurang, and Pournima Tukaram Pachpute. "New Education Policy 2020." International Journal of Economics, Business, Accounting, Agriculture and Management towards Paradigm Shift in Research (IJEBAMPSR) 2, no. 1 (2025): 164–66. https://doi.org/10.5281/zenodo.15286950.

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<strong><em>Abstract: </em></strong> <em>The National Education Policy (NEP) 2020 primarily focuses on the development of an individual's creative potential. Education should not only develop cognitive abilities but also fundamental literacy, numeracy skills, higher-order thinking, problem-solving abilities, and social, ethical, and emotional &nbsp;&nbsp;&nbsp;&nbsp;competencies. 1</em> <em>NEP 2020 proposes to deliver uniform and equitable education to each and every child whether he happens to be located at the backside of the nation or not. It stresses imagination and problem solving, as al
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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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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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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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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&#39;s vision for vocational education, this paper aims to shed light on its potential f
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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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Rozprawy doktorskie na temat "National Education Policy 2020 (NEP 2020)"

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Znamenáčková, Alena. "Podpora občanské angažovanosti mladých lidí v ČR: Koncepce podpory mládeže na období 2014-2020." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-448025.

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The main topic of this thesis is the support of youth participation in the Czech Republic and related national youth policy, as defined in the National Youth Strategy for the years 2014- 2020. The aim of this thesis is to analyze and evaluate the process of creation, implementation and evaluation of this Strategy. Furthermore, the fulfillment of the strategic goal SC8, which focuses on the support of active involvement of young people, is evaluated. The thesis also includes an analysis of key actors, an informalized analysis of discourses related to youth policy and international comparison. A
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Alison, Judie. "Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002 : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1441.

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'Policy gaps' in education mean that the visions of policy-makers frequently fail to materialise fully, or at all, in teacher practice. This thesis argues that a significant 'policy gap' developed in New Zealand around school qualifications policy during the 1990's, and puts forward some explanations for that. A significant shift in government discourses over that period, from largely social democratic to predominantly neo-liberal discourses, was not matched by a similar shift in the discourses of teachers or the union that represents them. During the same period, teachers and their representa
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Książki na temat "National Education Policy 2020 (NEP 2020)"

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Office, General Accounting. District of Columbia: Comments on fiscal year 2000 performance report : report to congressional subcommittees. U.S. General Accounting Office, 2001.

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Sang-in, Chŏn, ред. Hanʼguk hyŏndaesa: Chinsil kwa haesŏk. Nanam Chʻulpʻan, 2005.

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Tyagi, Nishi, and Akanksha Srivastava. National Education Policy (NEP), 2020 and the Role of Teachers. New Century Publications, 2022.

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Mário, Mouzinho, Celso M. Monjane, and Ricardo Santos. The education sector in Mozambique: From access to epistemic quality in primary education. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/887-0.

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From the early days of national independence in 1975, the central aim of the educational policy in Mozambique has been to ensure that all school-age children have access to school and can remain there until they have completed their basic education. In the pursuit of this aim, the extension of access to primary education was achieved relatively successfully, given that it reached a net rate of school coverage of almost 100 per cent. However, the impressive increase in school attendance rates has not been accompanied by a corresponding improvement in the quality of learning, and there are worry
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Asokan, Dr N. Empowering Educators: Mastering Curriculum Decision Making. Jupiter Publications Consortium, 2024. https://doi.org/10.47715/978-93-86388-86-5.

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Curriculum Decisions Matters Effective curriculum decision making is the backbone of exceptional education. It has the power to inspire, engage, and transform students, teachers, and entire learning communities. Yet, for many educators and educational leaders, curriculum development and implementation can be a daunting and complex task. The ever-changing educational landscape, diverse student needs, and competing stakeholder demands can make it challenging to create and implement a curriculum that truly supports student success for their life and career. “Empowering Educators: Mastering Curric
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Mandal, Dr Keshab Chandra. National Education Policy 2020: The Key to Development in India. Notion Press, 2022.

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Ls, Vasavi. Critical Analysis of National Education Policy 2020 Vis-À-VIS Right to Education. Notion Press, 2021.

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Kashyap, Upasana Kashyap. National Education Policy 2020 - a Comparative Analysis and Foreseeable Impacts: Volume 1, Issue 4 of Brillopedia. Notion Press, Inc., 2021.

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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university
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Kebede Debela, Bacha, Geert Bouckaert, Berhanu Temesgen Eshetu, et al., eds. Handbook for Ethiopian Public Administration Program Accreditation. Leuven University Press, 2022. http://dx.doi.org/10.11116/9789461664679.

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Improving, assuring, and maintaining the quality and relevance of education and training in Public Administration has attracted increasing attention among PA scholars and practitioners worldwide. The Handbook for Ethiopian Public Administration Program Accreditation is a follow-up to the first handbook on Ethiopian Public Administration. The new handbook zooms in on how to improve, assure, and accredit PA education and training programs in Ethiopia. It is consistent with the Pan-Africanism and African Union’s Agenda 2063 and contributes to the United Nations Sustainable Development Goals (SDGs
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Części książek na temat "National Education Policy 2020 (NEP 2020)"

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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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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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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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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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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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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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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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Nica, Remus, and Gabriela Jitaru. "Competitive Funding for Institutional Development. The Romanian Experience Between 2016–2020." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_13.

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AbstractThe Institutional Development Fund (FDI) is a newly introduced component of Romanian institutional funding with the purpose of supporting public higher education institutions (HEIs) in their pursuit of the national strategic objectives for higher education. This policy aims to encourage universities to formulate their own answers (through institutional projects) to current higher education challenges such as equity and access for students, internationalisation, regional development, improving the quality of teaching, supporting the entrepreneurial and practical activities developed for
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Kundu, Anusri, and Anindya Basu. "Scope of Standardization of the Teacher Education Program Within the Purview of India’s National Education Policy 2020." In New Frontiers in Regional Science: Asian Perspectives. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3696-0_12.

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Kosaretsky, Sergey, Sergey Zair-Bek, Yuliya Kersha, and Roman Zvyagintsev. "General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned." In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_9.

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AbstractIn this chapter, we analyze nationwide measures taken in Russia to organize the education system during the pandemic. We show the opportunities and limitations for responses associated relative to the previous policy phase. Special attention is paid to the peculiarities of a system reaction to the situation of a pandemic in a federative country with heterogeneous regions. In contrast to several other countries that adopted a single national strategy, different scenarios were implemented in Russian regions. We investigate the factors that influenced the scenarios and management decision
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Streszczenia konferencji na temat "National Education Policy 2020 (NEP 2020)"

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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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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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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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Burlai, Tetiana. "Conceptual framework for social resilience of the Ukrainian (post)war economy." In International Scientific-Practical Conference "Economic growth in the conditions of globalization". National Institute for Economic Research, 2023. http://dx.doi.org/10.36004/nier.cecg.iv.2023.17.5.

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The Russian military invasion in February 2022 led to extremely negative demographic, macroeconomic and social consequences for Ukraine, including local humanitarian disasters. As of September 2023, according to UNCHR data, 6.2 million refugees from Ukraine were recorded globally, and more than 5.1 million Ukrainians became internally displaced persons. The urgent need to overcome these consequences, as well as for the effective Ukraine’s post-war recovery, determines the actuality of in-depth research on the social resilience of its national economy. The purpose of our research is to form a c
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Kozhabergenova, Aigerim, and Erika Kopp. "Preparation of Economics Teachers in Kazakhstan." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/16.

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The current stage of the world development is characterized by the rapid changes in political, economic and social fields caused by scientific and technological progress and globalization with intensified competition in the global market. Entering the top 30 of the most competitive countries was set as one of the main directions of the state policy of Kazakhstan (Strategy “Kazakhstan-2050”, 2012). To increase the competitiveness of the country the government proposed implementation of the new model of the economic growth based on the development of human capital, stimulating of export-oriented
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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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Biktimirov, Marat R. "Knowledge economy and digital bureaucracy. What do experts discuss?" In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-14-18.

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The problems discussed at the sessions of the Expert Board for Knowledge Economy Management and the Expert Board for Debureaucratization in Education and Science of the State Duma Committee for Education and Science are reviewed. New challenges of swollen digital bureaucracy, distance work modes and need for verified expertize call for shaping appropriate national policy, are discussed. The focus is made on efficiency of administration in education and science at the stage of digital transformation.
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Nolka, Eleni, and Chryssa Sofianopoulou. "GREEK AND PORTUGUESE MATHEMATICS EDUCATION AND PERFORMANCE, THROUGH THE PRISM OF PISA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end025.

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Greece and Portugal are two Southern European countries, with nearly the same population as well as a centralized educational system that follows the same vertical structure. Both countries were deeply affected by the economic crisis during the last decade. Despite being severely hit by the economic crisis, Portugal has advanced to the OECD average level in students’ mathematical performance in the Programme for International Student Assessment (PISA 2018), while Greece has performed below the OECD average. PISA, as one of the most influential international educational surveys, aims to evaluat
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DUMITRASCO, Marica. "ADJUSTMENT OF ECONOMIC POLICIES IN THE REPUBLIC OF MOLDOVA TO THOSE IMPLEMENTED IN NEIGHBORING EUROPEAN STATES." In International Management Conference. Editura ASE, 2023. http://dx.doi.org/10.24818/imc/2022/03.01.

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The main purpose of this paper is to assess the economic vulnerabilities of the Republic of Moldova (RM) at the macro level, as well as to formulate policy proposals for sustainable economic development. The paper focuses on the analysis of time series data between the previous global crisis (2009) and that caused by the COVID-19 pandemic (2020). The paper identifies the following economic vulnerabilities of the RM, which formed during the years of independence: pro-cyclical fiscal policy, reduced public revenues, consumption-based economic model, low investment in the economy, declining labor
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Pepler, Giles. "DEVELOPING POLICIES TO STIMULATE THE UPTAKE OF OER IN EUROPE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-040.

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The POERUP project This paper presents research, analysis and policy recommendations from the POERUP (Policies for OER Up Take) project. The overall aim is to develop policies to promote the uptake of OER, especially across the EU, in all main educational sectors. The project has already created an inventory of more than 400 OER initiatives worldwide, documented on the project wiki. POERUP has produced 11 country reports and 19 mini-reports and is finalising seven case studies of notable OER initiatives. Outcomes of our research In the schools sector, it appears that there are very large numbe
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Raporty organizacyjne na temat "National Education Policy 2020 (NEP 2020)"

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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.180.

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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraor
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Vargas-Herrera, Hernando, Juan Jose Ospina-Tejeiro, Carlos Alfonso Huertas-Campos, et al. Monetary Policy Report - April de 2021. Banco de la República de Colombia, 2021. http://dx.doi.org/10.32468/inf-pol-mont-eng.tr2-2021.

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1.1 Macroeconomic summary Economic recovery has consistently outperformed the technical staff’s expectations following a steep decline in activity in the second quarter of 2020. At the same time, total and core inflation rates have fallen and remain at low levels, suggesting that a significant element of the reactivation of Colombia’s economy has been related to recovery in potential GDP. This would support the technical staff’s diagnosis of weak aggregate demand and ample excess capacity. The most recently available data on 2020 growth suggests a contraction in economic activity of 6.8%, lowe
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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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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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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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Singh, Priyadarshini. Ideas, Policies and Practices: Tracing the Evolution of Elementary Education Reform in India since 1975s. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe05.

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This study examines four key reform policies and programs of the Indian education system: DPEP (1994), SSA (2000), RTE (2010) and NEP (2020). Each of these has a rich and nuanced body of research to which our study contributes a unique tracing of the key ideas, debates, and stakeholders. This longue durée of reform will shed light on the histories of current reform options and if they will indeed meet the call of the times to address the learning crisis. We use the political settlements approach to understand the contestation of ideas and actors which finally determine the policy design and th
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Guevara-Castañeda, Diego Alejandro, Leonardo Villar-Gómez, Olga Lucía Acosta-Navarro, et al. Report of the Board of Directors to the Congress of Colombia, February 2025. Banco de la República, 2025. https://doi.org/10.32468/inf-jun-dir-con-rep-eng.01-2025.

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In 2024, the macroeconomic adjustment process continued, characterized by a sustained reduction in inflation that began in 2023 and a decline in the current account deficit of the balance of payments. This adjustment took place in the context of a contractionary monetary policy, with a gradual reduction in the monetary policy interest rate. GDP grew by 1.7%, driven by investment and consumption, while employment increased by 2.2%. Foreign reserves remained at adequate levels, and Banco de la República recorded a profit of COP 10,041 billion, benefiting from the returns on foreign reserves. Mac
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Sobhy, Hania. Reforms for Another Planet: The Global Learning Crisis, Political Drivers and Expert Views on Egypt’s Edu 2.0. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe06.

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This study examines four key reform policies and programs of the Indian education system: DPEP (1994), SSA (2000), RTE (2010) and NEP (2020). Each of these has a rich and nuanced body of research to which our study contributes a unique tracing of the key ideas, debates, and stakeholders. This longue durée of reform will shed light on the histories of current reform options and if they will indeed meet the call of the times to address the learning crisis. We use the political settlements approach to understand the contestation of ideas and actors which finally determine the policy design and th
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2301.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after
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