Examining Socio-Educational Factors Influencing Evaluation Practices Among Students And Teachers

Abstract

National Education Policies are important in determining the education system of a nation. NEP 1986 and NEP 2020 can be described as two significant milestones in the education reform process in India and that should be evaluated comparatively in terms of their perception, awareness, and socio-educational influence.

Objectives: The research objective was to evaluate NEP 1986 and NEP 2020, check the level of awareness among learners and educators, and assess the perception of policies as determined by institutional and socio-educational factors.

Methodology: The research design adopted was descriptive and comparative cross-sectional research. A structured questionnaire was used to collect data on 100 respondents (50 students and 50 teachers) in five classes of educational institutions. Data analysis was done by using descriptive statistics, paired t-test, one-way ANOVA, and t-tests.

Results: The evaluation of both NEP 1986 and NEP 2020 was found to be positive and there was no significant difference in the evaluation of the two. The awareness levels were also concluded to be high and consistent among the respondents. There was no significant effect of institutional type on the evaluation practices, whereas socio-educational factors had a strong positive effect on policy perception. There was no significant difference in the way students and teachers perceived it.

Conclusion: The paper concludes that NEP 1986 and NEP 2020 are viewed as complementary policy sets, and they are accepted by educational stakeholders and institutions alike.