Page 10 - Kashmir and National Education Policy by Dr. Amarpreet Kour

KASHMIR & NATIONAL EDUCATION POLICY 2020 || DR. AMARPREET KOUR

noticeable shift towards continuous assessment practices. ICT tools are
available to the majority of teachers, although the frequency of their
use varies. Awareness and implementation of the DIKSHA platform
are high, with most teachers finding it to be effective. Innovative
pedagogical techniques, particularly project-based learning, are seen
as significantly enhancing student motivation and engagement.

The study also highlights that all heads of institutions in the district
are familiar with the key highlights of NEP 2020 and are actively
aligning school objectives to its adoption, especially at the secondary
level. While the resources and government support are rated as
moderately sufficient, there is still room for improvement in these
areas. Schools are making a transition to experiential and skill-based
learning, with most adopting a multidisciplinary approach and revised
assessment methods. Vocational education has gained substantial
popularity, with strong support from both students and parents. The
incorporation of indigenous skills and multilingualism is seen as a
valuable addition to education in the district. Furthermore, inclusive
education policies and community involvement, particularly through
School Management Development Committees (SMDCs) and School
Management Committees (SMCs), are widely implemented, although
engagement levels can vary. Progress has been made in integrating
ICT tools in schools, but gaps in teacher preparedness and access to
resources remain. The findings highlight significant progress in the
implementation of NEP 2020, while also identifying areas that need
further attention to ensure a more holistic and effective execution of
the policy.

In terms of recommendations, the study suggests integrating local
arts and crafts into vocational courses to ensure that they align with
regional economic opportunities. Additionally, there is a need to
address the uneven allocation of funds among schools and improve
infrastructure, including classrooms and smart boards. The policy of
teaching in the mother tongue should be reconsidered to balance local
language instruction with the continued use of English and Urdu as
the medium of instruction for higher education readiness. The No-
Detention Policy should also be reevaluated due to challenges such as
irregular attendance. It is recommended that cluster heads be granted

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