NEP-2020 and the Transformation of Higher Education in Odisha: An Empirical Assessment of Access, Equity, Quality and Employability

Author

Dr. Priyadarshini Swain

Abstract

 The National Education Policy (NEP) 2020 represents a major shift in the philosophy, structure and delivery of higher education in India. Its emphasis on multidisciplinary education, flexibility, skill development, inclusion, digital learning, research, vocational education and graduate employability has significant implications for the higher education system of Odisha. This study examines the emerging transformation of higher education in Odisha through four interconnected dimensions: access, equity, quality and employability. A mixed-method research design is proposed, combining a structured survey of students and teachers with interviews of institutional administrators and analysis of institutional and policy documents. The study focuses particularly on the implementation of NEP-related reforms in universities and undergraduate colleges, with attention to rural, urban and tribal contexts. The proposed analytical framework examines whether increased educational flexibility is accompanied by equitable access, whether curricular reforms contribute to quality enhancement, and whether skill- and competency-oriented education improves students' perceived employability. The study also investigates institutional preparedness, faculty workload, digital infrastructure, student awareness, curriculum implementation and industry linkages as major determinants of successful policy implementation. The paper argues that the transformative potential of NEP 2020 in Odisha depends not merely on policy adoption but on institutional capacity, faculty preparedness, digital inclusion, regional sensitivity and effective monitoring. The article concludes by proposing a state-specific implementation framework for making higher education more inclusive, flexible, skill-oriented and employment-responsive.

Keywords

NEP 2020, higher education, Odisha, access, equity, quality, employability, multidisciplinary education, skill development, policy implementation

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References

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