Pathways to inclusive higher education: learnings from India’s National Education Policy 2020

ABSTRACT

The National Education Policy (NEP) 2020 of India has been widely recognized as a significant and transformative reform endeavour, with the objective of reshaping the educational framework of the country. The aims to establish an education system deeply rooted in Indian Ethos, with the objective of transforming India, also known as Bharat, into a sustainable, equitable, and vibrant knowledge society. The policy seeks to achieve this by ensuring access to high-quality education for all individuals, thereby positioning India as a global knowledge superpower. This paper provides an understanding about the provisions and prospective effect of the NEP 2020 on historically marginalized students in the realm of higher education. In an era marked by a global movement that brings attention to the marginalization and underrepresentation experienced by some groups inside educational institutions, this study poses a crucial question: Can the Indian higher education system effectively cultivate inclusivity? This study compares the higher education initiatives of Nordic region with India in the framework of equity and inclusive education. This article concludes with the ideas for promoting inclusivity, particularly by addressing the educational challenges faced by underprivileged students to enhance the Education system both in India and in Nordic regions.

KEYWORDS:

• Inclusive education
• Education Policy
• higher education
• Nordic countries
• India

Introduction

Education is essential for the maintenance of democratic societies, and higher education has a crucial role in improving living standards and enhancing a society’s economic prosperity (Amaral, 2022). Ensuring access and fairness in higher education is regarded as a fundamental and primary obligation of a government. One of the primary goals of a government is to provide a high-quality higher education system that is readily available to all segments of society. In today’s society, both government educational policies and international organizations strive to provide equitable access, particularly in the higher education sector, by incentivizing students with various scholarships and awards. Creating inclusive learning settings is considered essential for promoting a sense of belonging among impaired students in higher education (Nieminen & Pesonen, 2022).

India, the largest democracy in the world, actively involves its citizens in the formulation of policy choices. Even though the twenty-first century is just starting out, there have been many difficulties throughout this time, including earthquakes, tsunamis, and especially the COVID-19 pandemic-induced hiatus. The implementation of the New Education Policy (NEP, 2020) by the Government of India is a source of optimism amidst the difficulties presented by the worldwide COVID-19 pandemic. The initial NEP was introduced in 1968, succeeded by another in 1986, and the latest advancement took place under the leadership of Prime Minister Narendra Modi in 2020 (James et al., 2021). Following an extensive and careful consideration process spanning over six years, this policy has been formulated, representing a noteworthy advancement after a period of thirty-four years. The purpose is to develop an education system that is firmly based on Indian values, with the aim of transforming India, also known as Bharat, into a sustainable, equitable, and vibrant knowledge society. The policy seeks to achieve this by ensuring access to high-quality education for all individuals, thereby positioning India as a global knowledge superpower. One of its key pillars of this policy is the promotion of equity and inclusion in education and this is evident from the very first line of the policy document. The policy seeks to achieve universal access to high-quality education, in line with the Sustainable Development Goal 4 of the United Nations Agenda 2030 (Sengupta, 2021). The adoption of the NEP 2020 during the COVID-19 pandemic is anticipated to have substantial implications. The global pandemic has resulted in an unparalleled disparity between students and educational institutions, hence underscoring the imperative for inventive and all-encompassing methodologies in the realm of education. The scope of inclusion within educational institutions goes beyond the provision of support for students with disabilities and those from economically disadvantaged families. Additionally, it includes students who belong to socially marginalized communities and minority groups. The attainment of genuine equity and inclusion necessitates the recognition and meaningful engagement of historically marginalized and underrepresented groups, whereby their perspectives and needs are not only acknowledged but also included into policies and actions. Policies should transcend mere rhetoric and prioritize the design and implementation processes that effectively empower and improve marginalized communities.

Both higher education and social justice have been longstanding issues that existed before the establishment of the Indian republic. Higher education has a significant historical importance, with governmental policies playing a prominent role since the formation of the three Presidency institutions in the late 1850s. The origin of social justice policy may be traced back to the Government of India Act 1935, which provided schedules that specifically listed castes and tribes that would subsequently receive reservations as beneficiaries. These challenges, which have been firmly ingrained in the state’s history, demonstrate their enduring significance in the development of governance in India. The field of higher education has witnessed a sudden awakenment with the establishment of social justice through Mandal commission.¹ The convergence of social justice and higher education is a pivotal juncture; however, it seems that it originated quite late in India. When it comes to inclusive culture and higher education, the topic of caste and minority is a political subject that is of great importance. And the debate still continues. At this juncture in the year of 2020 Union government of India has come up with NEP 2020, which can be considered as the future of Indian higher education.

The Nordic regions, consisting of five nations – Denmark, Finland, Iceland, Sweden, and Norway that adhere to similar educational policies and regulations, have achieved a stable education system. Since 2013, the World Happiness Report (WHR) has consistently ranked the five Nordic nations in the top ten countries. In 2017, 2018, and 2019, the Nordic countries claimed the top three positions in the list. Undoubtedly, the Nordic states have achieved a commendable level of average life assessments. However, the distinctiveness of the Nordic region extends beyond the happiness of its citizens. Irrespective of the aspect we consider, such as the condition of democracy and political rights, absence of corruption, trust among citizens, perceived safety, social unity, gender parity, fair income distribution, Human Development Index, or various other global benchmarks, it is common to observe the Nordic countries occupying leading positions worldwide (The Nordic Exceptionalism, 2020). This article will focus precisely on the provisions and prospective effect of the NEP 2020 on historically marginalized students in the realm of higher education with reference to Nordic education system.

Inequalities in Indian higher education

Religion, language, geography, socioeconomic status, caste, place of birth, and sex are all dimensions of diversity that persist in multicultural societies such as India. Historically, starting from Mughal era to Colonial rule higher education in India was characterized by exclusion, with significant disparities between the poor and non-poor, as well as between upper caste and lower caste individuals. These disparities have perpetuated a hierarchical social structure inside educational institutions even in Post-Independent period. Even the initial cohort of literate individuals faced challenges in acquiring education. Multiple causes contribute to this exclusion, and it is not exclusive to India but prevalent in many countries. Redistributive justice offers a solution to this long-standing social imbalance by giving members of caste-excluded groups, better opportunities for participation and representation (Deep & Adarsh, 2023). In India, there are a handful of factors in higher education that lead to exclusion. As an example, consider caste-based social exclusion (Sabharwal et al., 2020). The majority of individuals from lower castes do not have access to opportunities for better job prospects, skill training, or higher education. The other is the inability to rise out of poverty, which leads to economic exclusion. Thorat and Khan (2023) argue that it is a distinctive characteristic of the caste system that the educational achievement of middle castes is lower than that of high castes but it is higher than that of low caste untouchables. This indicates that there is a graded inequality in education attainment. When compared to the groups with higher incomes, those with lower incomes were more likely to suffer from low academic attainment than those with higher earning potential. Caste is not only the reason behind the exclusion, people are denied access to opportunities for learning throughout their lives; for instance, they may live in unhealthy, unsanitary, or unsafe conditions with inadequate food, shelter, or clothing; they may also live in a setting with limited security and safety; or they may be excluded from an educational program or school because they are unable to pay for admission, fall outside of the requirements to enter, or wear clothing that the program deems inappropriate (Singh, 2022). Several students from socially and economically poor backgrounds have mentioned concerns about their linguistic skills, such as their difficulty in expressing ideas properly and their reluctance to speak in local accents (Granfield, 1991 (Archer & Hutchings, 2000), as cited in Bose, 2023). Even before the COVID-19 pandemic, students access to digital technology, resources, and ability varied considerably among areas and communities. The pandemic showed the existing digital gap and how its expansion might further increase inequities (Jafar et al., 2023). The advent of online learning has increased family expenditures and increased the likelihood that students may drop out of school. Numerous reports from various sources regarding India’s experience also conform to these general trends. With 49.8% of the population online, the nation is home to the second-largest internet user base in the world, although over half of the population lacks internet access. Poor areas continue to fall behind in the digital race throughout this shift (Devara, 2020). It has become a widely held belief that only a select few should be able to obtain a higher education for a considerable amount of time in China, India, and the Western world. When examining literature, academic research, and other publications on underrepresented and marginalized people, a significant amount of material emerges, particularly in the context of India. Despite the implementation of several policy frameworks, legislative enactments, and constitutional amendments aimed at ensuring inclusion since India gained independence, there is still a need for further progress. India now grapples with comparable obstacles related to growth and expansion (Madan, 2015). This might be a result of factors such as the increased population, the geographical circumstances, the shifting political landscapes, and so on. Even though educational policies of 1968, 1986 and 1992 has focused mainly on the radical restructuring, special weightage to the eradication of discrepancies and equalizing of education opportunities (Garg et al., 2022), but was unable to succeed as per the expectations of the government, this is the reason we still discusses the inequalities in educational spaces. At this juncture the Government of India, comes up with NEP 2020, which redefines the idea of education by offering quality and inclusive education. In the twenty-first century technological world, when India discusses universal education, it is critical to understand educational models from around the world. In this study, when we discuss inclusive higher education, I would like to learn more about the Nordic countries, which are regarded as the happiest region in the world.

Relevance of Nordic model of education to India’s higher education

The term ‘Nordic model’ is used in the field of education to describe the commonalities and shared goals of the educational systems that were formed in the five Nordic countries next to World War II (Frønes et al., 2020). It is generally agreed upon that the Nordic model is an excellent illustration of educational systems that offer equitable learning opportunities to all learners. Obtaining equity, which in this context refers to the process of creating justice, is manifested in real ways through political actions that aim to distribute resources in an equal manner and to promote the equality of marginalized groups by removing barriers that prevent them from taking advantage of educational possibilities. According to Ahola et al. (2014), all Nordic nations have witnessed a substantial rise in their higher education enrolment. This development has been consistently sustained over a significant duration. Within the Nordic model, higher education is regarded as a crucial component of the welfare system. Its significance lies not only in expanding access and opportunities, but also in the cultivation of professionals and leaders essential for the advancement of the welfare state. But in the last few years there was witnessed a change in this pattern. Nordic Cooperation used the phrase ‘warning signs’ as the main headline of their 2017 news release: disparities between students from privileged and disadvantaged socioeconomic backgrounds are widening, according to the worldwide PISA statistics (Nordic PISA Performance, 2017, as cited in Metsämuuronen & Lehikko, 2023). Subsequently, in the PISA 2018 assessment, it was observed that there was an increase in the disparities between educational institutions in Sweden and Denmark (Kavli, 2018). The initial phase of Nordic Higher Education growth, spanning from the late 1960s to the late 1980s, confirmed the principle of maintaining uniformity and excellence among universities, without the establishment of explicit institutional hierarchies (Ahola et al., 2014, as cited in Isopahkala-Bouret et al., 2018). Since the 1990s, the growth of higher education has involved the integration of several institutional systems, resulting in a diverse range of institutions with variable academic focus, selectivity, and prestige (Ahola et al., 2014; Isopahkala-Bouret, 2015; Jóhannsdóttir & Jónasson, 2014; Thomsen et al., 2017). Nordic higher education systems have changed over time from simple, standardized models to more complicated ones with a wider range of institutions, programmes, and fields of study. However, the cohesive nature of the Nordic nations renders the area and its education system distinct. The Nordic countries consistently offer significant and relatively equal educational opportunities across all levels. According to Lundahl (2016), Nordic students have far less academic and social divides compared to students in other nations. Currently, I maintain the view that it is still valid to discuss a Nordic educational framework that prioritizes social justice and equality. The concept that parents’ financial limitations should not hinder their children from obtaining a top-notch education remains unaltered. Education is generally provided at no cost from primary to university levels, however parents may incur expenses if their children attend preschools or extracurricular facilities. The Nordic nations are the sole OECD (Organization for Economic Co-operation and Development) countries that do not impose tuition fees for higher education (OECD, 2011).

The scope of the analysis is centred on higher education in the Nordic countries, which has substantial importance for several reasons. The Nordic nations have highly developed state-funded higher education systems that stress fairness, with a particular emphasis on providing tuition-free education. Furthermore, the Nordic countries have the highest level of digital adoption, with the central governments taking the lead in implementing this agenda throughout the public sector (Pinheiro et al., 2023). India should prioritize the following areas as a nation: providing free or subsidized higher education even in private universities and ensuring accessible digital education for all stakeholders. These two domains are crucial and can contribute to exclusion, especially in a post-COVID era. In recent decades, higher education has been influenced by global ideas and practices, resulting in a convergence of strategies and perspectives on how to best prepare for an uncertain and competitive future (Drori et al., 2015). Moreover, the Nordic areas have traditionally been associated with some unique attributes, including a significant emphasis on inclusivity and equality, as well as concepts connected to welfare states (Stensaker & Hermansen, 2023). It is crucial for India to engage in discussions about various educational models worldwide as it prepares to implement the NEP 2020 and achieve universal education.

Advancing equal education: India’s policy landscape

India has both signed and ratified many international accords aimed at eradicating prejudice and ensuring equal rights for all citizens. Aligned with this, the UN Convention on the Rights of Persons with Disabilities was endorsed in 2006 and officially approved in 2007 (Math et al., 2019). Several additional Acts were implemented to safeguard the rights of children from socio-economically disadvantaged groups, including the Scheduled Castes and the Scheduled Tribes (Prevention of Atrocities) Act of 1989, the Right of Children to Free and Compulsory Education (RTE) Act of 2009, and the Right of Persons with Disabilities Act of 2016. Several policies, programs, and schemes have been developed to meet the needs of all children. This include initiatives such as Sarva Shiksha Abhiyan, 2001, Prime Minister’s 15 Point Programme for the welfare of religious minorities, 2006, Scheduled Caste Sub Plan and Tribal Sub Plan, 2007, Rashtriya Madhyamik Shiksha Abhiyan, 2009, the National Policy for Children 2013, Samagra Shiksha Scheme, 2018 & 2022, and the National Education Policy, 2020 (National Guidelines and Implementation Framework on Equitable and Inclusive Education, n.d., pp. 12–13). The NEP, 2020 has proposed many strategies to address disparities within social categories particularly those in SEDGs (Different identities indicated as SEDGs are given in Table 1) by implementing educational interventions and supportive actions that prioritize diversity and ensure equal opportunities for all children to achieve success, maintain dignity, and have a meaningful learning experience. Ensuring equitable and affordable education for school children will result in increased enrolment in higher education, as education is widely recognized as a lifelong pursuit but the reports speaks different. Based on the Census 2011 data, the SEDGs consist of Scheduled Castes, who make up 16.63% of the total population, and Scheduled Tribes, which make up 8.63% of India’s population. The Muslim population amounts to 17.22 crore, which represents 14.23% of the total population. The Christian population is 2.78 crore, accounting for 2.30% of the total. Sikhs make up 2.08 crore, equivalent to 1.72% of the population. Buddhists represent 84.43 lakh, or 0.70% of the total. Jains account for 44.51 lakh, which is 0.37% of the population (Census of India, 2011). The Census 2011 does not include data specifically for Parsi (Zoroastrian) individuals. According to the National Sample Survey Office Report No. 563 (2011–12), the population of Other Backward Classes in India is 44%. The disability prevalence rate, which measures the percentage of individuals with disabilities in the population, stood at 2.2%, with 2.3% in rural regions and 2.0% in urban areas. The prevalence of handicap among males was 2.4%, while among females it was 1.9%. According to the Unified District Information System for Education Plus statistics for the academic year 2021–2022, India has around 14.89 lakh schools with a total of 26.52 Crore children enrolled in pre-primary to higher secondary education, and 25.57 Crore children enrolled in primary to higher secondary education across the country. Of these 22.67 lakh (pre-primary to higher secondary) and 22.40 lakh (primary to higher secondary) were students with disabilities. The proportion of operational toilets for individuals with disabilities was 25.7%, while schools with ramps equipped with handrails were only available in 49.72% of cases. The Gross Enrolment Ratio for primary grades was 103.39%, while for upper primary, secondary, and higher secondary, it gradually decreased to 94.67%, 79.56%, and 57.56%, respectively. This indicates that a significant proportion of enrolled students drop out after Grade 5, and particularly after Grade 8 and 10. The Gross Enrolment Ratio for students belonging to the Scheduled Caste at primary grades was 113.10%. However, for upper primary, secondary, and higher secondary, the GER gradually decreased to 103.79%, 84.91%, and 61.49% respectively. Similarly, the GER for students belonging to the Scheduled Tribe at primary grades was 106.50%, but it gradually decreased to 97.95%, 78.06%, and 52.02% for upper primary, secondary, and higher secondary levels respectively. The decline in enrolment is most pronounced among children with disabilities, with elementary school enrolment at 11.31 lakh, upper primary at 7.10 lakh, secondary at 2.88 lakh, and higher secondary at 0.49 lakh (National Guidelines and Implementation Framework on Equitable and Inclusive Education, n.d., pp. 14–15). The decrease in enrolment in higher education is much more pronounced, as stated in the NEP 2020. The Ministry of Education has developed the NEP 2020 based on this comprehension and observation.

Table 1. Socio-Economically Disadvantaged Groups (SEDG’s).

1	Gender Identity	Women
		Transgender
2	Social Backwardness Identity	Scheduled Castes (SCs)
		Scheduled Tribes (STs)
3	Educational and Economic Backward Identity	Non-Creamy Layer among Other Backward Classes (OBCs)
		Economically Weaker Sections (EWSs)
		Students from the vernacular medium schools
		First Generation Learners
4	Minority Identity	Religious Minorities
		Linguistic Minorities
5	Persons with Disabilities and Benchmark Disabilities	A person with long-term physical, mental, intellectual, or sensory impairment
		A person with not less than forty percent of a specified disability as certified by the certifying authority
6	Vulnerable and Low Socio-economic conditions	Migrant communities
		Low-income households Below Poverty Line (BPL)
		Child beggars and Children in vulnerable situations
		Victims of or children of victims of trafficking
		Students who lost their parents
		Any other group of low socio-economic conditions
7	Less-developed, poor-access, and disadvantaged locations	Villages and towns
		Tribal Areas/Scheduled Areas as mentioned in the V and VI Schedule under the Constitution of India
		Slums
		Aspirational Areas with Special Educational Zones (SEZs)
		North East States
		Islands
		Conflict Prone Areas
		Disaster-prone areas, including flood, drought, earthquake, etc.
		Border Areas.

Note: https://www.ugc.gov.in/pdfnews/4649840_Draft-Guidelines-for-SEDGs.pdf

Equal access to education and India’s National Education Policy 2020

The primary purpose of the education system in contemporary society is to provide individuals with the necessary information and skills to actively engage in social, economic, and political activities (Durkheim, 1956). Second, give people access to important credentials regardless of their social or economic past; in other words, make it possible for people to move up in society (Coleman, 1968; Labaree, 1997). The National Education Policy (2020) of India emphasizes the importance of equal and equitable opportunities for all individuals, regardless of their social background. Discussions on issues of inequality and exclusion in higher education have emerged as a significant topic of conversation in recent years. To address the disparity between the existing learning outcomes and the necessary standards, it is imperative to implement significant reforms that prioritize excellence, fairness, and honesty across the whole education system, starting from early childhood education to higher education. The policy aims for ‘India to have an education system by 2040 that is second to none, with equitable access to the highest-quality education for all learners regardless of social or economic background’ (p. 3). Within a variety of contexts, the NEP 2020 policy paper addresses the difficulties associated with inclusion and equity. The educational policies implemented in post-independence India have consistently advanced in reducing disparities based on gender and social categories throughout all educational levels (Section 6.2, p. 24). In light of this, the NEP 2020 places a strong emphasis on the necessity of addressing the concerns of students who belong to SEDGs.

The aforementioned identification can be regarded as a pivotal undertaking by the University Grants Commission (UGC), a statutory entity of the Indian government mandated by Parliamentary Act to coordinate, establish, and maintain the educational standards of India’s higher education institutions. The measures implemented by the Central and State governments, along with the suggestions presented by NEP 2020, are revolutionizing the whole education system and shaping a new India. If we tries to understand the above mentioned table again, it is clear that the Government of India through NEP 2020 touches the each and every student especially by motivating them and by providing equal opportunity to higher education.

An outstanding suggestion of the NEP is the proposition to establish Special Educational Zones (SEZs) in areas with a substantial population of individuals from SEDGs and in districts that have aspirations for development. The primary objective is to disseminate education in the most rural and farthest areas of India (Sahoo, 2020). This will be accomplished by allocating additional resources and coordinating various initiatives and programmes of both the central and state governments to bring about a transformation in these underdeveloped areas. The another objective of the NEP 2020 is to effectively tackle the core issues raised by its stakeholders and give utmost importance to the progress of disadvantaged and impoverished persons. This may be inferred from the policy statement, which emphasizes the vocational education system as a means for immediate job searchers and young individuals to bridge the gap between their academic pursuits and their specific areas of interest. Similarly, India exerts significant influence in the realm of global agriculture. India is the leading worldwide producer of milk, pulses, and spices. India, in 2012, has the biggest population of livestock, especially buffaloes, and the largest agricultural land area dedicated to cultivating wheat, rice, and cotton. The strategy aims to promote agricultural courses and the Indian Knowledge System² (IKS) in order to provide education that is applicable to one’s life and fosters lifelong learning.

Inclusion is a widely used term in the field of education, both internationally and in the context of Indian education. The Universal Declaration of Human Rights, the Charter of the United Nations General Assembly, and the United Nations Convention on the Rights of the Child all recognize education as a fundamental human right. When considering the topic of school education, it might be argued that it is a fundamental aspect of human rights. However, what about higher education? Should higher education be considered a fundamental entitlement in an era where discussions revolve on inclusiveness, equity, and similar concepts? Given that India is the largest democracy in the world and has the most population, it has challenges in achieving the same level of performance as Nordic nations. The combined population of the Nordic nations is now estimated to be roughly 27.8 million. In comparison, the state of Kerala in India, which is one of 28 states, has a population of approximately 35.7 million (List of Indian States by Population, n.d.; The Population of the Nordic Region, n.d.). Based on the statistical population data, it is evident that there are significant challenges to India in adopting amendments or policies and effectively disseminating them to the grassroots level. Despite the state having a well-organized framework. The shifting political environment sometimes involves a blame-game between opposing political parties. In India, policy reversals can occur when there is a change in administration due to ideological indoctrination and in order to establish their authority. The active implementation of NEP 2020 at the grassroots level facilitates the creation of more inclusive higher educational institutions. An outstanding feature of this approach is its nationwide reception of proposals. Local level committees have been created in each state to gauge the sentiments of the general public. The lack of understanding of the initiative, along with negative campaigns initiated by opposition political parties, has jeopardized the execution of the policy in certain areas.

Nordic lessons to Indian higher education

Every education system possesses unique strengths and problems that are influenced by the cultural, social, and economic circumstances of the specific nations or communities. Nordic regions unity especially in the education sector while framing policies is commendable. Education is categorized as a concurrent subject according to the Indian constitution. The Indian states must comprehend this essence when executing the policies formulated by the central government, while the central government must acknowledge the decisions made by the state government on educational matters (Tilak, 2017). In the state of Karnataka, a dispute has arisen over the implementation of the National Education Policy (NEP) 2020. The Bharatiya Janata Party (BJP)-led government had introduced the NEP, but when the government changed, the newly formed Indian National Congress (INC)-led government promptly abolished the NEP (B Raj & T, 2023, pp. 31–32). India demonstrates this form of politics as a result of its vibrant democratic framework which haves its own pros and cons. Conversely, such politics, particularly in the education sector, are absent in Nordic areas, which is advantageous for them and disadvantages considering the absence of democratic framework in decision makings. The governmental bodies in Nordic regions are deeply dedicated to guaranteeing the utmost well-being of both their citizens and immigrant communities through the provision of universally accessible public healthcare and education systems that are well regarded globally (Greve, 2016). Optimal working hours accompanied by ample paid vacation. They possess exceptionally high levels of pleasure worldwide and consistently rank at the top in all measures of human progress (Bello, 2024). The Nordic nations prioritize ensuring equitable educational opportunities for everyone, regardless of their socio-economic status (Teig & Steinmann, 2023). Indian higher education institutions should strive to diminish obstacles for admission by enacting affirmative action policies and offering financial assistance to communities that are disadvantaged. The insights derived from the Nordic model can aid in enhancing the representation of marginalized groups in Indian education by formulating and implementing comprehensive diversity and inclusion policies. In addition to mere rhetoric, these guidelines should effectively foster an inclusive and helpful learning environment. It is important to provide education on cultural sensitivity and understanding in order to ensure that persons feel adequately represented. The course material may encompass many perspectives, authors, and case studies. Provide assistance to disadvantaged students through mentorship initiatives. Knowledgeable mentors who comprehend the unique conditions of these persons might enhance their academic and psychological development. Collaboration with local communities and organizations to comprehensively comprehend the needs and problems of various groups (Rovainen, 2004). This might result in targeted measures to address specific challenges. Developing of adaptable learning environments tailored to accommodate the diverse needs and preferred learning approaches of students. This entails furnishing resources for students with disabilities, accommodating several languages, and employing a range of instructional methodologies. Gender parity initiatives should guarantee adequate representation of women in all academic fields. It is important to advocate for the promotion of women in STEM jobs. Enhance the provision of counselling and career advising services for marginalized groups. This has the potential to enhance the overall well-being and academic performance of students from various backgrounds. Consistently assessing the effectiveness of inclusion initiatives and remain receptive to modifications based on outcomes. Continuous enhancement is necessary for the establishment of a genuinely inclusive educational setting. From a global standpoint, the Nordic countries are often recognized as frontrunners in the digital realm. Consequently, it is unsurprising that all the Nordic countries are now implementing their own national digitization projects. The overarching goals of these projects are rather similar, with a focus on enhancing digital public services, supporting business expansion and innovation, and ensuring digital security. The early preparedness is the primary factor that enabled higher education in Nordic nations to remain strong even during the most challenging period of the COVID-19 pandemic. Collaborate with global organizations to share and adopt effective strategies for promoting inclusivity and representation. Indian higher education institutions aiming to enhance diversity and inclusion might gain advantages from international experiences.

Understanding the constraints: NEP 2020 and Nordic models in inclusive education

The higher education system in India, encompassing several fields such as arts, social sciences, physical sciences, technology, and other forms of education, is influenced by the National Education Policy (NEP) of 2020 (Mitra & Sinha, 2023). Given the various socio-political culture of the nation, there are concerns being voiced against this approach, which is being labelled as a ‘policy of exclusion’. Several state governments have already rescinded the programme in their respective jurisdictions, while a few states have shown their lack of interest in implementing it. The primary challenge faced by the Union government of India is the effective implementation of policies throughout all states. Despite engaging in extensive consultations with stakeholders in each state before to implementation, the political manoeuvring by opposing parties remains a source of turmoil in society. The policy just addressed the inclusion of marginalized individuals in terms of enrolment, but it overlooked the incorporation of minority narratives into the curricula. This omission prevents marginalized students from being able to connect their own life experiences with their academic studies. One crucial aspect to consider during the implementation of NEP 2020 was the allocation of funds. However, the policy did not specifically prioritize allocating funds for higher education. Instead, it suggested that public institutions should take the initiative to raise private philanthropic funds in order to improve educational experiences. This may establish a lasting presence for corporate players in educational environments, where even research efforts may prioritize the interests of private firms rather than contributing to national development (Jha & Parvati, 2020). During this period, it is imperative for the government to develop proactive rules to ensure that the quality of education is not compromised while promoting inclusivity for all individuals. There is a clear and significant division in our country that is based on language, caste, and resources, leading to several challenges in our society and resulting in social and economic inequality. Within the NEP 2020, I notice a deficiency that needs to be addressed. The objective should be to promote the development of every individual in our nation by ensuring equitable access to all available resources. The policy’s deficiencies must be thoroughly scrutinized to ensure its complete implementation once all intricacies have been eliminated. However, when discussing Nordic nations, the narratives diverge completely. In the Nordic region, there is a collective effort to find strategies to integrate young individuals who are neither in education nor employed into the workforce. According to young individuals, the issue lies in their weariness towards school and the challenge of securing employment after discontinuing their upper secondary education (Lindahl, 2024). Despite the policy texts of many Nordic nations guaranteeing equal access to education, there is a tangible presence of social exclusion in practice. The Nordic countries, similar to most other regions worldwide, are undergoing demographic transition, characterized by a substantial rise in the quantity and percentage of senior individuals (Fritzell et al., 2022). It is an undeniable reality that older individuals are now enjoying longer lifespans than ever before. The Nordic nations have experienced a large increase in both the number and proportion of the oldest aged population (Jørgensen et al., 2019). The increasing number of elderly individuals in the population will lead to societal inequities. In the future, this may also impact the government’s distribution of funds for education, as the authorities prioritize the changing requirements of society.

Conclusion

Overall, this study has enhanced our understanding of the policy views of NEP 2020 and its favourable stance on inclusiveness. However, it is evident that there are still certain inequities present in higher education in India. However, the measure of equitable access has progressively enhanced over time for all demographics, particularly those belonging to underprivileged groups. India may benefit from several indicators provided by the Nordic nations, which can be incorporated into policy frameworks. Similarly, the Nordic countries can also gain valuable insights from India. In order to address the current exclusion, it is crucial to implement policy interventions that specifically target the marginalized and excluded individuals. To address this issue, the NEP 2020 proposes several strategies that can be beneficial. These include augmenting financial assistance and scholarships for students from low-income families, expanding the curriculum to encompass a wider range of subjects, creating bridge courses for students with disadvantaged educational backgrounds, rigorously enforcing anti-harassment and non-discrimination policies, and raising awareness about gender identity and diversity issues among teachers, guidance counsellors, and students. In the current technological era, it is imperative for all countries to address and minimize the gaps and inequalities in digital access. Among all the countries in the world, the Nordic countries have performed exceptionally well in this regard. This is why the global community often refers to the ‘Nordic Model’, which is highly regarded for its emphasis on inclusion and reducing disparities.

A third avenue for advancing equality and inclusion has been opened up as a result of the ideas that have surfaced as a result of the foreign experiences that have been gained from the Nordic area in conjunction with India’s National Education Policy (2020). The NEP 2020 has commendably acknowledged the difficulties experienced by gendered groups, minorities, historically underrepresented groups and children with special needs in a prominent manner. Furthermore, it has excelled in suggesting a commendable set of measures, such as education in Special Economic Zones (SEZs), to tackle the fundamental obstacles faced by education in remote areas and the Socio-Economically Disadvantaged Groups (SEDGs) refer to individuals who, due to historical factors and the underlying reasons for their current disadvantaged social, economic, educational, vocational, and locational circumstances, are unable to access the same opportunities and resources available for higher education. The comparative analysis of NEP 2020 in relation to the Nordic model of education has provided us with valuable insights into several aspects of enhancing the equity of the education system. Access to chances for learning and accomplishment has a significant influence on a learner’s ability to reach their full potential. Hence, it is crucial to develop an adaptable education system that accommodates the specific requirements and capabilities of each individual. India’s policies and initiatives as a nation is at forefront in providing Equitable, inclusive, and quality education aims to identify and remove obstacles, foster a sense of belonging, and establish the groundwork for success and improved learning outcomes for all students and India has the potential to become a dominant force in knowledge by embracing inclusivity.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. The Mandal Commission, also known as the Socially and Educationally Backward Classes Commission (SEBC), was created in India in 1979 by the Janata Party administration led by Prime Minister Morarji Desai. Its primary objective was to ascertain and categorize the socially or educationally disadvantaged groups in India.

2. Indian Knowledge Systems (IKS) is a pioneering division of the Ministry of Education (MoE) located at AICTE, New Delhi. It is intended to foster multidisciplinary study on all elements of IKS, preserve and distribute IKS for further research and social uses. It would actively promote the dissemination of our country’s rich cultural legacy and traditional wisdom in many fields such as Arts and literature, Agriculture, Basic Sciences, Engineering & Technology, Architecture, Management, Economics, etc.