Equity and Inclusion in Education under NEP-2020: A Comparative Analysis between Urban and Rural Schools in Srikakulam District, Andhra Pradesh

Abstract

This study examines the effectiveness of the National Education Policy (NEP) 2020 in promoting equitable and inclusive education in Srikakulam District, Andhra Pradesh, with a focus on the perspectives of male and female teachers from both urban and rural schools. NEP-2020 aims to address educational disparities related to gender, socio-economic status, geography, and disability, striving to create a holistic and accessible education system. The study involved a survey of 250 teachers (130 male and 120 female) from urban and rural schools in the district. The research aims to assess the level of awareness, implementation, and impact of NEP-2020, focusing on the challenges teachers face in promoting inclusive education. The study also explores gender differences in perceptions about the policy’s effectiveness. Findings suggest that urban teachers demonstrate higher levels of awareness about NEP-2020 than rural teachers, with female teachers generally showing slightly greater awareness than male teachers. While most teachers feel that NEP-2020 positively impacts inclusivity, urban teachers report more optimism than their rural counterparts. Rural teachers face significant challenges, particularly in terms of infrastructure, resources, and socio-cultural barriers, with 60% of them citing infrastructure issues as a key hindrance. Gender sensitivity is also a major factor, with female teachers emphasizing gender inclusivity more than male teachers. Based on these findings, the study recommends targeted training programs for rural teachers, improved infrastructure in rural schools, and enhanced gender sensitivity in teacher training and curriculum development. This research underscores the need for a region-specific approach to effectively implement NEP-2020, addressing the unique challenges faced by urban and rural schools while promoting gender equity and inclusivity in education.