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NEP and Structural Inequalities in Indian Education

Historically, inequality in access to education has been a crucial instrument in reinforcing and maintaining social stratification. Even today, class, caste, gender and other social factors prove to be persistent hurdles in gaining a quality education.

In a podcast about the New Education Policy, Mr Ambarish Rai, National Convener at the Right to Education Forum, offer insights on the potential impact of the New Education Policy on how it may or may not bridge the existing fault lines in our society. Mr Rai is an education activist and during his career, he has worked with multiple trade unions. He was President of UP Katai Mill Mazdoor Mahasangh and President, Eveready Flashlight Mazdoor Union and also National Executive Committee member of All India Central Council of Trade Unions. He currently works for ensuring children’s right to education across India to achieve quality and equitable education in India.

In the podcast, Mr Rai discusses the implications of the Bilingual method and the 5+3+3+3 model, to comment upon the corollaries of the NEP in making education more accessible and effective. In discussing the structural problems and merits of the policy, Mr Rai explores the current fallacies in the education system and why there are discrepancies in education quality across social groups.


“Through this (bilingual method) we can address the diversity of languages. We will need local teachers because in some tribal regions the tribal language is different from the regional language. There is a communication gap between the teacher and student, and the dropouts are happening because of this” (Mr Ambarish Rai on the Bilingual Method in the NEP)

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