Prof R.K. Uppal
The National Education Policy (NEP) 2020 was hailed as a historic milestone in India’s education sector. Introduced after more than three decades, it promised to transform education by making learning more flexible, skill-oriented, multidisciplinary, technology-driven, and globally competitive. It envisioned reducing academic stress, improving employability, strengthening research, and preparing students for the challenges of the twenty-first century. Five years later, however, one uncomfortable question continues to dominate public discourse: Why are Indian students still struggling?
The answer lies not in the vision of the policy but in the gap between policy formulation and implementation. While NEP 2020 has provided an ambitious roadmap, millions of students continue to face old problems that directly affect their education, careers, and mental well-being.
One of the biggest concerns is the continuing pressure of examinations. Students still spend years preparing for multiple entrance examinations, board examinations, university admissions, and competitive recruitment tests. The coaching industry continues to flourish because many students believe that regular schooling alone is insufficient to succeed. As a result, academic life has become more stressful than enriching. Instead of encouraging curiosity and creativity, the education system often rewards memorization and examination performance.
The quality of teaching remains another serious challenge. Although NEP 2020 advocates experiential learning, competency-based education, and critical thinking, many schools and colleges continue to rely on outdated teaching methods. Smart classrooms, laboratories, digital resources, and project-based learning are still unavailable in many institutions, particularly in rural and semi-urban areas. Faculty shortages, inadequate teacher training, and poor academic infrastructure continue to limit the effectiveness of classroom instruction.
Another major problem is the growing gap between education and employment. Every year, India produces millions of graduates, yet many struggle to secure meaningful employment. Employers frequently report that graduates lack practical skills, communication abilities, digital competencies, and industry exposure. Degrees alone no longer guarantee employment. Students often spend additional time and money acquiring certifications and professional training after graduation because their formal education has not adequately prepared them for the workplace.
The issue of mental health has become increasingly significant. Academic competition, parental expectations, uncertainty about careers, financial pressures, and continuous examinations have contributed to rising levels of stress and anxiety among students. Unfortunately, many educational institutions still lack professional counselling services and structured mental health support. Academic success should never come at the cost of emotional well-being.
Financial constraints continue to affect a large section of India’s student population. Rising tuition fees, hostel expenses, transportation costs, coaching fees, and the cost of digital devices have made quality education increasingly expensive. Students from economically weaker families often face difficult choices between continuing their education and supporting their households. While scholarships exist, their coverage remains limited, and many deserving students continue to struggle financially.
“The way forward requires stronger implementation rather than additional policy announcements. Governments, universities, regulatory bodies, educational institutions, industry, and society must work together to ensure that reforms translate into measurable improvements in classrooms. Teacher training should become a national priority. Skill development must be integrated with academic learning. Examination reforms should reduce unnecessary pressure while maintaining academic standards. Mental health support should become a permanent component of every educational institution. Greater investment in infrastructure, digital access, research, and employability initiatives is equally essential.”
The digital divide also remains a significant obstacle. NEP 2020 strongly promotes technology-enabled education, but access to reliable internet connectivity, laptops, tablets, and digital learning platforms remains uneven across the country. Students living in rural and remote regions often face poor connectivity and limited access to modern educational resources. Without addressing this digital inequality, technology-based reforms cannot achieve their intended outcomes.
Another issue affecting students is the delay in recruitment and examination processes. Recruitment examinations, result declarations, counselling procedures, and appointments are often delayed for months or even years. In some cases, examination irregularities and question paper leaks further undermine students’ confidence in the system. Young graduates spend valuable years waiting for opportunities, leading to frustration, financial hardship, and psychological distress.
Research and innovation, another major focus of NEP 2020, have also progressed more slowly than expected. Many universities continue to emphasize publication numbers rather than research quality and societal impact. Students pursuing postgraduate and doctoral studies often encounter inadequate research facilities, limited funding, insufficient mentorship, and bureaucratic hurdles. For India to become a global knowledge leader, research must be encouraged through quality infrastructure, transparent evaluation, and stronger industry collaboration.
Regional disparities further complicate educational reform. While some metropolitan institutions have adopted several recommendations of NEP 2020, many colleges and universities in smaller towns and rural areas continue to struggle with shortages of faculty, infrastructure, laboratories, libraries, and financial resources. Equal educational opportunities cannot be achieved unless implementation reaches every district and every institution.
It is important to acknowledge that NEP 2020 is a long-term reform and not a quick solution. Significant changes in curriculum design, teacher preparation, institutional governance, and assessment systems naturally require time. However, students cannot wait indefinitely. Every academic year affects the future of millions of young people whose aspirations depend on the effectiveness of today’s education system.
India possesses one of the world’s youngest populations, and its students are among its greatest national assets. Their talent, energy, and aspirations can drive economic growth, technological advancement, and social progress. However, these aspirations can only be realized when educational reforms move beyond policy documents and become visible in the daily experiences of students.
Five years after the launch of NEP 2020, the vision remains inspiring, but the journey is far from complete. The true success of any education policy should not be measured by the number of reforms announced, but by the confidence, competence, employability, and well-being of the students it serves. Until every student experiences meaningful improvement in learning and opportunities, the promise of NEP 2020 will remain only partially fulfilled.
(The author is Principal, Guru Gobind Singh College of Management and Technology, Gidderbaha, Punjab. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
