Dr. Sheetal, Verma (2025) Educational Governance in India A Critical Study through Knowledge Traditions. European Journal of Innovationin Nonformal Education, 5 (4). pp. 335-343. ISSN 2795-8612

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Abstract

This study undertakes a critical examination of educational governance in India, tracing the complex interplay between traditional knowledge systems and modern policy frameworks. India's rich educational heritage, encompassing ancient institutions like Gurukuls and Nalanda University, has been significantly influenced by colonialism and globalization. The National Education Policy (NEP) 2020 aims to revitalize India's educational system by integrating traditional knowledge with modern pedagogies. However, the implementation of such policies requires a nuanced understanding of the historical, cultural, and institutional contexts that shape educational governance. This research employs a qualitative approach, drawing on historical analysis, policy review, and stakeholder interviews to explore the tensions and synergies between traditional and modern knowledge systems in Indian education. The study reveals that while traditional knowledge systems continue to influence educational practices, their integration with modern systems is often fraught with challenges related to access, equity, and quality. The findings highlight the need for a more inclusive and context-sensitive approach to educational governance, one that recognizes the value of traditional knowledge while promoting innovation and critical thinking. The study concludes by recommending policy interventions that support the preservation and promotion of India's diverse knowledge traditions while ensuring equitable access to quality education for all.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Postgraduate > Master's of Islamic Education
Depositing User:	Journal Editor
Date Deposited:	11 Sep 2025 10:56
Last Modified:	11 Sep 2025 10:56
URI:	http://eprints.umsida.ac.id/id/eprint/16345

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