ROLE OF NEW EDUCATION POLICY (NEP) IN IMPROVING EDUCATIONAL OUTCOMES FOR GIRLS IN NUH

Abstract

This study investigates the role of the New Education Policy (NEP) 2020 in improving educational outcomes for girls in Nuh district, Haryana—one of India’s most educationally disadvantaged regions. Using a mixed-method descriptive and analytical design, data were collected from 384 respondents comprising students, parents, and educators to examine the NEP’s impact on access, infrastructure, and learning outcomes. The findings indicate that NEPdriven reforms have substantially enhanced educational facilities, access to resources, and the overall learning environment for girls, reflecting progress toward gender-inclusive education. However, a segment of respondents expressed concerns about the adequacy and reach of infrastructural and financial support, suggesting uneven policy implementation across socioeconomic strata. The study underscores that while NEP 2020 has contributed positively to reducing gender disparities, persistent challenges related to cultural norms, poverty, and localized governance continue to affect outcomes. The research highlights the importance of strengthening grassroots-level policy execution and community engagement to ensure that educational reforms translate into sustainable empowerment for girls in marginalized regions like Nuh.