Aug 2026· Advanced International Journal for Research· 0 citations· 14 references
Abstract
The National Education Policy 2020 of India (NEP 2020) presents an aspiring programme to reposition the nation’s education system within the global knowledge economy while expanding the access of education, quality and inclusion. This paper critically examines how globalization has moulded the policy’s priorities, underlying assumptions and instruments. Drawing on policy sociology and literature concerning global education governance, human capital theory and neoliberalism, it explores NEP 2020 as both a national reform agenda and a response to transnational policy norms. The discussion focuses on technology-enabled learning, internationalisation, teacher development, flexible learning pathways, public and private partnerships, vocational education and performance-based accountability. The analysis indicates that NEP 2020 combines progressive commitments to foundational learning, curricular flexibility, educational access and international collaboration with market-oriented emphasis on competitiveness, institutional performance, employability and workforce development. This produces a persistent tension between education as an instrument of economic productivity and education as a public and socially transformative entity. The paper further argues that the policy’s ambitions may be constrained by the digital divide, unequal infrastructure, uneven implementation capacity, teacher workload and the continuing marginalisation of rural and socio-economically disadvantaged learners. It concludes that the success of NEP 2020 will depend not simply on adopting global standards, but on translating them through meaningful teacher participation, sustained public investment, culturally responsive implementation and robust safeguards for equity. India can develop a globally engaged education system only if internationalisation and innovation remain subordinate to the objectives of accessibility, inclusion and social justice.
It is concluded that achieving equitable digital transformation in Nigerian education requires a shift from infrastructure-centred implementation toward an equity-driven strategy prioritizing teacher professional development, inclusive policy design, coordinated governance, and sustained public investment.
Surajudeen Sadiq, N. Orunbon, Isioma Stella Olagunju· Journal of Education and Lea...· 0 citations
As India seeks to elevate its role within Global Value Chains (GVCs), the quality and inclusivity of its human capital emerge
as critical determinants of global competitiveness. While traditional GVC discourse focuses on logistics and trade barriers, this
paper argues that “Social Infrastructure”—specifically equitable access to higher education—is the engine that moves a nation
from low-value assembly to high-value innovation and services.
This research provides an analytical study of the Economically Weaker Section (EWS) Reservation Policy (103rd Constitutional
Amendment) between 2019 and 2024. It examines the policy’s impact on promoting social harmony and reducing economic
discrimination within India’s education sector. By providing a 10% quota for the economically marginalized, the policy aims
to democratize access to premier academic institutions that serve as the primary conduits for skilled labor in GVC-integrated
industries like IT, Pharmaceuticals, and Advanced Manufacturing.
The study explores the nexus between educational equity and labor market resilience. It posits that inclusive education acts
as a catalyst for “Upward Functional Power,” allowing first-generation learners to contribute to global production networks.
Preliminary findings suggest that the EWS framework has initiated a shift in the socio-economic profile of the professional
workforce, potentially mitigating the “skills-mismatch” that often hampers GVC expansion.
Furthermore, the paper highlights how fostering social harmony through affirmative action creates a stable domestic
environment—a key factor for foreign investors seeking reliable supply chain partners. The study concludes that the EWS
policy is not merely a social welfare measure but a strategic economic tool. To maximize India’s GVC participation, the paper
recommends stronger institutional linkages between EWS-supported graduates and global industrial requirements to ensure
inclusive and sustainable economic growth.
V. K. Choudhary, Neha Kumari· International Journal of Aca...· 0 citations
Ethiopia has entered a pivotal moment in the evolution of its higher education system. The University Autonomy Proclamation No. 1294/2023 redefines the relationship between the state and its 47 public universities by granting academic, administrative, and financial self-governance within a performance-accountability framework. Addis Ababa University (AAU), designated in August 2023 as the country’s first formally autonomous institution, now serves as the system’s prototype. This article analyzes the governance, leadership, financial, data, and cultural conditions under which autonomy can advance Ethiopia’s knowledge-economy aspirations. Drawing on global higher education governance frameworks, it argues that autonomy is not a legal status but an institutional design challenge requiring coordinated reform across multiple domains. Ethiopian Airlines Group is used as an analytical analogy—“a wholly state-owned enterprise that has achieved global competitiveness through professional leadership, diversified revenue, long-term strategy, and embedded performance accountability”—to illustrate how state stewardship can coexist with operational independence. The article concludes with design principles, implementation risks, and a research agenda for African higher education autonomy.
Anna M. Waterman· Journal of Leadership, Accou...· 0 citations
Nigeria's educational policy landscape since the restoration of civilian governance in 1999 has been characterized by a paradox of ambitious legislative frameworks and persistent structural failure. This paper critically examines the trajectory of education policy and access to education in Nigeria from 1999 to 2024, covering 25 years of democratic governance. Drawing on peer-reviewed literature, institutional reports from UNICEF, UNESCO, and the World Bank, and government policy documents, the paper evaluates the Universal Basic Education (UBE) programme launched in 1999 and codified through the UBE Act 2004, the National Policy on Education (NPE), subsequent reform initiatives, and the Sustainable Development Goal 4 (SDG 4) commitments. The paper argues that chronic underfunding, endemic corruption, institutional inertia, regional inequality, gender disparity, and the Boko Haram insurgency have systematically undermined educational access, leaving Nigeria as the country with the highest number of out-of-school children globally—estimated at approximately 18.3 to 20 million as of 2022–2024. The study employs a critical policy analysis framework, situating Nigeria's educational crisis within broader political economy debates about governance, federalism, and post-colonial state capacity. Recommendations are offered for evidence-based, equity-focused reform.
E. PhD., Olaniran Ademolekun· International journal of res...· 0 citations
Globally, tuition-free higher education policies serve as core strategies for achieving inclusive growth and advancing the United Nations’ Sustainable Development Goal (SDG) 4. This study provides a rigorous, multidimensional assessment of the Philippines’ Universal Access to Quality Tertiary Education Act (RA 10931) through systematic Comparative Policy Analysis (CPA) integrating documentary evidence, scholarly literature, and international benchmarking against models in Germany, Chile, and Russia. The analysis reveals a critical paradox: while the policy has successfully democratized access by eliminating tuition as a primary barrier, implementation has unintentionally perpetuated socioeconomic inequity through untargeted subsidies that disproportionately benefit middle-income households, compromised quality assurance through quality assurance capacity strain, and created governance failures manifested in chronic fund disbursement delays. To address these challenges, this study proposes an evidence-based reform framework organized around four strategic pillars: (1) Financial Re-Targeting via tiered subsidies indexed to household income, modeled on Chile’s Gratuidad system; (2) Quality Modernization through infrastructure investment and faculty development; (3) Governance Enhancement via digital management systems and streamlined disbursement protocols; and (4) International Competitiveness through curricula alignment and academic partnerships. Each reform is explicitly linked to synthesized evidence, comparative policy mechanisms, and implementation feasibility assessment. This research contributes methodologically by operationalizing a structured comparative framework with transferability analysis; empirically by demonstrating causal mechanisms linking subsidy design to inequitable outcomes; and pragmatically by providing implementation-ready reforms addressing political economy constraints and resource requirements. The findings offer actionable pathways for policymakers to strengthen RA 10931’s equity-performance nexus while ensuring fiscal sustainability and SDG 4 alignment.
Paul Christian J. Manrique· Discover Education· 0 citations
The Gulf Cooperation Council (GCC) countries have adopted the vision of diversifying their economies away from oil and gas toward more knowledge-based economies (KBEs). Through investments and policy changes in the education, innovation, and entrepreneurship fields, the GCC states aim to leapfrog into the rank of rich countries that largely rely on human capital for economic growth. Within this push toward KBE, education system reforms through decentralization and the promotion of job-market-related qualifications are seen as vital for improving the necessary innovation and entrepreneurship capacities. These reforms have often delivered mixed results in terms of both global standing in quantitative rankings and attainments in education and innovation. By analysing the educational reform legacies in Qatar, this paper aims to provide an inside view of the indigenous challenges related to educational policy change. It offers a unique narrative on the challenges associated with culture, capacity, and institutions over different historical periods of the educational reforms in Qatar. As such, it illustrates the limitations of education-based reforms and the importance of addressing local understandings of the role of education. Qatar’s educational reform legacies reflect an instrumental understanding of the contribution of education toward KBE that underestimates the importance of the aspects of culture and local capacities. Due to controversies and politicization, school-based reforms have been less stable in comparison to higher education reforms. Understanding country-specific historical and cultural education legacies can help in the design of more tailored and participatory reform policies.
Rula Momani· Journal of the Knowledge Eco...· 0 citations
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