Srinagar, Nov 11: Education experts and policymakers on Wednesday called for translating the National Education Policy (NEP) 2020 reforms into meaningful institutional and classroom-level practices, emphasising a shift from rote-based examinations to competency-based, experiential and learner-centred education.
The recommendations emerged during the National Education Conclave-2026 organised by the Innovation and Action Research Cell of Government College of Education (IASE), Cluster University Srinagar, which brought together policymakers, educational administrators and academicians from across the country to deliberate on reforms in higher and school education.
A major development highlighted during the conclave was the National Council for Teacher Education’s (NCTE) recognition to the host college to run B.Ed, M.Ed, Integrated B.Ed-M.Ed and the Integrated Teacher Education Programme (ITEP) in both B.Sc.-B.Ed and B.A.-B.Ed streams.
Addressing the inaugural session as chief guest, Vice Chairman of the Jammu and Kashmir Higher Education Council, Prof Dinesh Singh, stressed the need to connect education with real-world challenges and encourage students to develop their individual interests and abilities.
He said true education enabled individuals to recognise their inner calling and cultivate their intrinsic passions, which ultimately contributed to lasting excellence and success.
Referring to the journeys of Mahatma Gandhi, Sachin Tendulkar and Amitabh Bachchan, Singh highlighted the importance of identifying one’s strengths and pursuing them with dedication.
He urged educational institutions to expose students directly to societal and industry-related challenges, saying collaborative learning and the ability to work in groups to address real-world problems were central to 21st-century education.
Vice Chancellor of Cluster University Srinagar, Prof Mohammad Mobin, who was the guest of honour, said rapid technological changes were overtaking conventional systems and necessitating a fundamental restructuring of education.
He stressed that effective implementation of NEP-2020 must be anchored in quality, relevance, high-impact research and institutional collaboration.
Highlighting the role of teacher education institutions, Mobin called for a shift in the traditional role of teachers from mere providers of knowledge to mentors, facilitators, guides and researchers.
He said implementation of the education policy was not the sole responsibility of governments and universities but required proactive participation and shared commitment from all stakeholders.
Earlier, Principal of the college and Nodal Principal of Kashmir Division Colleges, Prof Seema Naz, highlighted the institution’s NCTE recognition to run the various teacher education programmes, including the flagship ITEP in B.Sc.-B.Ed and B.A.-B.Ed streams.
Coordinator of the Innovation and Action Research Cell, Fazl Illahi, presented the rationale of the conclave, observing that the rapidly changing world, marked by volatility, uncertainty, complexity and ambiguity, along with the growing impact of artificial intelligence, had disrupted conventional educational paradigms.
He stressed the need for teachers and teacher educators to rethink their professional roles and equip learners with adaptability, resilience and competencies to meet emerging challenges.
The conclave featured two panel discussions focusing on the implementation of NEP-2020 reforms in higher education and competency-based education in schools.
The first panel, chaired by Singh, examined the translation of structural and curricular reforms into institutional practice, with discussions covering research, digitisation, faculty development, internships, employability, institutional autonomy and industry-academia collaboration.
The second panel, chaired by NCERT’s Head of Department of Teacher Education, Prof Sharad Sinha, deliberated on competency-based education, Holistic Progress Cards and learner development.
The discussion emphasised moving away from rote-based examinations towards continuous and formative assessment, experiential learning and inclusive education, alongside strengthening teachers’ capacities.
Participants stressed the need for stronger institutional collaboration, adequate infrastructure, teacher training and meaningful engagement of parents and industry to ensure effective implementation of NEP-2020.
They also highlighted the importance of nurturing critical thinking, creativity, emotional resilience and practical competencies among students.
A major highlight of the inaugural session was the release of the college newsletter, Cascade, and research journal, Inquiry, jointly unveiled by the dignitaries and faculty members.
The conclave concluded with a valedictory session during which certificates were distributed among panellists, speakers and members of the organising committee.
Prof Naz appreciated the participation of experts and panellists, stressing that educational reforms must translate into meaningful changes at institutional and classroom levels to ensure the holistic development of learners.
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