[2] AMBEDKAR’S EDUCATIONAL PHILOSOPHY AND NEP 2020: AN ANALYTICAL STUDY OF INCLUSIVE AND EQUITABLE EDUCATION IN INDIA

How to Cite the Article: Usha Thakur & Mukesh Kumar (2026). Ambedkar’s Educational Philosophy and NEP 2020: An Analytical Study of Inclusive and Equitable Education in India. International Journal of Multidisciplinary Research & Reviews, 5(6),13-23. https://doi.org/10.56815/ijmrr.v5i6.2026.13-23

Abstract

The present study examines the relevance of B. R. Ambedkar’s educational philosophy in relation to the National Education Policy 2020 and its vision for inclusive and equitable education in India. Dr. Ambedkar regarded education as a powerful instrument for social transformation, equality, liberty and human dignity. The study aims to analyse the core principles of Ambedkar’s educational thought, examine its relevance within the framework of NEP 2020, compare his vision with the policy objectives of NEP 2020, and suggest educational implications for building a socially just and inclusive society. The research is qualitative, analytical, and historicalphilosophical in nature. Data have been collected from primary and secondary sources including Ambedkar’s writings, speeches, constitutional provisions, books, research articles, and policy documents related to NEP 2020. The study employs content analysis and interpretative methods to analyse the collected data. The findings reveal that many provisions of NEP 2020, such as equity, inclusive education, gender inclusion, and educational access for disadvantaged groups, strongly reflect Ambedkar’s educational vision. However, challenges related to implementation, social inequality, and educational disparity still persist. The study suggests that Ambedkar’s philosophy should be integrated more effectively into educational policies, curriculum development, teacher education, and institutional practices to strengthen democratic values, social justice, and equal educational opportunities in India.