Author(s): Dr. Sandeep Kumari and Dr. Poonam Chaudhary

Abstract:
Amidst the backdrop of a waning focus on the well-being and liberties of children amid the epidemic, the advent of the new National Education Policy stands as a beacon of welcome change. Laden with indispensable provisions for the holistic development of the youth, this policy transcends the conventional demarcation between academic and extracurricular pursuits. Herein lies the recognition of sports as paramount, aligning its significance with that of esteemed subjects like English or Science, thereby infusing academia with the joy and engagement sought fervently by young learners. Through the medium of play, children embark on a journey of physical, mental, and social growth, with its influence extending appreciably into academic realms, classroom dynamics, and attendance records. Furthermore, the sweeping reforms in assessment methodologies, epitomized by the establishment of the National Assessment Centre and the adoption of a learner- centric approach, underscore an earnest commitment to nurturing comprehensive literacy proficiency and overall child development. Envisioning a future wherein sports and play are accorded the same rigor and structure as core academic subjects, we aspire to unveil the transformative power of these pursuits, thereby sculpting a populace of robust and resilient youngsters through the educational apparatus. The emphasis on Vocational Education stands as yet another commendable stride towards fostering the multifaceted growth of children, fostering the hope that they may elect to pursue Physical Education and Sports as viable vocational pathways. Anticipating forthcoming revisions to the policy, we eagerly await a scholastic landscape replete with exuberance, delight, and scholarly excellence, all while remaining attuned to the imperatives of adult learning outcomes. In its entirety, this exploration critically examines the intricate nuances of NEP 2020, particularly concerning physical education and sports, in comparison to the pedagogical frameworks of other progressive nations.

Pages: 306-313  |  30 Views  23 Downloads

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