Published Paper Details:

The National Education Policy (NEP) 2020 emphasizes holistic education through the integration of co-scholastic and skill-based learning within the school curriculum. The present study examines the level of teacher preparedness for implementing co-scholastic and skill education practices and explores the relationship between preparedness and actual classroom implementation. The study also investigates whether teacher preparedness varies based on type of school, board affiliation, and gender. A descriptive survey method was employed, and data were collected from school teachers using a structured questionnaire aligned with the objectives of NEP 2020. The sample included teachers from government and private schools affiliated with CBSE and State Boards. Quantitative data were analysed using descriptive statistics and inferential techniques, including independent samples t-tests, to test the stated hypotheses. The findings revealed no statistically significant differences in teacher preparedness based on type of school, board affiliation, or gender, indicating that preparedness-related challenges are systemic rather than institution-specific. However, the analysis highlighted a positive association between teacher preparedness and the effective implementation of co-scholastic and skill education practices. Factors such as training exposure, confidence in assessment methods, and institutional support emerged as critical enablers of implementation. The study concludes that while NEP 2020 provides a strong policy framework, its successful realization depends largely on sustained investment in teacher professional development and supportive school environments. Strengthening teacher preparedness is essential for translating the policy's holistic and skill-oriented vision into meaningful classroom practice.