National Education Policy and challenges of Armed Conflict: An analytical study

Education is the foundation for holistic development. It enables people to expand their horizons and enhance their chances in life by obtaining knowledge and skills through education. Additionally, improving people's talents fosters economic growth, the alleviation of poverty, and the advancement of science and technology. Conflict adversely affects education which has devastating consequences. Naxal violence in India usually results in a lower level of basic skill acquisition among school children (Global Monitoring Report Team. 2011)1. To achieve that, a variety of strategies are employed, including the destruction of schools the reduction of government non-military expenditures, poor teaching quality, absence of women volunteers, depressed labor markets and social networks, destroyed assets, mortality, morbidity, and displacement, child soldiering, and widespread insecurity (Ministry of Human Resource Development,2019)2. As NEP is a modern-day necessity, nationwide earlier upgradation in education had objectives However, the problem varies about armed conflicted areas from the rest of the socio-demographic areas which challenges the government to effective formulation and implementation of NEP. The paper objectifies to analyze the effectiveness of safeguarding education through NEP in armed conflict-prone areas. The methodology of the study is analytical research. The study is purposively based on the naxal armed-prone areas of Chhattisgarh, the study uses qualitative and quantitative secondary data for analysis. Furthermore, this paper makes an important contribution to research on armed conflict and education to contribute to the understanding of the issue of armed conflict and the effectiveness of the NEP. The paper also seeks to inform policy-makers, educators, and other stakeholders on the importance of education policies in conflict-affected areas. The study provides a significant visualization of how the NEP effectively mitigated and curbed armed conflict. It questions the effective implementation and adaptability of NEP and how the outcomes of armed conflict on education hamper the early blocks of development of children.