Online Assignment Submission

School of Education
Student ID Number: 2425358
Programme: BA Education
Module: Researching Childhood and Education
Name of Tutor: Dr Tarek Mustafa
Assignment Title: Dissertation Proposal
Date and Time of Submission: 20 May 2024, 4:00 am
Actual Word Count: 995 words
Extension: N * Extension Due Date:
I do wish my assignment to be considered for including as an exemplar in the School Bank
of Assessed Work. * delete as appropriate

The purpose of this template is to ensure you receive targeted feedback that will
support your learning. It is a requirement to complete all 3 sections, and to include
this completed template as the first page of every assignment that is submitted for
marking (your School will advise on exceptions).

Section One: Reflecting on the feedback that I have received on previous assessments, the
following issues/topics have been identified as areas for improvement: (add 3 bullet
points). NB – for first year students/PGTs in the first term, this refers to assessments in
your previous institution

Section Two: In this assignment, I have attempted to act on previous feedback in the
following ways (3 bullet points)


 Dissertation Proposal

Introduction

The National Education Policy (NEP) 2020 in India represents a transformative shift
in India's educational landscape. Previously, the education system centred on a rigid
structure that emphasised academic accomplishment and high-stakes exams,
prioritizing rote learning over critical thinking and practical skills. It heavily focused on
science and mathematics, giving students truly little flexibility for
interdisciplinary exploration. In contrast, the new education strategy seeks to provide
a holistic, multidisciplinary, and skill-oriented education system for future generations
in India. The goal of the policy is to transform the education system from one
focusing on identifying and categorizing only excellent children towards one that
promotes holistic child development, which will improve learning possibilities for all
students. However, implementing such a significant shift will inevitably pose
challenges, as fostering holistic child development is a complex and demanding task.

In my dissertation, I am going to focus on identifying the key components of holistic

development and how a school in India can foster the holistic development of
children in alignment with the National Education Policy 2020. It aims to explore the
opportunities and challenges of implementing a holistic learning model and NEP
2020 in an Indian school and seeks to develop strategies for creating an effective
holistic learning environment. This will be achieved through qualitative research
conducted within an Indian school, also drawing on best practices from successful
international schooling models to aid and enhance the strategies. Additionally, I want
the study to delve into the leadership strategies required to support and sustain such
a model of schooling, recognizing that effective leadership is essential for driving
meaningful change in children's development. Although I am uncertain about how to
approach the leadership aspect, I believe this research will be invaluable for my
future aspirations of operating a private school in India.

Potential Research Questions

  What are the key components of holistic development as outlined by the
National Education Policy (NEP) 2020?

 What are the key opportunities presented by the NEP 2020 for fostering
holistic child development in Indian schools?

 What challenges do schools face in implementing the holistic development

model prescribed by the NEP 2020?

 What strategies can be used to mitigate the challenges of implementing a

holistic development model in schools?

 How can the findings of this research inform the development of a private
school that embodies the principles of holistic education?

Literature Review

The NEP 2020 is the first education policy of the twenty-first century and the third
since India's independence in 1947. With the previous policy introduced in 1986, the
current educational landscape necessitated a transformation to keep up with the
growing global knowledge. With the advent of big data, machine learning, and
artificial intelligence, the need for a shift was imperative (Muralidharan & Singh,
2021). Traditional education models needed to evolve to prepare students for a
future where many unskilled jobs will be automated. It is now crucial for children not
only to learn but also to learn how to learn.

In the past, the Indian education system heavily emphasized rote learning and high-
stakes examinations, often at the expense of critical thinking, practical skills, and
conceptual understanding. This focus led to intense competition among students and
stifled their natural curiosity for learning. Academic success and intelligence were
primarily measured by exam scores. This leads to neglecting the broader aspects of
child development, such as emotional, social, ethical, and physical well-being.
(Kumar, Prakash, & Singh, 2020; Muralidharan & Singh, 2021)

A holistic education, as promoted by the NEP 2020, aims to “develop good human
beings capable of rational thought and action, possessing compassion and empathy,
courage and resilience, scientific temper and creative imagination, with sound ethical
moorings and values." (Ministry of Human Resource Development [MHRD], 2020).

Methodology

I will adopt an interpretivist approach for this study to understand the opportunities
and challenges associated with holistic development under the NEP 2020. A
qualitative data collection approach is ideal as it captures the rich and contextual
insights of policy. It helps in exploring participants' perspectives and experiences in
their own words, providing a deeper understanding of their realities. Given that I
have secured access to a school in India for this research, a case study design will
provide an in-depth observation of implementation of holistic development in a
specific school setting. Case studies are valuable for their ability to capture the
complexity of real-life contexts and generate detailed, nuanced insights. (Cohen,
Manion, & Morrison, 2018)

Data collection methods-

Semi-structured Interviews: Conducted with multiple educators and administrators to
explore their experiences and perspectives, allowing flexibility and depth. However,
interviews may be subject to bias and socially desirable responses.

Observations: Classroom and school observations will provide direct insights,

revealing behaviours and interactions not captured through interviews, though they
can be time-consuming and require careful interpretation.

Document Analysis: Analysis of the National Education Policy will offer context and
understanding of the institutional framework supporting holistic development. This
method provides stable data but may lack the immediacy of other qualitative
methods.

Ethics

There are several ethical problems I can face in this research, including issues
related to informed consent, participants' right to withdraw, transparency, anonymity,
confidentiality, cultural sensitivity, and the avoidance of harm. I will ensure I adhere
to the ethical guidelines in India.

To address these ethical concerns, participants, including educators and

administrators, will receive detailed information about the study’s purpose,
procedures, potential risks, and benefits. Consent forms will be signed to confirm
their voluntary participation. They will be informed of their right to withdraw at any
time without facing any negative consequences. At the start of each interview and
observation, I will clearly explain the study’s aims and methods to foster trust and
eliminate any potential deception. All the information about the participants will be
kept anonymous, securely stored, and deleted after the completion of the
dissertation. Sensitive topics will be approached with care and allow participants to
skip any questions they find uncomfortable. I will ensure that the research respects
cultural differences and avoids any insensitivity. (BERA, 2018)
 References

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th
ed.). Routledge.

Kumar, K., Prakash, A., & Singh, K. (2020). How National Education Policy 2020 can
be a lodestar to transform future generation in India. Journal of Public Affairs, 21(3),
e2500. doi:10.1002/pa.2500. Retrieved from Wiley Online Library

Muralidharan, K., & Singh, A. (2021). India’s new National Education Policy:
Evidence and challenges. Science, 372(6537), 36-38. doi:10.1126/science.abf6655.
Retrieved from Science Magazine

Ministry of Human Resource Development (MHRD). (2020). National Education

Policy 2020. Retrieved from MHRD Official Website

British Educational Research Association (BERA). (2018). Ethical Guidelines for

Educational Research. BERA.

Thomas, G. (2017). How to Do Your Research Project: A Guide for Students (3rd
ed.). Sage.