CRITICAL ANALYSIS OF NEW EDUCATION POLICY CONCERNING TRANSGENDER EDUCATION

Krishna Kamath; Sharvari V. Vaidya

doi:10.29121/shodhkosh.v5.i6.2024.3192

Authors

Krishna Kamath Research Scholar - School of Law Sandip University, Nasik
Dr. Sharvari V. Vaidya Associate Professor, School of Law Sandip University, Nasik

DOI:

https://doi.org/10.29121/shodhkosh.v5.i6.2024.3192

Keywords:

Transgender Inclusion, NEP 2020, Inclusive Education, Gender-Sensitive Facilities, Anti-Bullying Measures

Abstract [English]

Transgender students remain highly marginalized and excluded despite education policies increasingly embracing diversity across the different education systems currently in place. Despite having provisions describing the protection of generally categorized marginalized sections in the NEP 2020, India, the matter of inclusion of the Transgender population is still insufficiently met. In this paper, an analysis is made of NEP 2020’s ability to provide fairness of education for the transgender student population and where change is required. As a qualitative research approach, the study employs literature reviews, policy analysis, and thematic analysis on articles, policies, government and NGO reports and scholarly articles. Scrutinizes such provisions in the fields of education, infrastructure, anti-bullying policy, teacher training, and affirmative action as regards the trans community about NEP 2020 question of 'inclusiveness'. These include the absence of clear coding for gender-transitive accessibility, limited anti-bullying policies, and poor provisions for teachers conducting training and development for those students. It has no structural measures such as scholarships or quotas for trans-students as affirmative action. Despite NEP 2020 offering a structure to bring into being an inclusive education system, there is a large gap that impedes the progress nature can bring in the existence of the inclusion of Trans People.

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