International Journal on Science and Technology

E-ISSN: 2229-7677   •   Impact Factor: 9.88

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 17 Issue 3 July-September 2026 Submit your research before last 3 days of September to publish your research paper in the issue of July-September.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 17 Issue 3
July-September 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Competency-Based Education and Indian Knowledge Systems: A New Paradigm under NEP 2020

Author(s) Prof. Rohit Kumar
Country India
Abstract The National Education Policy (NEP) 2020 is a significant effort to shift the current education system in India from being content and examination-based to competency-based, experiential, multidisciplinary, critical, value-based and context-based. Competency Based Education (CBE) and integration of Indian Knowledge Systems (IKS) are the two key aspects of this transformation. Competency Based Education is outcome-based education that emphasizes what students can understand, apply, demonstrate and transfer as opposed to content or classroom time. Indian Knowledge Systems on the other hand refer to a broad range of intellectual and practical traditions that have evolved throughout the Indian subcontinent in the fields of mathematics, language, philosophy, medicine, agriculture, ecology, arts, architecture, governance and community practices. This conceptual paper focuses on the linkage of CBE with IKS in the policy framework of NEP 2020. Through qualitative policy analysis and literature review, the paper concludes that CBE can be a pedagogical and assessment framework to meaningfully incorporate IKS rather than simply having to memorize it as another layer of facts. The proposed approach links up disciplinary knowledge with indigenous and historical context, inquiry, experiential tasks, authentic assessment, scientific temper and reflective learning. The paper also aims to highlight key implementation issues such as the preparedness of teachers, sources as authenticity, assessment design, ideological polarization, curriculum overload and the danger of automatically equating claims of historical knowledge with validated current scientific information. It asserts that the rigorous, plural, evidence-sensitive and competency-oriented approach can help IKS to play a role in culturally situated but world-affirming education.
Keywords Competency Based Education, Indian Knowledge Systems, NEP 2020, Experiential learning, Competency Based Assessment, Indian education, Indigenous knowledge, Curriculum reform.
Published In Volume 17, Issue 3, July-September 2026
Published On 2026-08-21
DOI https://doi.org/10.71097/IJSAT.v17.i3.11511
View / Download PDF File

Share this


CrossRef

Crossref DOI prefix of IJSAT is 10.71097/IJSAT

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 17 Isu 3Cover Page Vol 17 Isu 2Cover Page Vol 17 Isu 1

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJSAT
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics 		Join as a Reviewer
Editors & Reviewers
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us Message on WhatsApp +91-9687-182-185 editor@ijsat.org