Researcher

This two-month independent project examined the National Education Policy 2020 through the lens of educational access for marginalised groups — scheduled castes and tribes, girls in rural districts, first-generation learners, and students with disabilities.

The study reviewed policy text against implementation data and district-level outcomes, identifying where NEP 2020's inclusivity commitments translate into measurable provisions and where they remain aspirational.

Findings were published in IJARIIT and on SSRN, and were reviewed by the Center for Law & Policy Research and the Ministry of Education as part of revision discussions toward NEP 2026. The paper was accepted for presentation at IEEE EDUCON 2026 in Cairo — the only submission authored by a high-school student.