Developing Adult Education Schools in Uttar Pradesh, India, in Light of the National Education Policy 2020 Using the Delphi Technique
DOI:
https://doi.org/10.59992/IJESA.2026.v5n10p11Keywords:
Adult Education, Delphi Technique, National Education Policy 2020, Uttar Pradesh, Digital Empowerment, New India Literacy ProgrammeAbstract
This study aimed to develop a proposed framework for enhancing adult education schools in Uttar Pradesh, India, in light of the directives of the National Education Policy (NEP 2020) and the New India Literacy Programme (NILP 2022–2027). To achieve this objective, a descriptive-forecasting research methodology utilizing the Delphi technique was employed across three iterative rounds to achieve consensus among experts. The study sample comprised a panel of 20 experts and specialists in educational policy, adult education, and non-formal learning. The findings yielded a validated list of 24 indicators categorized into four primary dimensions, all achieving high consensus rates ranging between 90.0% and 100.0%, with an overall mean consensus of 95.0%. The framework encompasses: Institutional and Administrative Development, Curriculum and Educational Program Enhancement, Digital Empowerment, and ICT Integration (via national platforms such as DIKSHA), and Professional Development for Human Resources. Based on these findings, a comprehensive proposed framework was articulated to serve as an actionable guide for decision-makers at the State Literacy Mission Authority (SLMA) in Uttar Pradesh. The study concludes with practical recommendations and avenues for future research.
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