Transforming Educational Systems at Scale for 21st Century Skills:
Ensuring Equity Amidst Change
The Second Edition of the Annual Research Symposium jointly organised by FLAME University & Leadership For Equity (LFE)
The Third Edition of the Annual Research Symposium jointly organised by National Institute of Advanced Studies & Leadership For Equity (LFE)
NEP 2020: From Policy to Praxis: Measuring Impact, Interrogating Assumptions and Scaling Evidence-based Innovations
20+ Paper Presentations
26-27 Feb 2026
22+ Sessions
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Collaborators:
Symposium Objectives
This symposium aims to bring together researchers, practitioners, policymakers, organisations (nonprofit or otherwise), and academic institutions to present rigorous empirical research (quantitative, qualitative, and mixed-method) that demonstrates a clear pathway from evidence to policy learning to assess the ground-level realities of NEP implementation.
1
Examines what has changed, for whom, and under what conditions.
Interrogates the assumptions embedded in policy design.
2
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Assesses implementation fidelity, administrative capacity, and financing constraints.
Evaluates whether early- and mid-stage outcomes align with the equity, quality, and systems-transformation goals articulated in the policy.
4
Foundational Learning and Early Childhood Care & Education (ECCE) in Action
Investigating scalable and equitable models for achieving Foundational Literacy and Numeracy (FLN) goals, integrating ECCE, and assessing learning outcomes. Key research questions to address:
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What evidence exists regarding the efficacy of state-level FLN programs?
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How are Anganwadi-school linkages, curricular alignment and workforce capacity shaping early learning outcomes?
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How are new pedagogical models improving foundational skills across diverse socio-economic contexts?
Causal Inference, Scale and the Politics of Evidence in Education Reform
Empirical studies detailing the design, implementation, and impact evaluation of educational interventions using Randomised Controlled Trials (RCTs) and high-quality quasi-experimental designs (QEDs). Submissions should demonstrate methodological rigour, reflect on ethical and logistical constraints, and critically examine how causal evidence informs decision-making in complex public systems. Key research questions to address:
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What design, sampling, and field-level challenges arise in conducting RCTs in education settings, and how can issues such as attrition and contamination be minimised?
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How can quasi-experimental approaches (e.g., Difference-in-Differences, Regression Discontinuity, instrumental variables) be appropriately applied when randomisation is infeasible?
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What are the methodological and political limits of experimental and quasi-experimental evidence for informing system-wide policy reforms under NEP 2020?
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How can researchers strengthen the reliability and validity of outcome measures (le.g., learning assessments, psychometric tools, and administrative datasets) used to identify causal impact?
Reforming Teacher Education and Institutional Capacity Focus
Research on the effectiveness of new frameworks for Teacher Professional Development (TPD), the revitalisation of public institutions like SCERTs and DIETs, and governance reforms to enhance bureaucratic capacity. Key research questions to address:
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Which model of teacher professional development (TPD/CPD) demonstrably improves classroom practices at scale?
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How are SCERTs, DIETs and teacher education universities adapting to the NEP 2020 mandates?
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What governance, financing, and accountability mechanisms enable or inhibit sustained institutional reform?
Moving Beyond Foundational Skills: The Future of Learning and 21st Century Competencies
Research exploring educational models, curricula, and assessment methods specifically designed to cultivate higher-order 21st-century skills (such as critical thinking, creativity, complex problem-solving, and computational thinking). Submissions should analyse the transformation required to shift pedagogy from content mastery to competency development as envisioned by the NEP 2020. Key research questions to address:
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What valid and scalable assessment frameworks can credibly measure creativity, collaboration, and problem-solving?
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How are state boards, examination systems, and teacher preparation responding to the demand for competency-based learning?
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How effectively are computational subjects (data science, AI, coding) being integrated in ways that are pedagogically sound and equitably accessible, or are they exacerbating digital divides?
Themes
Engage in insightful discussions and presentations across four key themes
Venue
The National Institute of Advanced Studies (NIAS), founded in 1988 by the late Mr. J. R. D. Tata, is a multidisciplinary research institution located in Bengaluru within the Indian Institute of Science. Bringing together scholars, leaders, policymakers, and professionals from diverse fields, NIAS adopts an integrated approach to exploring the intersections of science, technology, humanities, social issues, and leadership. Through its research, public lectures, and national and international conferences, the Institute aims to nurture thoughtful scholars and leaders equipped to address complex contemporary challenges in India and globally.
Indian Institute of Science Campus, Mathikere, Bengaluru, Karnataka 560054