Practically every learned deliberation on education today makes reference to the National Education Policy (NEP) 2020, its well-articulated mission, vision, objectives, and goals. In its second paragraph, the Policy refers to its being in total sync with the UN’s global education development agenda, reflected in Sustainable Development Goal 4 (SDG 4), which seeks to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" by 2030. The NEP 2020 also expects education to move towards "less content" and greater emphasis on learning how to think critically and solve problems. It asserts that learning must primarily focus on nurturing critical thinking and sharpening analytical skills. It then goes on to list several related expectations, taking note of the swift changes taking place all around us, particularly in areas such as data science and creativity, while emphasizing multidisciplinary, integrated, learner-centred, discussion-based, discovery-oriented, flexible, and enjoyable learning. Having been associated with education policy formulation and implementation for over five decades, one invariably recalls both the achievements and the persistent drags that have impeded the realization of stated goals in several areas. Six years after the NEP 2020, an extensive yet swift national-level review would therefore be in order. Such a review could bring forth the corrections and strategic changes that are needed and, where necessary, even provide the basis for a fresh formulation of certain aspects of the Policy.  The positives have indeed been overwhelming. Beginning with a literacy rate of barely 12 per cent and extending educational access to more than 80 per cent in the face of a population increase of more than a billion, India’s educational expansion is an unmatched achievement in the post-independence era.........

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