In the 21st century, to perform a given task in real life, we need to think beyond mere accumulation of knowledge from textbooks. The NEP 2020 calls for a shift from assessment system where rote learning is emphasized to competency-based education (CBE). Competency-based education is an approach to teaching, where learner is placed at the center (student centered learning) which promotes learning, development of high order skills such as conceptual analysis, critical thinking. It emphasizes knowledge based on experiential learning relevant to daily life. Competency-based education is a form of education that derives curriculum from an analysis of a prospective or actual role in modern society and that attempts to certify students' progress on the basis of demonstrated performance in some or all aspects of that role. According to the theory, such demonstrations of competence do not depend on the amount of time spent in formal education settings (Riesman, 1979).

India got freedom but still we are lagging behind in comparision to other countries who also got independence in the some era as we got. We are still struggling to achieve what we should have attained much earlier. What we see on the surface of reality is the opposite of what is there on paper. We discover that we have not moved forward but pushed back. There is nothing unusual in the problems of hunger; want; health; hygiene; water supply and education. But what is unusual is that our efforts have not borne fruit because these had not been honest and sincere. ‘Resurgent India’ is the flight of our imagination. It encompasses the elements of science; sacrifice; god; religion; spirituality and knowledge and it can institutionalise a human being into god from within the common citizens and society. Nation pervades our soul; mind and heart. We have always kept this sense alive. We have neither lost sight of our culture nor shut ourselves to new ideas. This collection has the vision of a Bharat singed with the sensitive spirit of Antyodaya; moving up and fast. The ‘Resurgent India’ which is in your hand is the result of collective efforts. In preparing it; constructive efforts of many practitioners of word; worshippers of Saraswati and those saints who are engaged in taking Bharat Mata to the highest level have been employed.

This book points out issues and lays out a roadmap of policy suggestions which warrant government focus and attention to make India into a self-reliant nation.

The growing literature on Peace Education reflects a dynamic filed. Since the early decades of the 20th century, “Peace Education” programmes around the world have represented a number of focal themes, including anti-nuclearism, environmental responsibility, international understanding, communication skills, non-violence, human right awareness, democracy, conflict resolution techniques, tolerance of diversity, co-existence and gender equality among others. Peace Education includes cultivation of peacebuilding skills, e.g. dialogue, mediation, artistic endeavors. Peace educators, then teach the value of respect, understanding and nonviolence, present skills for analyzing international conflict, educate for alternative security systems and use a pedagogy that is democratic and particular. Thus, peace education as a practice and philosophy refers to matching complementary element between education and society, where the social purpose (i.e. why teach), educative process are conducive to fostering peace. Accordingly, peace education is dialogical experience conducted through participatory learning, where learners communally and co-operatively grapple with contemporary issues (i.e., talking points) related to local and global contexts (Akaamaa, 2013).