ANDRAGOGY OF THE OPPRESSED IN THE CONTEXT OF INDIA

NEP 2020 promotes democracy in all faculties in education including those of adult learning and lifelong
learning. In so doing, the policy advocates for equity and total inclusion. However, good as it may sound,
achieving equity and total inclusion are end goals that have to be achieved through some challenging
proceedings, dealings and endeavours in a nation grounded in the believe of caste system. The proceedings,
endeavours and dealings to achieving total inclusion and equity in education have not been explicitly elaborated
in the policy document hence leaving room and opportunity for scholars, researchers, etc to make a contribution.
For this reason, this paper intends to analyse how human rights promotion could be utilised as a catalyst to
promote the six principles of andragogy in the context of the oppressed lower caste students in high education
institutions (HEI) in India. The paper does so by evaluating secondary literature on; the complexities
surrounding the status of lower caste discriminations in high education institutions in India. It tries to bring to
light how low caste students are discriminated in some high education institutions in India making it difficult to
excel and to complete their studies successfully. The paper concludes that human rights promotion could be used
in achieving andragogical teaching and learning.