SHAPING OF EDUCATION IN POST INDEPENDENCE INDIA

ABSTRACT

On August 15, 1947, India gained independence from British rule. It's for the people
This is the first time full-time to develop educational policy according to the needs of
the country.Someone in rapid change. But this time is not without heavy burdens.
Not only ensuring the growth of the next generation, but also changing practices in all
subjects. Their natural abilities can help them rebuild India. How to learn
The early years of the British era were general and theoretical in character.
Basic idea. The country needs more professionals, engineers, doctors, scientists and
other workers. Qualified workers who can bring a new perspective on many aspects of
the development of the national economy, It suffered from colonial exploitation for
200 years. The most important education issues before the government are:

Extension of compulsory primary education, reorganization of secondary

education and universities
technical education, improvement of employment and technical education at
different levels, women empowerment
Strengthen education and restore education management standards. In order to
take advantage of all this
For this purpose, the central and state governments are working to introduce
various measures.
The project is based on a five-year plan
In the 70 years since India's independence, the Indian system has developed slowly
but remarkably. The literacy rate increased from 18% in 1951 to 73% in 2011.
Currently, India's education system is the strongest and largest with over 315 million
students. This topic teaches us that many policies and efforts have been made to
improve education since independence.

KEY WORDS
Higher Education ,Policies , Compulsory , Inclusion , Rights , Commission , Acts ,
Disabilities .

INTRODUCTION

After partition and independence in 1947, India successfully developed science,

technology and science. However, illiteracy remains high. The new law adopted by
India has not completely changed the rule of law in the country. Continuing education
is the primary responsibility of state governments, and the Union (central)
government continues to be responsible for coordinating education and maintaining
standards in higher education, research, as well as education and training. In 1950, the
Indian government appointed a planning commission to develop a plan to improve
many aspects of life, including education. Then, action plans (usually over five years)
are developed and implemented. The main objectives of this plan are:
 (1) achieve universal higher education, (2) eliminate illiteracy, (3)
expand education and training, and (4) improve standards and reform education at all
levels.
It provides facilities for quality education throughout the country, with particular
emphasis on arts, sciences, environmental education, ethics, family relations,
education and employment (5). Beginning in 1947, the Indian government appointed
three committees to propose educational reforms. In 1949, the Board of Education
made recommendations regarding curriculum reform, evaluation procedures,
information systems, student services, and teacher recruitment. 1952-53 The College
focuses on secondary education and teacher training. In 1964-66, the Board of
Education conducted an educational study. It creates national standards for all levels
of education. The committee's report led to the resolution of the National Education
Policy announced by the Government of India in July 1968. This law was amended in
1986. The new law deals with education, morality and national unity. Important
guidelines have been introduced to ensure education across the country. The Ministry
of National Education is part of the Ministry of Human Resources Development,
headed by the Board of Directors. The Board of Education provides advice to the
central and state governments. The Ministry of Education is involved in several
autonomous organizations. The most important institutions include the All India
Council for Technical Education (1945), the University Grants Commission (1953)
and the National Council for Educational Research and Training (1961). The first
body advises the government on education matters and monitors educational
development standards. The second body promotes and coordinates teaching at the
school and decides and controls the school's teaching, assessment and research
methods. He has the power to investigate the financial situation of the school and
allocate funds. The third organization strives to improve the quality of education in
schools and has provided support and guidance to the Ministry of Human Resource
Development in implementing important education policies and activities .

Committee on University Education [1948-49]

On November 6, 1948, the Board of Education was established with Dr. Sarvapally
Radhakrishnan as its Director. This commission also knows
According to the “Radhakrisnan Committee”. The aims and objectives of the council
are to promote Indian education in universities and to suggest improvements. This
group focuses on higher education. Freedom of education is also a goal.
of this commission. This committee made numerous recommendations concerning
teaching and curriculum, general education, vocational education, higher education
and research, technical and vocational education, urban education, student health , etc.
Statements should be made to evaluate the committee's report.
Dr. Rajendraprasad said, “The value of the University Education Commission report
is that it recognizes the need for basic education.
Based on this, changes can be made to solve educational problems. Many changes
must therefore be approved. Additionally, there is an advantage to thinking about the
best possible outcomes rather than thinking about completely moving on from the past.
Mudaliar Committee [1952-53]
The Government of India, following the recommendations of the Tarachand
Committee and the Education Committee, established the Council of Higher
Education, headed by Swami Mudaliar. The goal of this committee is to maintain
current secondary education. The Mudaliar Committee is an important group that has
demanded improvements in secondary education. The Higher Education Committee
was established in September 1952. Dr. Lakshman Swami Mudaliar, V.C. Since
Madras University was in charge, the committee was called the Mudaliar Committee.
This committee also made several recommendations for the work of secondary
education and teaching.
Board of Supervisors. Educational processes, management, language learning, etc. are
addressed. The Mudalia Group focused on secondary education and education.
We present this opinion with recommendations on the test.

*Objectives of Mudaliar Committee:-

1. Be a free citizen. 2. Improve professional skills and work efficiency.

We. Add variety and flexibility to your schedule.
4. Make school information relevant to the community
5. The topics covered in class must be related to daily life.

Indian National Education Commission [1964-66]

This group is led by the DR.D.S. KOTHARI Chairmen of UGC, Government of
India. This committee was called the KOTHARI COMMISSION, which suggested
educational reforms. Lifelong learning and lifelong learning were created by this
group of people. Education about the country's goals is the main work of the group.
The Kothari group highlighted its commitment to equality and respect for the rights of
backward classes in education. It is important that the Kothari Committee approved
our “three languages”. This has a huge impact on girls' education and promotes
justice. The need to spread education in developing rural and underdeveloped areas
was also the main theme of the Kothari committee.

THE MAINS SUGGESTION OF KOTHARI COMMISSION

(1) To give special emphasis on science education.

(2) Work experience should be a part of general and

vocational education.

(3) Common school programmes should be started for

universal education

(4) The basics of education at the school and higher level must be the mother
tongue/ mother language.

(5) Guidance and counselling should be a part of education

(6) Multiplicity should be given in the selection of books.

(7) New techniques should be adopted for evaluation.

(8) Internal Assessment be imparted a significant space / place.

(9) The rigidity in present school education should be Eliminated/ ended.

(10) Use of school workshop and presentation of programmes regarding

workshop experiences.

NATIONAL POLICY ON EDUCATION (1986)

National Policy of Education is considered to be a Magna card for future of
education. This document of 29 pages has ten thousand words. It has been divided
into 12 parts and 157 sections. Every section of this document has been made while
keeping in mind the needs of Human Resource Development. The former Prime
Minister of India Sh. Rajeev Gandhi announced its formation on 5th January 1985.
The need for this policy was felt for fulfilment of incomplete and irregular policies of
1968 and then again national policy of 1979.
The NPE of 1968, 1986, revised NPE or Janardan Reddy
Committee report (1992) should be discussed properly. Along with it the works of the
Review Committee, report of Rammurti Committee (1990) should be discussed,
where the role of Navodaya Vidyalaya, development of common school system,
women education, decentralized planning and movement of education, human value
and other things should be done. Primary and pre-primary education should be
discussed with care. Environmental studies should be done. Recognisation of teacher
education with N.C.T.E. should be mentioned in relation with post independent
period of Indian education.Thus, it is seen that from 1947the government of India
appointed three most important commissions along with other committee and
commissions to discover the defects in the educational field and to reorganize the
field of education. National Curriculum Framework (NCF), Teacher Education
Programme, National Curriculum Framework for Teacher Education (NCFTE) and
other schemes of studies are necessary for betterment. It may be added that in post
independent education in India many new
things are important to be noted. In the case of policy framing Central Advisory
Board of Education (C.A.B.E.) is important. Moreover in post independent India four
new principles of the educational administration are developed. They are the
universal access and right to education for all, democratization, equality and
social justice to be maintained in this sphere. Relevance and sustainable
development in the sphere of education along with structural and productive aspects,
Public Private Partnership or PPP model was accepted in many where. Inclusive
education got importance and measures for putting inclusion into practices have been
taken into consideration for education. Moreover the activities of R.C.I.
(Rehabilitation Council of India), 1992, N.C.T.E, N.C.E.R.T., S.C.E.R.T. U.G.C.,
environmental education, N.C.F., role of NAAC, peace education, population
education, and integration of peace education in curriculum should be discussed
properly. Moreover, vocational and other education along with international outlook
UNESCO recommendations achieved a special position in the education sector of
post independent India. Apart from everything, it is hopeful that in post independent
India education for sustainable development gained its due importance and it is
necessary to spread and to establish an effective educational field for the people of
India.

Some commendable facts according to National Policy of Education (1986)

1. Stress on overall development of the child.

2. Emphasis on the development of manpower.
3. Emphasis on equal education opportunities for all.
4. Stress should be given on research work and life long education.
5. Development of the National Institution so that they
may provide good opportunities for education to all.

Black Board Operation:

⚫ Black board operation was put in operation (implemented) to make practical

the National Education Policy (NEP) Resolution 1986. According to this project,
expected minimum convenience effective were to tach take study task in each
school in the country was the main responsibility.

Aims of Black Board operation :-

(1) Fulfilling of basic needs of primary school students
education.

(2) Every school building should have at least two rooms and a corridor.

(3) Availability of teaching aids in the classroom and availability of a school in

the neighbourhood of every child.

(4)Provision of minimum 2 teachers as for as comprising one female teacher.

(5) Self-learning requirements of both teacher and the students has been kept in
mind.

(Ramamurti Review Committee) or (NPERC-1990)

This committee was formulated on 7 May 1990 by V.P. Singh to observe national
policy and national education policy-1986. It is also known as NPERC 1990.
Its main suggestions were :-

(1) Emphasis in parted on the right to work.

(2) Gave stress on equality and social justice.

(3) Establishment of cooperation law in education.

 (4) To make solid foundation of knowledge.

(5) To eradicate discrepancies in education.

(6) Vocationalization of education.

(7) Improvement in education system.

(8) Implementation of equal education for women.

(9) To give loans to educational institution.

(10) To increase scholarship funds.

(Kendriya Vidyala Sangathan (KVS)

Kendriya Vidyalaya Snagathan was founded in November 1962, Mission of KVS :-

1. To bring speed and excellence in field of school education.

2. To develop a feeling of Indianisation and nationality in children.
3. To include different experiments in the field of education
with the help of bodies like Central Board of Secondary Education (CBSE) and
National Council of Educational Research and Training (NCERT).
4. To cater educational necessities of the words of the
central government transferred personal in defense and Paramilitary Forces under the
common program.

(Beti Bachao, Beti Padhao)

Prime Minister Sh. Narender Modi launched the concept of Beti Bachao, Beti
Padhao on 22 January 2015 in Panipat, Haryana. In his opening speech, he said
we want our girls to be educated, but our girls don't want to be educated. He added
that this discrimination should be removed. She used the example of Kalpana Chawla
to show that our girls can go far and achieve a lot. Their parents' names can shine in
fields like education, sports, science, military, etc. The Prime Minister announced the
creation of the Girl Child Fund for the benefit of girls. The aim of the Beti Bachao,
Beti Padhao initiative is to educate girls and make them self-reliant.

(Sarva Shiksha Abhiyan (SSA)

Sarva Shiksha Abhiyan is a program launched during the tenure of Prime Minister
Sh. Atal Bihari Vajpayee. It started in 2000-2001. The main objective of the project
is universalization, accessibility and educational support. Sarva Shiksha Abhiyan
strives to bridge the educational and social gap between boys and girls. According to
this plan, efforts are being made to link development with the quality of education.
Education was reformed by opening of schools, relocation of new schools, new
classrooms, new toilets, provision of drinking water, annual appointment of teachers
in sub-Saharan Africa, training for services for teachers, free provision of books and
school uniforms to students and assistance. Improving the quality of education is part
of SSA's efforts. Additionally, many educational methods and standards fall under the
SSA.

Principles of SSA:-

1. In sub-Saharan Africa, equality does not mean equality. Rather, it is a collection of

cases that include children from weaker sections such as SC/ST, Muslim minorities,
landless laborers, field farmers and students with special needs. They can all benefit
from an equal education.

2. SSA reached; I'm not talking about distance.

Instead, it means the border should not be closed to minorities, Muslims and other
poor communities, as well as girls and students with special needs.

3 According to the SSA, equality between girls and boys is not just in the books, but
there should be equality between men and women in accordance with the provisions
of the Education Act 1986-1992 . schoolgirl. 4. Creative leadership should be
encouraged in the classroom to create a shared space for female and other
underrepresented students.

5. According to the Right to Education (RTE), teachers, parents and other educational
officials must not offend students and promote morality.

• According to this, the overall point of view of education and curriculum,

teachers education, teaching strategies, etc. along with the teaching material and
teaching process should be correlated to each other.

(National Literacy Mission)

The Nation Literacy Mission was established on May 5, 1988. The mission was to
improve the standard of education. It was established during the tenure of Shri Rajeev
Gandhi, Prime Minister of India. She is responsible for educating the elderly in the
community, that is, between 15 and 35 years old. This is important for those who,
however, lost the opportunity to receive an education in childhood, or for those who
are of school age in the formative years of their lives. Every year, on September 8,
International Literacy Day is celebrated..

(Basic Education)
Basic education means basic education, which is the Hindi translation of the word
basic. In this way, the meaning of the principles is also easy to learn. This new
education became the foundation of Indian civilization and culture. Therefore, the
main goal of education now is to establish a relationship between needs and interests,
contribute to their overall development and help them solve life problems. Basic
education should be provided through craftsmanship so that people can apply this
education in their lives.
Principles of Basic Education
1. Emphasised to make education compulsory and free.
2. Emphasised education to become self-reliant.
3. The first objective of education was to educate the public.
4. Emphasised non-violence and truth.
5. Emphasised to link education with real life.
6. Emphasised on making language the medium of education.
7. Emphasised to focus education on handicrefts skills. In this, attention was
given to the importance of labour to children, how to be self-reliant, how to raise
to all, to link education with village life, to make education self- sufficient.

Mid-Day Meal Scheme (MDMS) 1995:

Free meals are offered to primary and secondary school pupils as part of
the National Lunch Scheme. The main objective of this lunch program is
to promote (encourage) the promotion of primary education, increase
student enrollment and attendance, prevent school dropouts and improve
study standards. The health care program started as a support center
(within the Ministry of Human Resource Development) on August 15,
1995 in Block 2408 of the country.
 MID-DAY MEAL SCHEME IN DIFFERENT STATE

After the success of the meal program, this system has been implemented in all public
schools nationwide since 2004. Today, the state and federal governments have jointly
implemented a Chinese meal service system. All government-aided schools in India,
up to primary level, schools run by local cooperatives, Education Guarantee Scheme
and Alternative and Innovative Education (AIE) institutions, national projects on
child labor and madrass run in special schools, etc. Under the Age Health programme,
cooked meals are provided to all children aged 6 to 14 years studying from class I to
VIII enrolled in the school.
 The National Quality Management Committee (SSMC) oversees the
implementation of the midday meal plan, including the establishment of food and
nutrition quality management systems. The Midday Meal Scheme was introduced by
the Government of India under the National Food Security Act (NFSA), 2013. Among
the expenditure incurred under the Midday Meal Scheme, the Central Government is
expected to be divided to 60% and 40%. The state government should provide it. The
central government provides food and money, and the federal and state governments
cover installation, transportation and operating costs. The mid-day meal service was
first introduced in 1925 for underprivileged children in the Madras Municipal
Corporation (now Chennai, Tamil Nadu).

National Education Policy 2020 [ NEP 2020]

According to SDG4, the world aims to ensure inclusive and equitable quality
education for all and promote Lifelong learning opportunities" by 2030. The
National Education Policy 2020 is the first education policy of the 21 st century
and aims to address the many growing developmental imperatives of our country.

Principles of NEP 2020

The objective of this policy is to develop students who are capable of rational
thoughts and actions, who have compassion and empathy, courage and resilience,
scientific thinking and creative thinking, moral values and foundation. Its
principles are as follows -

1. Recognizing, identifying, and fostering the unique capabilities of each student

(promote holistic development).

2. Giving highest priority to foundational literacy and numeracy till class/grade.

3. Flexibility to suit the talents and interests of the students.

4. Development of multidisciplinary and holistic education.

5. Emphasis on conceptual understanding rather than rote learning.

6. To encourage creative and logical thinking.

7. To promote empathy, respect for others, cleanliness, courtesy, democratic

spirit, spirit of help, respect for public property, scientific thinking, liberty,
responsibility, pluralism, equality, and justice etc.

8. Promotion of multilingualism and mother tongue.

9. Promoting life skills.

10. Emphasis on continuous and comprehensive evaluation.

11. Respect for diversity and local environment.

12. Encouraging innovation and out-of-the-box ideas
through autonomy, good governance, and empowerment.

School Education as per National Education Policy

The law divides the current 10 2 school into a new 5 3 3 4 system based on
curriculum and instruction for children aged 3 to 8 years.
Currently, children in the age group of 3 to 6 years are excluded from model 10 2
since children aged 6 years are admitted to class 1. The new framework 5 3 3 4
incorporates a strong foundation of Early Childhood Care and Education (ECCE)
covering children from the age of 3.

Structure of Curriculum and Pedagogy in Schools

The curriculum and pedagogic structure of school education will be restructured

according to different stages of age 3-8, 8-11, 11-14 and 14-18 to take into account
the needs of the students. The curriculum framework 5+3+3+4 design will be divided
as follows -
(1)Foundational Stage - 3 years of Anganwadi/pre-school + 2 years in primary
school in Grades 1-2; both together covering ages 3-8.

(2)Preparatory Stage - Grades 3-5, covering ages 8-11.

(3)Middle Stage - Grades 6-8, covering ages 11-14.

(4)Secondary Stage - Grades 9-12 in two phases, i.e., 9 and 10 in the first and 11
and 12 in the second, covering ages 14-18.
Rehabilitation Council of India
The Government of India established the Rehabilitation Council of India (RCI) in the
year 1992. Rehabilitation Council of India has its The Headquarter located in New
Delhi. This Rehabilitation Council of India does not run any program on its own. It
recognizes the Individuals and Organizations working in the field of Disabilities and
organizes Workshops for Awareness.

Rehabilitation Council of India (RCI) Act 1992

After 1981, it was also brooded (thought) of establishing a Rehabilitation Council in
India. The Rehabilitation Council of India was set up as a Registered Society in 1986
in the country. The Rehabilitation Council of India (RCI) Act was passed in 1992,
which was implemented in 1993. An Amendment was incorporated in the
Rehabilitation Council of India Act to make it even stronger in 2000.

Changes in Special Education

In post-independence India, special education underwent significant transformations,
influenced by socio-political changes and evolving perspectives on disability. The
government played a crucial role in shaping special education policies and practices.

Legislation and Policy Initiatives:

Persons with Disabilities Act (1995): This legislation laid the foundation for
safeguarding the rights of individuals with disabilities, emphasizing equal
opportunities and inclusion in education.

Right to Education Act (2009): Ensured that children with disabilities have the right
to free and compulsory education, promoting inclusive practices in mainstream
schools.

Inclusive Education Approach:

There has been a shift towards inclusive education, aiming to integrate students with
special needs into regular classrooms. This move promotes a more inclusive society
and reduces segregation.

Establishment of Special Schools:

Despite the push for inclusive education, special schools continued to play a role,
catering to the specific needs of certain disabilities and providing specialized support.

Technology Integration:
The use of technology has been increasingly incorporated to assist students with
special needs, providing customized learning tools and enhancing accessibility.

Awareness and Sensitization:

Efforts were made to raise awareness about various disabilities, reducing stigma, and
promoting a more empathetic and understanding society.

Teacher Training Programs:

Specialized training programs for teachers to handle diverse learning needs were
initiated, contributing to the effectiveness of inclusive education.

Focus on Early Intervention:

Recognizing the importance of early intervention, efforts were made to identify and
address developmental delays or disabilities in children at an early stage.

Collaboration with NGOs and International Agencies:

Collaborations with non-governmental organizations (NGOs) and international
agencies facilitated the exchange of best practices, resources, and expertise in the field
of special education.

Despite these positive changes, challenges persist, such as inadequate

infrastructure, a shortage of trained personnel, and attitudinal barriers.
Continuous efforts are needed to refine policies and practices, ensuring an
inclusive and accessible education system for individuals with special needs in
India.

Literature review
The literature review on education after independence covers many aspects such as
policy changes, challenges and achievements. Articles and books dealing with
education reform, curriculum development, and the social and political impact of
education are important for understanding the changing environment. Additionally,
research on the role of technology in education since independence can provide
insight into developments and their impact.
The study of the development of education in post-independence India reveals several
important aspects. Research often examines policy frameworks, policy issues and
their impact on various aspects of the educational process.

Policy Analysis
Research studies often examine key interventions, such as the Kothari Commission,
examining their objectives, achievements and gaps in improving the learning
environment.
Access and Equity
The research explores differences in access to education across economic groups,
regions and genders. This study highlights the importance of addressing these
differences in an integrated and equitable manner.

Quality of Education
Research often measures the quality of education by examining effective programs,
teacher practices, and learning outcomes. Evaluating the use of policies to improve
the quality of education is a priority.

Role of technology
With the advent of technology, scientific analysis can discuss the impact of digital
tools on education. This includes the effectiveness of online learning initiatives, issues
related to digital literacy and the role of technology in improving learning outcomes.

Skill Development
Recent analysis can show the need for technical education focused on the needs of a
changing business environment. Research often examines the relationship between
education and the needs of the economy.

Globalization and education:

Research can explore the impact of globalization on education, include a global
perspective in the curriculum and take into account these challenges and opportunities.

Challenges and Opportunities

Research analyzes often identify persistent challenges in education, including quality
education, lack of infrastructure, and the need for innovative teaching methods.
Possibilities for improvement are also discussed.

Community Engagement
Some research will focus on the role of community participation in education and
emphasize the importance of collaboration between schools, parents and the
community to achieve educational outcomes.
One notable writer on education in post-independence India is Dr. A.P.J. Abdul
Kalam. His book "Ignited Minds" reflects on the state of education and emphasizes
the need for holistic development to empower the youth. Kalam's insights resonate
with the challenges and aspirations of India's evolving education system, making it a
valuable read for those interested in the intersection of literature and education in the
post-independence era.

In summary, research reviews on the shaping of education in post-independence India

provide comprehensive insights into policy evolution, implementation challenges, and
the ongoing efforts to enhance the quality and inclusivity of the education system.

RESULT

After independence, various efforts made to improve education have yielded excellent
results as we can see from this research that after independence our country has
achieved great heights in education.
India will need to focus more on quality. Gross enrollment at the tertiary level has
crossed 20% (as per an Ernst & Young Report issued in Jan 2013 in
Education .As per the latest (2013) report issued by the All India Council of Technical
Education (AICTE), there are more than 3524 diploma and post-diploma offering
institutions in the country with an annual intake capacity of over 1.2 million. In Indian
Education System, a significant number of seats are reserved under affirmative action
policies for the historically disadvantaged Scheduled Castes and Scheduled Tribes and
Other Backward Classes.
Indias literacy rate at the time of Independence was just 12%. In the seven
decades after independence, India has achieved much. There is now a primary
schooling facility in almost every village and the gross enrolment ratio is more than
hundred percent. Likewise there has been rapid expansion of secondary and higher
education. The education infrastructure has also improved significantly. There has
been remarkable improvement in the enrolment of girls, their retention rates,
and performance at all levels of education. The literacy rate of India, as per the
2011 census, was 74%. To start with, school participation has improved
dramatically. In 1996, 20 per cent of children in the 6-12 year age group were out
of school. In 2006, we found hardly 5 per cent of children not enrolled in school.
For the first time, the goal of universal school participation is within reach. Along
with this, stark social disparities in school enrolment have virtually disappeared at the
primary level, whether it is the gap between boys and girls, or that between children
of different communities. Enrolment rates among Scheduled Caste children (94%)
and Muslim children (95%) are as high as the sample average for all children
(95%). Enrolment among Scheduled Tribe children, however, is somewhat lower at
89 per cent. In order to explain the situation, changes and future direction one needs
to evolve suitable indices and in a number of situations put them on indexes. The
various agencies and persons involved in education have to be suitably provided with
resources as also time for developing and using them. Above all we have to attempt at
better realistic picture instead of trying to conceal essential facts or circumvent in
order to justify efforts and resources not pour into education, looking for charismatic
changes or holding a group like teachers exclusively responsible for the sorry state of
affairs should be stopped. Education in India stands at the crossroads today.

CONCLUSION
The shaping of education in post-independence India has been marked by both
progress and challenges. While strides have been made in increasing access to
education, addressing disparities, and promoting technical and higher education,
issues like quality gaps, unequal distribution, and outdated curricula persist. Ongoing
efforts are crucial to ensure a more inclusive, relevant, and globally competitive
education system for the nation's future.
Post-independence India witnessed significant strides in education, with a focus on
accessibility and inclusivity. The establishment of numerous schools and universities
aimed to democratize education, fostering social mobility. However, challenges such
as regional disparities, insufficient infrastructure, and uneven quality persist. The
emphasis on technical and higher education has contributed to economic development
but highlighted the need for a more balanced curriculum to address diverse societal
needs.
Additionally, efforts to promote literacy and awareness have positively impacted
social dynamics. The digital era has ushered in new possibilities for remote learning
and skill development, albeit with the challenge of bridging the digital divide. Despite
progress, a substantial portion of the population still faces educational inequities.
Moving forward, a comprehensive overhaul of curricula, continued investment in
infrastructure, and targeted initiatives to address socio-economic disparities are
crucial. A dynamic and adaptable education system, aligned with contemporary
challenges, will be pivotal in shaping a knowledgeable and skilled populace,
ultimately driving India's socio-economic growth and global competitiveness.

REFERENCES
Naik, J.P. and Nurullah, Syed, A Students’ History of Education in India: 1800-1976,
1974, New Delhi

Parveen Kumar Research scholar An Analytical study of post independence indian

Educational situation , Department of Education,University of Delhi, Delhi.

Government of India, Report of the Yashpal Committee on Higher Education: The

Report on 'Renovation and
Rejuvenation of Higher Education’, 2008, New Delhi: Ministry of Education.

Jha, D.M., “Higher Education in Ancient India”. In Raza, M. (Ed.), Higher

Education in India: Retrospect and
Prospect, New Delhi: AIU, 1991, Pp 1-5.

Altekar, A.S., Education in Ancient India, (5th edition), 1957, Varanasi: Nand
Kishore and Bros.

Raza, M. (Ed.), Higher Education in India: Retrospect and Prospect, 1991, New Delhi:
Association of Indian Universities.

Nurullah, Syed and Naik, J.P., History of Education in India during the British Period,
1951, Bombay: Macmillan.
Government of India, Report of the University Education Commission (1948-49),
1949, New Delhi: Ministry of Education.

Government of India, Report of the Education Commission (1964-68): Education and

National Development,1966,
New Delhi: Ministry of Education.

Government of India, National Knowledge Commission: Compilation of

Recommendations on Education,
2006,07 &08, New Delhi: Ministry of Education.

Mehta, Arun C. (1996): ‘Reliability of Educational Data in the Context of NCERT

Survey’. Journal of
Educational Planning and Administration, NIEPA, July 1996, Volume X, No. 1, New
Delhi.

UGC Annual Report 1996-97 and 2005-06 (New Delhi: University Grants
Commission); and Selected Educational
Statistics (New Delhi: Ministry of Human Resources Development).

UGC Annual Report 2005-06, New Delhi: University Grants Commission and
Selected Educational Statistics, New
Delhi: Ministry of Human Resources Development.