Development of Indian education during the post Independent
period with special reference to major recommendation of
National Policy of Education,19! and its revise
formulation,199"#$
In a democratic country, there is need of democratization of education. In order to achieve education for
all, so many initiatives and attempts have been made by the Government of India. Through policy
formulation, the government lays down directives for the future course of action towards realizing some
perceived goals. In a democratic society, the goal lies in the various aspects of the welfare of the people.
For the wellbeing of the Indian nation and the Indian society at the national and local level, definite thrust
has been laid down on education. Even in early Indian history, education figured in the administrative
policies of the government. The modern trend of development can be fruitfully traced to the British
colonial government about which we have already discussed in the previous units. e have already come
to !now that such efforts and measures are being continued in the post independence time in India. In this
unit, we shall focus on one of the important initiatives of the government of India towards democratizing
education. This is reflected in the "ational #olicy of Education, $%&' and its (odified #olicy, $%%) which
is !nown as #rogramme of *ction.
In $%'&, when the "ational #olicy of Education was formulated for improving the educational scenario in
our country, there it was envisaged that it would be followed by a +five yearly review to progress and
wor!ing out of new policies and programmes., -egarding this statement, at the time of formulation of
every new Five./ear plan, a review has been made to assess the drawbac!s or shortcomings as well as
achievements of education and finally to decide on some plans or programmes for the coming Five /ears.
It is through ma!ing the policies and programmes that every country see!s to develop its system of
education to e0press and promote its uni1ue [Link] identity and also to meet the challenges of the
times. The "ational #olicy of Education of $%&' is the result of the reviews which was discussed and
adopted during the budget session of$%&2 when -a3iv Gandhi was the prime minister of India. *gain, a
committee was set up under the chairmanship of *charaya -ammurti in (ay $%%4 to review "ational
#olicy of Education 5"#E6 and to ma!e recommendations for its modifications. The 7entral *dvisory
Board of Education, a committee set up in 8uly $%%$ under the chairmanship of 9hri ". 8anadhana -eddy,
7hief (inister of *ndhra #radesh: considered some modifications in "#E ta!ing into considerations the
report of the -ammurti 7ommittee and other relevant development having a bearing on the policy. This
7ommittee submitted its report in 8anuary $%%), which is !nown as "ational #rogramme of *ction of
$%%). This policy aimed to promote national progress, a sense of common citizenship and culture, and to
strengthen national integration. It laid stress on the need for a radical reconstruction of the education
system, to improve its 1uality at all stages, and therefore gave much greater attention to science and
technology, the cultivation of moral values and a closer relation between education and the life of the
people.
The main ob3ective of the "ational #olicy of Education of $%&' and #rogramme of *ction, $%%) was to
establish a national system of education implies that all students irrespective of caste: creed, se0, and
religion have access to education of a comparable 1uality. *ctually, the ob3ectives of this policy had been
divided into the several aspects.
*fter going through the basic ob3ectives of "#E of $%&' and its modified policy in $%%), the
recommendations of the policy have been divided into the following ); chapters.
7hapter.I< Early 7hildhood 7are and Education
[Link]< Elementary Education, "[Link] Education and =peration Blac!board
7hapter. III. 9econdary Education and "avodaya >idyalayas
7hapter.I>. >ocationalisation of Education
7hapter.>. ?igher Education
7hapter >I. =pen @niversity and Aistance Education
7hapter >II. -ural @niversities and Institutes
7hapter >III. Technical and (anagement Education
7hapter IB. (a!ing the system wor!
7hapter B. [Link]!ing of Aegrees from 8obs and (anpower #lanning
7hapter BI. -esearch and Aevelopment
7hapter BII. omen Education
7hapter BIII. Education of 9cheduled 7astes and 9cheduled Tribes, and bac!ward 9ections
7hapter BI>. (inorities Education
7hapter B>. Education of the ?andicapped
7hapter B>I. *dult Education
7hapter B>II. 7ontent and #rocess of 9chool Education
7hapter B>III. Evaluation #rocess and E0amination -eforms
7hapter BIB. /outh and 9ports
7hapter BB. Canguage Aevelopment
7hapter BBI. 7ultural development
7hapter BBII. (edia and Educational Technology
7hapter BBIII. Teacher and their Training
7hapter BBI>. (anagement Education
