NATIONAL POLICY OF EDUCATION (1968), NATIONAL POLICY OF EDUCATION

(1986), PROGRAM ME OF ACTION 1992, AND NATIONAL CURRICULUM

FRAMEWORK (2005).

The rich and interesting oral impartations by the sages and the scholars and the
dissemination of information from one generation to the other has evolved the pedagogy has lead
the Indian education into the good standards of Indian education. In the ancient times India was
embodied with the flourishing fames of higher education at Nalanda, Takshashila University,
Ujjain, and Vikramshila Universities. Centuries preceded the fame through the reformation in
Indian education. During the British rule the system of education was introduced and founded
by the in 20th century, by the recommendations of Macaulay founded the present educational
system in India which has the western style and content did not recognize the traditional
structures . The educational reforms followed by the decades had attempted to make an Indian
style of education soon after the independence.
After independence, education became the responsibility of the states. On the mission to
establish an effective methodology on Indian Socio-political ground, the Government followed
the joint operant the state and the Centre together. As a vision of this, Govt. of India had
appointed educational commissions to review the current system and to formulate new policies
accordingly. The major concern of the govt. has been give increasing attention to education as a
factor vital to national progress and security. Problems of educational reconstruction were
reviewed by several commissions and committees, Notably the university education commission
(1948-49) and the secondary education commission in
1952-53 (NPE, 1986). Subsequently in 1964, The Education Commission under the
Chairmanship of Dr. D. S. Kothari, consisted of Indians and foreign experts had recommended a
unique kind of educational framework for the whole nation .Thereafter in 1976; education was
made a joint responsibility of the states and the Centre, through a constitutional amendment. The
center is represented by Ministry of Human Resource Development’s Department of Education
and together with the states; it is jointly responsible for the formulation of education policy and
planning. It has further divided into two, Department of school education and literacy and
department of higher education.
 Based on the report and recommendations of the Education Commission (1964–1966),
the government of Prime Minister Indira Gandhi announced the first National Policy on
Education in 1968, which called for a "radical restructuring" and equalize educational
opportunities in order to achieve national integration and greater cultural and economic
development. The policy called for fulfilling compulsory education for all children up to the age
of 14, as stipulated by the Constitution of India, and the better training and qualification of
teachers. The policy called for, outlining the "three language formula" to be implemented in
secondary education - the instruction of the English language, the official language of the state
where the school was based, and Hindi, the national language.. The policy also encouraged the
teaching of the ancient Sanskrit language, which was considered an essential part of India's
culture and heritage. The NPE of 1968 called for education spending to increase to six percent of
the national income.
Secondly, in May, 1986 Govt. has introduced a new National Policy on Education,
Which called for "special emphasis on the removal of disparities and to equalize educational
opportunity," especially for Indian women, Scheduled Tribes (ST) and the Scheduled Caste (SC)
communities. To achieve these, the policy called for expanding scholarships, adult education,
recruiting more teachers from the SCs, incentives for poor families to send their children to
school regularly, development of new institutions and providing housing and services. The NPE
called for a "child-centre approach" in primary education, and launched "Operation Blackboard"
to improve primary schools nationwide. The policy expanded the open university system with
the India Gandhi National Open University, which had been created in 1985. The policy also
called for the creation of the "rural university" model, based on the philosophy of Indian leader
Mahatma Gandhi, to promote economic and social development at the grassroots level in rural
India. . The 1986 policy was reviewed by a Committee constituted in 1990 under the
chairmanship of Acharya Ramamurti.  On the basis of the recommendations of this Committee,
certain provisions of the 1986 policy were modified in 1992. NPE 1986 and revised PoA 1992
envisioned that free and compulsory education should be provided for all children up to 14 years
of age before the commencement of 21st century. Also, the Government of India made a
commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on education,
out of which half would be spent on the Primary education.
 On the light of the recommendations of national educational policies, the Govt.
envisioned a common curriculum for all the states. So that a common school education
curriculum framework was prepared as a means of evolving a national system of education
capable for responding India’s diversity of geographical and cultural milieus while ensuring a
common core of values along with academic components.. First National Curriculum Framework
(NCF) was formulated in 1975 after 1968 NPE and after 1986 policy the country got a uniform
National policy on education. A NCF for school education was formed in 1988 based on the
pluralistic nature of the country(NPE,1986).
The current educational system in India is obviously in a much better status. But the
concrete analysis of the concrete reality is concerned ,has to be note that there is happening some
gap in the service delivery ,which may be in the accessing level; or implementation phase. The
above major reformative actions might not do good addressing the community as a whole, the
demands and necessities were always addressed in the phase of policy making .eventhough the
crisis in the education paradigm remains as before .For interpreting the system in a critical mean,
we must go through the same programmes in detail and articulate the provisional representation
of the needy citizens.
NATIONAL POLICY ON EDUCATION, 1968
Toward the end of the third Five Year Plan, the Education Commission (1964-66) was
appointed to advise Government on " the national pattern of education and on the general
principles and policies for the development of education at all stages and in all aspects." The
Report of the Education Commission has since been widely discussed and commented upon. As
a result of this the national policy on education was formulated in 1968.Through the committee
report , Government of India is convinced that a radical reconstruction of education on the broad
lines recommended by the education commission is essential for economic and cultural
development of the country, for national integration and for realizing the ideal of a socialistic
pattern of society. This will involve a transformation of the system to relate it more closely to life
of the people; a continuous effort to expand educational opportunity; a sustained and intensive
effort to raise the quality of education at all stages; an emphasis on the development of science
and technology; and the cultivation of moral and social values. The educational system must
produce young men and women of character and ability committed to national service and
development.(NPE,1986, p.39)
 The NPE 1986 envisaged the development of education India in accordance with certain
principles so as to make children as citizens committed to national development. Free and
compulsory education must be given to all the children below the age of 14 as the directive
principles under article 45 enshrined in the constitution. Suitable programmes should be
developed to reduce the prevailing wastage and stagnation and to ensure every child who is
enrolled in schools successfully completes the prescribed course. The quality of education had
given importance here .Policy conceives that the teachers are to be accorded with adequate and
satisfactory emoluments in regard to the teachers qualifications and responsibilities. The major
emphasis of this policy is nothing but on the language policy as a three language formula
consisted of 1) Regional language to restore creative energies of the people in literature and
different social sphere in the surroundings, 2) English as a modern language and 3) Hindi as the
national language. In addition to this language Sanskrit also included accordingly in the cultural
unity dimensions. On the road to address the different inequalities, equalization of educational
opportunity is herewith acknowledged in this policy. The regional imbalances, gender
disparities, discrimination against backward classes and tribal people must be removed by
adopting suitable measures and must be capable of accepting all the sections of society
(NPE,1986,p.40).
The policy called for the identification of talent for the cultivation of excellence in the
student in diverse fields from the early ages. There had been provided a space for work
experience and National service including the participation of the community. This vision was
capable to the character building and social respect among the students. Policy had given
emphasis in the field of Science Education as well as Research and Education for Agriculture.
It had described its components in the various field related industries covering technical and
practical training. The quality of books and its production concerns also given consideration. In
the perspectives of examination the policy envisioned the examination process as a process
helping the student to improve his level of achievement rather than at ‘certifying’ the quality of
his performance at a given moment of time. In the field of higher education the policy postulated
modifications in order to attain a good standard and give focus in the field of research and
projects by improving the quality of University education. The major concern of the policy
stroked on part time education correspondence course, Spread of literacy and Adult
Education, Sports and games and, Education of minorities. The educational structure focused
on the adoption of 10+2+3 pattern (NPE, 1986, p.1-44).
It’s a fact the reformation and reconstruction of education is not an easy task. Even
though 1968 policy had given consideration of important aspects in the 60’s .As far as the
population as a whole it is failed understand the different sections of the society by giving mere
lip services to those areas. Prof. Jagannath Mohanty (2006) has opined in regard of this policy as
‘ It is necessary for success of democracy not only in structure but also in spirit. Democratization
of the education system needs to be promoted at various levels, not only in theory, but also in
practice, not only in precepts, but also in practices’ (Jagannath, 2006)

NATIONAL POLICY OF EDUCATION (1986) & Its POA

The NPE, 1986, and its POA gave unqualified priority to universalization of elementary
education and introduced many innovations. The policy was formulated on the basics 23 task forces
constituted to examine present situation in respect of the subjects assigned to them and to elaborate the
implications of the specific statements contained. This POA is meant to provide an indication of the
nature of actions will be needed in order to implement the directions of the policy. The POA emphasized
on the early childcare and education with the collaboration with ICDS 1.The Balwadies and day care
centeres with focus on maternal and child health focusing on the total development of the child. (POA ,
1986,p.1)
The emphasis was shifted from enrolment pares to enrolment as well as retention. As the POA,
1986 it was the task to ensure the retention of students in primary schools. The policy sought to adopt an
array of meticulously formulated strategies based on micro-planning and applied at the grass roots level
all over the country, to ensure children’s retention at school. The policy relating to secondary education
implied the extension of school system in the unserved areas consolidating the existing facilities and
providing special arrangements as setting up Navodaya Vidyalayas in such areas. (POA, 1986, p.13)
POA, 1986 sought to replace enrolment drives by participative planning in which the teachers
and the villagers would formulate family-wise and child-wise and design of action to ensure that every
child regularly attended school or non-formal education center and completed at least five years of
schooling or its non-formal equivalent. The NPE, 1986 recognized that unattractive school environment,
unsatisfactory condition of buildings and insufficiency of instructional material function as demotivating
factors for children and their parents. The Policy, called for a drive for a substantial improvement of
primary schools and provision of support services. To this end, the scheme of Operation Blackboard was
conceived. (POA, 1986, p.5-11)
 . The NPE, 1986 commended the adoption at the primary stage of a child-centered and activity-
based process of learning. The NPE, 1986 and its POA postulated a large programme of restructuring of
teacher education, pre-service as well as in-service. Last but the most important, the NPE, 1986 sought to
address the most difficult aspect of access, viz., access to education of millions of girls and working
children who, because of socio-economic compulsions, cannot participate in school system. In the time ,
that an educational policy had admitted that the school would not reach all children and that a large and
systematic programme of Non-Formal Education (NFE) has to be an integral component of the strategy to
achieve UEE. NFE, as envisaged by the NPE, 1986 and its POA, would have enough flexibility to enable
the learners to learn at their own pace and at the same time would have quality comparable with formal
education.
The central Focus in Educational development of the SC/STs and other backward sections and
their equalization with the other population at all the stages and all levels of education. Providing
incentives to SC/ST s students and families were taken as a measure to this. In addition to this strategies
such as recruitment of teachers from SC/STs, provision of hostel facilities for SC/STs were suggested.
The policy also describes the operations in detail about minority education, Disability education and
Adult education.
Parliament adopted the Updated NPE 1986 (on basis of recommendations of NPERC and CABE
committee – mentioned above). A plan of action was developed and termed Programme of Action. This
PoA focused on interventions related to creating demand, such as ICDS scheme and girl education. Need
for decentralization in planning and management and community involvement was also recognized in
this. The National Policy on Education-1986 was modified in 1992. It is a comprehensive frame work to
guide the development of education in the country. The principles included in the NPE-1968 are also
included in the new policy with some modifications. The new education policy will give emphasis on
retention of children in the schools at primary level. The cause of the drop out of the children from the
school should be strategically handled by making plans. The network of Non-Formal education in the
country to be introduced and also the education should be made compulsory up to the age of 14.Greater
attention should be given to the backward classes, physically challenged and minority child for their
development in education. Major emphasis will be laid on women’s education to overcome the poor rate
of illiteracy among female. They will be given priority in various educational institutes and special
provisions will be made available for them in vocational, technical and professional education.
Institutions will be provided with resources like infrastructure, computers, libraries.
Accommodation for students will be made available especially for girls students. Teachers will have the
rights to teach, learn and research. The Central Advisory Board of Education will play an important role
in reviewing educational development and also to determine the changes required to improve the
education in the country. State government may establish State Advisory Board of Education to look after
the state’s progress in education. On government organizations will be encouraged to facilitate the
education in the country. At the same time steps will be taken to prevent establishment of institutions for
commercialization of education

The National Policy on Education (NPE), 1986 and the Revised NPE, 1992 have rightly
reiterated, 'India's political and social life is passing through a phase which poses the danger of erosion to
long accepted values. The goals of secularism, socialism, democracy and professional ethics are coming
under increasing strain’. As Jagannath Mohanty (2006) opined the National Policies have emphasized
common citizenship and democratic values in education. The National System of Education and Uniform
Pattern of Education throughout the Country were provided for promoting and sustaining democracy
through education. The multi-culture of the India was encouraged for promoting democratic values in
education.(Jagannath,2006).
Notes
1
Integrated child Development scheme by Social welfare board India launched in 1982 for the
improvement of maternal and child health.
REFERENCES
1. "National Education Policy 1986 with NPE 1968",Govt.of India,Department of
education,MHRD,New Delhi,2008 .
2. Programme of Action,National Policy of education,1986, Govt.of India,Department of
education,MHRD,New Delhi,1986.
3. Prof. Jagannath Mohanty, “Education and Success of Democracy In India”, Orissa Review *
January – 2006,Orissa.
4. National Curriculum Framework, 2005, Govt.of India,Department of education,NCERT,New
Delhi,1986.
WEB RESOURSES
http://en.wikipedia.org/wiki/Education_in_India
www.mhrd.org
http://www.orissa.gov.in/e-magazine/Orissareview/jan2006/engpdf/Education_Success.pdf
http://www.indiaeducation.net/indiaedudestination/policy/education_policy.asp