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Role Of Indian Education

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CHAPTER 3
ROLE OF ELITES IN THE SOCIAL AND EDUCATIONAL CHANGE IN INDIA

India gained full political - independence in 1947. The literacy rate in that period was about 16%. (Chavan, 2009) Since then, access to education has increased significantly. Elites in India have made a large contribution towards strategic promotion of Indian education sector in many ways. Until 1976, policies and implementation of education is legally determined for each of the right of States of India. The 42nd Amendment to the Constitution in 1976 has made education a "concurrent object." From now on central and local governments shared formal responsibility for funding and administration of education. In such a large country like India, now with 29 states and seven …show more content…

But the rhetoric of free and compulsory education for all can not be abandoned.
The mention of this objective in the Constitution under the Directive Principles of State Policy had made a public article of faith. The government has done nothing visible to undermine this faith, but gently accepted a change in the role of education. The constitutional position was that national development requires the potential of every child to be fed. This position does not contradict the common opinion among the propertied Indians, especially the urban bourgeoisie, a select group of institutions should deal only talented students "(Kumar …show more content…

(GoI, 1985) Since the 1960s: educational planning had taken the step towards the dream of Nehru’s full realization of a system of advanced research institutes and scientific and technological training. Large investments, mainly financed by foreign aid, were made in this direction, and aggravated the imbalance that existed between the massive and inexpensive access to illiteracy higher education. (GoI, 1986a) The government has taken new primary schools opened at a rapid pace, but could not take care of the material and educational conditions prevailing in them. After the experience of "basic education" had ended in any by name in most states in the mid-1960s, there was no prospect left in primary education to avoid the drift. The expansion continues, as evidenced by the government's commitment to the Constitution, but there was no idea or method to achieve universal primary education, a coherent project (Kumar,

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