From Sargent Commission to NEP 2020
From Sargent Commission to NEP 2020
Evolution of Education Policies in India
Background
India’s education system has undergone significant transformation through a series of commissions, committees, and policies aimed at addressing the diverse challenges of access, equity, and quality. The journey began in the colonial era with the Sargent Commission (1944), which proposed a 40-year plan for universal education, a 10+2+3 structure, and vocational training, setting a foundational vision for post-independence reforms, though its implementation was limited due to colonial priorities. Post-independence, the Radhakrishnan Commission (1948-49) focused on higher education, recommending the establishment of the University Grants Commission (UGC) and emphasizing research and democratic values in universities. The Mudaliar Commission (1952-53) shifted attention to secondary education, advocating for Vocationalisation and curriculum diversification to prepare students for employment.
From Sargent Commission (1944) to NEP 2020
The Kothari Commission (1964-66) was a landmark effort, providing a comprehensive framework for the entire education system. It introduced the 10+2+3 structure, the three-language formula, and emphasized free and compulsory education for ages 6-14, influencing the National Policy on Education (NPE) 1968. The NPE 1986, revised in 1992, built on these foundations, focusing on access, equity, and quality through initiatives like Operation Blackboard and inclusive education. The Rammurti Committee (1990) reviewed NPE 1986, advocating for inclusive education and addressing disparities for marginalized groups, shaping the 1992 revision. The National Education Policy (NEP) 2020 marks a transformative shift, replacing the 10+2 structure with a 5+3+3+4 framework, emphasizing early childhood care, multidisciplinary education, and technology integration to align with 21st-century needs.
Each policy and commission has built on its predecessors, addressing evolving socio-economic challenges. However, implementation has faced hurdles like inadequate funding, regional disparities, and bureaucratic inefficiencies. The Right to Education (RTE) Act 2009 and Samagra Shiksha Abhiyan (2018) have furthered the goal of universal education, supported by data-driven tools like UDISE+. Despite progress, achieving universal school education by 2030, as envisioned by NEP 2020, remains challenging due to persistent gaps in enrollment, retention, and learning outcomes.
Education Policies/Commissions in India
| Category | Policy/Commission | Chairman & Committee Constitution | Date of Formation | Recommendations | Implemented (Y/N) | Present Status |
| Adult Education | Sargent Commission (1944) | Chairman: Sir John Sargent; 22 members, including British and Indian educationists. | 1944 | – Promote adult education to support universal literacy. – Establish evening schools and community centers for adult learning. |
No | – Limited implementation due to colonial focus; later addressed by NPE 1986 and NEP 2020. |
| Radhakrishnan Commission (1948-49) | Chairman: Dr. S. Radhakrishnan; 10 members, including A.K. Sen, N.K. Sidhanta. | Nov 1948 | – University extension programs for adult education. | No | – Focus was on higher education; adult education was addressed later by IGNOU. | |
| Kothari Commission (1964-66) | Chairman: Dr. D.S. Kothari; 17 members, including J.P. Naik (secretary), 20 international consultants, 19 task forces. | 14 Jul 1964 | – Adult literacy campaigns with student/teacher involvement. – Part-time/correspondence courses. – Government/NGO-led literacy programs with follow-up. |
Yes (Partially) | – IGNOU (1985) expanded correspondence courses. – Literacy rate ~74% (2021); rural gaps persist. |
|
| Rammurti Committee (1990) | Chairman: Acharya Rammurti; 16 members, including six vice-chancellors, ex-UGC members. | 7 May 1990 | – Strengthen adult education for women and marginalized groups. – Community-based literacy programs. |
Yes (Partially) | – Saakshar Bharat (2009) implemented a limited scale. – Gender/regional disparities remain. |
|
| NPE 1986/1992 | Formulated under Rajiv Gandhi; revised by Janardan Reddy Committee (1992). | 1986 (Revised 1992) | – Mass literacy via open universities (e.g., IGNOU). – Address gender/caste disparities. |
Yes | – IGNOU expanded access. – Saakshar Bharat continues with limited reach. |
|
| NEP 2020 | Formulated by the Ministry of Education; inputs from T.S.R. Subramanian Committee (2016). | Jul 2020 | – Adult Education Centres for literacy/vocational skills. – Technology-driven education (online/TV/radio). – Community involvement. – New India Literacy Programme (2022-27). |
Partially | – Centres are being set up, and digital platforms are growing. – Rural access limited; programme ongoing. |
|
| School Education | Sargent Commission (1944) | As above | 1944 | – Universal free education for ages 6-14. – 10+2+3 structure. – Vocational education at secondary level. |
No | – Ideas influenced post-independence policies; limited colonial implementation. |
| Radhakrishnan Commission (1948-49) | As above | Nov 1948 | – Strengthen secondary education for university alignment. | No | – The Mudaliar Commission addressed secondary education. | |
| Kothari Commission (1964-66) | As above | 14 Jul 1964 | – Free/compulsory education (6-14 years). – Common school system. – Three-language formula. – Compulsory science/math. – Work experience/SUPW. |
Yes (Partially) | – RTE Act (2009) mandates free education. – Common school system not fully realized. – The three-language formula varies by state. – Science/math compulsory; SUPW inconsistent. |
|
| Rammurti Committee (1990) | As above | 7 May 1990 | – Universalize elementary education with a retention focus. – Inclusive education for marginalized groups. – Expand Operation Blackboard to upper primary. |
Yes (Partially) | – Retention improved via SSA. – Inclusion ongoing but incomplete. |
|
| NPE 1986/1992 | As above | 1986 (Revised 1992) | – Child-centered primary education. – Operation Blackboard for infrastructure. – Inclusive education (IEDSS). – Three-language formula. |
Yes | – Operation Blackboard improved infrastructure; gaps remain. – IEDSS under RMSA (2013); inclusion progressing. |
|
| NEP 2020 | As above | Jul 2020 | – 5+3+3+4 structure replacing 10+2. – Universal access by 2030. – Competency-based exams. – Vocational education from Grade 6. – Mother tongue instruction. |
Partially | – 5+3+3+4 rollout ongoing; ECCE emphasized. – Retention challenges persist. – Vocational/mother tongue policies are in the early stages. |
|
| Higher Education | Sargent Commission (1944) | As above | 1944 | – Expand university education with a vocational focus. | No | – Post-independence policies addressed higher education. |
| Radhakrishnan Commission (1948-49) | As above | Nov 1948</td telom> | – Establish UGC for coordination. – Promote research/democratic values. – Improve university infrastructure. |
Yes | – UGC established (1956). – Research/infrastructure improved; quality varies. |
|
| Kothari Commission (1964-66) | As above | 14 Jul 1964 | – Enhance postgraduate research. – Improve libraries/labs/funding. – University autonomy/correspondence courses. |
Yes (Partially) | – IGNOU expanded correspondence. – Autonomy limited; research funding inadequate. |
|
| Rammurti Committee (1990) | As above | 7 May 1990 | – Improve access for marginalized groups. – Promote research/quality. |
Yes (Partially) | – Access improved via reservations; research lags. | |
| NPE 1986/1992 | As above | 1986 (Revised 1992) | – Expand open universities. – Promote privatization/research. |
Yes | – IGNOU/private universities grew. – Research output lags globally. |
|
| NEP 2020 | As above | Jul 2020 | – 50% GER by 2035. – Multidisciplinary universities. – National Research Foundation (NRF). – Flexible degrees. |
Partially | – GER ~27.3% (2020-21); progress ongoing. – NRF established (2023); flexible degrees piloted. |
|
| Technical Education | Sargent Commission (1944) | As above | 1944 | – Vocational/technical training at secondary level. – Establish technical schools. |
No | – Ideas influenced later policies like Kothari. |
| Radhakrishnan Commission (1948-49) | As above | Nov 1948 | – Integrate technical education with universities. | No | – Addressed by Kothari/NPE 1986. | |
| Kothari Commission (1964-66) | As above | 14 Jul 1964 | – Expand technical/vocational education. – Industry training integration. – Establish polytechnics. – Align with industrial needs. |
Yes (Partially) | – Polytechnics/ITIs expanded; industry alignment weak. | |
| Rammurti Committee (1990) | As above | 7 May 1990 | – Strengthen vocational education for employability. – Industry-academia collaboration. |
Yes (Partially) | – Vocational programs expanded; industry linkage limited. | |
| NPE 1986/1992 | As above | 1986 (Revised 1992) | – Common entrance exams (JEE/AIEEE). – Industry-academia ties. – Expand vocational courses. |
Yes | – JEE/AIEEE standardized admissions. – Vocational courses grew unevenly. |
|
| NEP 2020 | As above | Jul 2020 | – Integrate vocational education. – Expand technical education via industry partnerships. – Skill-based certifications. |
Partially | – Vocational integration via Skill India; partnerships growing. | |
| Investment in Education | Sargent Commission (1944) | As above | 1944 | – Increase funding for universal education. | No | – Limited colonial investment; post-independence focus increased. |
| Radhakrishnan Commission (1948-49) | As above | Nov 1948 | – Increase university funding for infrastructure/research. | Yes (Partially) | – UGC funding increased; rural universities are underfunded. | |
| Kothari Commission (1964-66) | As above | 14 Jul 1964 | – 6% GDP for education by 1985-86. | No | – Expenditure ~4.6% GDP (2020-21); 6% target unmet. | |
| Rammurti Committee (1990) | As above | 7 May 1990 | – Prioritize funding for elementary education/marginalized groups. | Yes (Partially) | – SSA increased funding; 6% GDP target unmet. | |
| NPE 1986/1992 | As above | 1986 (Revised 1992) | – Increase investment for primary schools (Operation Blackboard). – Scholarships for disadvantaged groups. |
Yes (Partially) | – Operation Blackboard/scholarships implemented; funding gaps persist. | |
| NEP 2020 | As above | Jul 2020 | – Recommit to 6% GDP. – Fund ECCE/teacher training/digital infrastructure. |
Partially | – Budget increased (Samagra Shiksha); 6% GDP unmet. | |
| Education Planning | Sargent Commission (1944) | As above | 1944 | – Long-term planning for universal education. | No | – Influenced post-independence planning. |
| Radhakrishnan Commission (1948-49) | As above | Nov 1948 | – Coordinate higher education via UGC. | Yes | – UGC coordinates higher education. | |
| Kothari Commission (1964-66) | As above | 14 Jul 1964 | – Formulate NPE. – Stratify education into national/state boards. – Task forces for planning. |
Yes | – NPE 1968 formulated. – CBSE/state boards operational. |
|
| Rammurti Committee (1990) | As above | 7 May 1990 | – Decentralize planning to states. – Stakeholder consultation. |
Yes (Partially) | – Decentralization implemented; coordination issues persist. | |
| NPE 1986/1992 | As above | 1986 (Revised 1992) | – Decentralize planning. – Stakeholder consultation. |
Yes | – Decentralized planning via state boards; coordination challenges remain. | |
| NEP 2020 | As above | Jul 2020 | – Collaboration via NITI Aayog. – State School Standards Authority (SSSA). |
Partially | – NITI Aayog facilitates; SSSA establishment is ongoing. | |
| Education Monitoring | Sargent Commission (1944) | As above | 1944 | – Monitor progress toward universal education. | No | – Limited colonial monitoring; post-independence systems developed. |
| Radhakrishnan Commission (1948-49) | As above | Nov 1948 | – Monitor university standards via UGC. | Yes | – UGC oversees standards; quality varies. | |
| Kothari Commission (1964-66) | As above | 14 Jul 1964 | – Continuous evaluation. – Improve supervision/inspection. |
Yes (Partially) | – Evaluation improved; rural supervision weak. | |
| Rammurti Committee (1990) | As above | 7 May 1990 | – Monitor universalization/quality via state boards. | Yes (Partially) | – NCERT/state boards monitor; quality gaps persist. | |
| NPE 1986/1992 | As above | 1986 (Revised 1992) | – Strengthen NCERT/state board monitoring. – Reduce dropout rates. |
Yes | – NCERT monitors curricula; dropout rates reduced via SSA. | |
| NEP 2020 | As above | Jul 2020 | – Establish PARAKH for assessments. – Technology-driven monitoring (UDISE+). |
Partially | – PARAKH established (2021); UDISE+ expanding. | |
| Education Structure | Sargent Commission (1944) | As above | 1944 | – 10+2+3 structure. – Vocational secondary education. |
No | – Structure adopted post-independence via Kothari. |
| Radhakrishnan Commission (1948-49) | As above | Nov 1948 | – Strengthen the university structure and align it with secondary education. | Yes (Partially) | – University structure improved; alignment partial. | |
| Kothari Commission (1964-66) | As above | 14 Jul 1964 | – 10+2+3 structure. – Board of Higher Secondary Education. |
Yes | – 10+2+3 standard across India. – CBSE/state boards operational. |
|
| Rammurti Committee (1990) | As above | 7 May 1990 | – Reinforce 10+2+3. – Strengthen inclusive structure. |
Yes | – 10+2+3 reinforced; inclusion ongoing. | |
| NPE 1986/1992 | As above | 1986 (Revised 1992) | – Reinforce 10+2+3. – Uniform standards across states. |
Yes | – 10+2+3 solidified; state variations persist. | |
| NEP 2020 | As above | Jul 2020 | – 5+3+3+4 structure. – Integrate vocational/academic streams. |
Partially | – The 5+3+3+4 rollout is ongoing; vocational integration is in the early stages. |
From the Sargent Commission (1944) to NEP 2020
The journey of India’s education system, traced from the Sargent Commission of 1944 to the National Education Policy (NEP) of 2020, reflects a nation striving to balance its historical roots with modern aspirations. In 1944, the British-run Government of India tasked Sir John Sargent with crafting a comprehensive plan for post-war educational reconstruction. The Sargent Scheme aimed to overhaul education by introducing free and compulsory schooling for children aged 6–11, with a bold 40-year timeline to achieve universal literacy by 1984. It proposed establishing elementary and high schools, expanding vocational training, and improving teacher conditions, envisioning a system that would prepare India for a self-reliant future. However, critics, including leaders of the independence movement, found the plan’s timeline too slow and its approach insufficiently tailored to India’s unique challenges, such as rural access and women’s education.
Fast forward to the post-independence era, India’s education policies evolved through multiple commissions and frameworks, each building on the last. The University Education Commission of 1948–49, led by Dr. S. Radhakrishnan, emphasized integrating secondary and higher education, laying the groundwork for institutions like the University Grants Commission (UGC). Under D.S. Kothari, the Education Commission of 1964–66 pushed for a national system prioritizing access, equity, and quality. By 1986, the National Policy on Education sought to modernize education, addressing emerging needs like technology integration. Yet, challenges like dropout rates and regional disparities persisted.
The NEP 2020 marks a transformative leap, aiming to make India a global knowledge superpower. Introduced by the Ministry of Education, it replaces the 1986 policy with a vision rooted in access, equity, quality, affordability, and accountability. It proposes a new 5+3+3+4 curricular structure, emphasizing early childhood education, multidisciplinary learning, and critical thinking. NEP 2020 sets ambitious goals, like achieving 100% Gross Enrolment Ratio in school education by 2030 and 50% in higher education, while integrating vocational training and digital learning. Despite its promise, implementation faces hurdles like resource constraints and regional variations, as seen in states like Tamil Nadu and Punjab, where dropout concerns and opposition highlight the complexity of reform.
From the Sargent Commission’s foundational vision to NEP 2020’s forward-looking framework, India’s education policies reflect a persistent effort to bridge gaps and empower its people, navigating the tension between ambition and practical realities.
Suggested Readings
- National Policy on Education 2020 (66 Pages), Ministry of Education
- National Policy on Education 2020 (55 Pages), Ministry of Education
- National Policy on Education 2016: T.S. R Subramanian Committee for the Evolution of New Education Policy (English)
- National Policy on Education (1986 and 1992)
- Education and National Development : Report of The Education Commission, 1964-66 (Vol. 1)
- Education and National Development : Report of The Education Commission, 1964-66 (Vol. 2)
- 1949 Report of the University Education Commission
- 1953 Secondary_Education Commission_ReportEVANGELINE
- 1990 Acharya Ramamurti Report
- 1992 NPE 1986 as Modified in 1992
- 1949 Report of the University Education Commission
- 1953 Secondary_Education Commission_Report
- 1990 Acharya Ramamurti Report
- Radhakrishnan Commission (1948-49)
