Understanding CABE: A Comprehensive Exploration of India’s Central Advisory Board of Education


Introduction

The Central Advisory Board of Education (CABE) is India’s oldest and most significant advisory body on education, established to foster collaboration between the central and state governments in shaping the country’s educational policies. As education is a concurrent subject under the Indian Constitution – meaning both central and state governments share responsibility – CABE is pivotal in ensuring cooperative federalism in this critical domain. Over the decades, CABE has been instrumental in guiding landmark educational reforms, yet it has also faced challenges, controversies, and periods of inactivity. This article offers a detailed examination of CABE’s history, membership, achievements, controversies, and current status while addressing its last meeting, public participation, bureaucratic influence, and concerns from states governed by opposition parties. Designed for the common citizen, this exploration aims to shed light on CABE’s significance and potential revival.

History of CABE

CABE was established in 1935 under British colonial rule, initially as an advisory body to the Government of India on educational matters. Its early mandate was to review educational progress and recommend policies, reflecting the colonial administration’s limited focus on education for the masses. Following India’s independence in 1947, CABE was reconstituted in 1952 to align with the needs of a sovereign nation tasked with building a robust education system; this marked the beginning of its modern role as a bridge between the Union Government and states, advising on policies to promote universal education and national development.

Over the years, CABE evolved to address emerging challenges like literacy, vocational training, and higher education, which played an important role in shaping the National Policy on Education (NPE) of 1968 and its subsequent revision in 1986, emphasizing education as a tool for social equity and economic progress. The board’s structure and influence grew, but its effectiveness has often depended on political will and administrative support. Despite dormancy periods – sometimes due to bureaucratic delays or political shifts – CABE has remained a symbol of collaborative educational governance.

Past and Present Members

CABE’s membership reflects its commitment to inclusivity and expertise. Historically, it has comprised:

  • Union Education Minister (erstwhile Minister of Human Resource Development), who serves as the chairperson.
  • State Education Ministers representing all states and union territories, ensuring regional perspectives.
  • Members of Parliament from both Lok Sabha & Rajya Sabha are typically nominated for their interest in education.
  • Educational Experts, including vice-chancellors, principals, and scholars from institutions such as the University Grants Commission, NIEPA & the National Council of Educational Research and Training.
  • Civil society representatives like NGOs and teacher associations should incorporate grassroots insights.

In its early years, members included luminaries like Maulana Abul Kalam Azad, India’s first Education Minister (1947 – 1958), who chaired CABE and laid the foundation for post-independence education reforms. Over time, the board has seen participation from diverse political and academic figures, though specific names vary with each reconstitution. CABE’s membership has remained dormant since its last formal meeting in 2019, with no public announcement of a new composition under the current government as of March 31, 2025.

State-wide Number of Meetings Held

Tracking the exact number of CABE meetings across its 90-year history is challenging due to incomplete public records, but estimates suggest that over 65 sessions have been held since 1935. During its active phases – particularly in the 1950s, 1980s, and early 2000s—meetings occurred annually or biennially, often tied to significant policy developments like the NPEs or the Right to Education (RTE) Act of 2009. However, the frequency has declined in recent years. Between 2014 and 2019, only a handful of meetings were convened, reflecting a shift in governmental priorities or reliance on alternative consultation mechanisms. Since 2019, no official meetings have been documented.

Controversies

CABE has not been immune to controversies, often stemming from its advisory nature and the delicate balance of power between the central and state governments:

  • Centralization Concerns: States governed by opposition parties have frequently criticized CABE as a tool of central overreach. For instance, during discussions on the National Education Policy (NEP) 2020, some states alleged insufficient consultation through CABE despite its mandate to ensure consensus.
  • Inactivity: The prolonged gaps between meetings – such as the 18-month delay before the 2019 meeting and the absence of meetings since – have fuelled accusations of neglect by the central government, particularly during the COVID-19 pandemic when education faced unprecedented challenges.
  • Political Influence: Critics argue that CABE’s agenda is often shaped by the ruling party at the center, side-lining dissenting voices from opposition-ruled states or independent experts.

These controversies highlight the tension between cooperative federalism and political realities, undermining CABE’s potential as a neutral platform.

Achievements

Despite challenges, CABE’s achievements are noteworthy:

  • National Policy on Education: CABE’s recommendations were instrumental in crafting the NPEs of 1968 and 1986 and the foundational discussions for NEP 2020, promoting universal access and quality education.
  • Right to Education Act (2009): CABE’s deliberations in the 2000s helped shape the RTE Act, ensuring free & compulsory education for children aged 6–14.
  • Operation Digital Board: In 2018, CABE endorsed initiatives like Operation Digital Board to modernize classrooms, reflecting its role in adapting education to technological advances.
  • Regional Equity: By including state representatives, CABE has addressed regional disparities, such as advocating for vernacular education and infrastructure in underserved areas.

These milestones underscore CABE’s capacity to drive systemic change when actively engaged.

Reactivation of CABE

Reactivating CABE requires a multi-pronged approach:

  1. Political Will: The Union Government must prioritize reconvening CABE and issuing a formal notification to reconstitute the board with updated membership.
  2. Defined Schedule: Establishing a regular meeting schedule – e.g., biannually – would restore its relevance and accountability.
  3. Inclusive Agenda: Incorporating input from opposition-ruled states and civil society can rebuild trust and ensure broader representation.
  4. Digital Platforms: Leveraging technology for virtual meetings could overcome logistical barriers, especially post-pandemic.
  5. Public Transparency: Announcing meeting dates, agendas, and outcomes publicly would enhance credibility and participation.

Revival hinges on the central government’s commitment to cooperative governance and education as a national priority.

Participation of the General Public

Historically, public participation in CABE has been indirect, channeled through civil society representatives or expert nominees. However, there’s no formal mechanism for citizens to attend meetings or submit inputs directly. To enhance public engagement:

  • Open Forums: CABE could host periodic public consultations or online surveys to gather citizen feedback on educational priorities.
  • Transparency: Publishing minutes and resolutions online would demystify its workings for the common person.
  • Grassroots Linkages: Strengthening ties with local education boards and parent-teacher associations could amplify public voices.

Such steps would align CABE with democratic ideals, making it more responsive to societal needs.

Role of Bureaucracy

The bureaucracy, particularly the Ministry of Education (formerly HRD Ministry), plays a dual role in CABE:

  • Support: Bureaucrats draft agendas, prepare reports, and implement resolutions, ensuring meeting continuity.
  • Influence: Delays in scheduling or prioritizing issues often reflect bureaucratic inertia or alignment with political directives, as seen in the post-2019 hiatus.

While essential for execution, an overbearing bureaucracy can stifle CABE’s advisory independence, a concern echoed by states seeking greater autonomy.

Past and Present Chairmen

CABE’s chairperson is traditionally the Union Education Minister:

  • Past Chairmen: Notable figures include Maulana Azad (1947 – 1958), who championed universal education, and Ramesh Pokhriyal ‘Nishank’ (2019), who oversaw the last meeting. Others, like M.C. Chagla and P.V. Narasimha Rao, shaped CABE during critical reform periods.
  • Present Chairman: As of March 31, 2025, Dharmendra Pradhan, the current Education Minister (since June 2021), holds the position. However, no meetings have been convened under his tenure, leaving his role ceremonial until reactivation.

The chairman’s leadership style significantly influences CABE’s effectiveness, balancing central priorities with state demands.

Concerns of Opposition-Ruled States

States governed by parties opposed to the central ruling coalition – e.g., Tamil Nadu, West Bengal, and Kerala – often express unease:

  • Policy Imposition: They fear CABE is a rubber stamp for centrally driven policies like NEP 2020, sidelining linguistic and cultural diversity.
  • Lack of Consultation: The absence of meetings since 2019 has heightened perceptions of exclusion, especially on NEP implementation.
  • Funding Disputes: Opposition states argue that CABE fails to address equitable resource allocation, favoring centrally aligned regions.

Addressing these concerns requires CABE to function as a genuine consensus-building forum rather than a top-down mechanism.

Last Meeting: Date, Agenda, Resolution, and Follow-Up Action

  • Date: The last CABE meeting was held on August 21, 2019, in New Delhi, chaired by Ramesh Pokhriyal ‘Nishank’.
  • Agenda: The primary focus was discussing the draft National Education Policy (NEP) alongside the All India Survey on Higher Education (AISHE) 2018-19 release. Other items included Operation Digital Board, regional disparities, and grading autonomy for higher education institutions.
  • Resolution: The meeting endorsed the draft NEP “in the spirit of cooperative federalism,” aiming to foster dialogue between central and state governments. No formal dissenting resolutions were recorded, though some states raised concerns privately.
  • Follow-Up Action: The draft NEP was finalized and rolled out as NEP 2020 in July 2020. However, CABE itself did not reconvene to monitor implementation, and subsequent actions were driven by the Ministry of Education, bypassing the board. The COVID-19 pandemic likely disrupted plans, but an official explanation for the lack of follow-up meetings has not been provided.

Concluding Observations

CABE remains a cornerstone of India’s educational framework, embodying the promise of cooperative federalism. Its history reflects a legacy of progress tempered by challenges, from colonial roots to modern policy-making. While its achievements – like the RTE Act and NPEs – have transformed lives, its current inactivity raises questions about its relevance in a rapidly evolving educational landscape. Reactivating CABE with broader participation, transparency, and responsiveness to opposition-ruled states could restore its stature as a vital advisory body. For the common citizen, understanding CABE offers a window into how education—one of India’s most transformative sectors – is shaped, urging us to advocate for its revival as a platform where every voice matters.

Concluding Observations

  • Government of India, Ministry of Education archives (historical data on CABE’s formation and policies).
  • Reports from ThePrint (e.g., “Top education body CABE hasn’t met since 2019 & Modi govt won’t say why,” January 9, 2023).
  • National Policy on Education documents (1968, 1986, 2020).
  • Public statements and parliamentary records on CABE meetings and membership.
  • Insights from educational policy experts and media analyses (general knowledge as of March 31, 2025).

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