INTRODUCTORY
1.1 Education is a continuum. But there are moments in a Nation's history when a new direction has to be given to an age-old process. That moment is today.
1.2 India has reached a stage in its economic and technical development when a dynamic effort is called for to derive the maximum benefit from the assets already created and to ensure that the fruits of change reach all sections. Education is the highway to that goal.
1.3 It is with this aim that the Government of India announced in January, 1985, that a new Education Policy would be formulated for the country. A full appraisal of the existing educational scene was undertaken and a document, entitled, "Challenge of Education" was brought out in August 1985. There has been a countrywide debate on the document, marked by keen interest, and enthusiasm. The views and suggestions received from different quarters were carefully studied and are reflected in this Presentation.
1.4 The new Policy takes off from the National Education Policy adopted by the Government of India and approved by Parliament in 1968 and seeks to build on it, to respond to the changes which have taken place since.
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1968 POLICY AND AFTER : 1.5 The National Policy of 1968 marked a significant step forward in the history of education in post-independence India. It dealt with several important aspects of education which had been examined in depth by Commissions and Committees over a long period both before and after independence, culminating in the Education Commission (1964-66). The Policy of 1968 aimed at promoting national progress, creating a sense of common citizenship and culture and strengthening national integration. It laid stress on the need for a radical reconstruction of education to improve its quality at all stages, much greater attention to science and technology, cultivation of moral values and a closer relation between education and the life of the people.
1.6 The 1968 Policy stipulated, inter alia, that there would be a review, every five years, of the progress made in its implementation with a view to recommending guidelines for future development. Three such reviews became due since 1968.
1.7 The general formulations incorporated in the Policy did not, however, get concretised into a detailed strategy of implementation accompanied by assignment of specific responsibilities and financial and organisational support.
1.8 Meanwhile, the years since the adoption of the 1968 Policy have been considerable expansion in education all over the country, at all levels. More than 90% of the rural habitations now have schooling facilities within a radius of one kilometer. At the upper end of the pyramid also, there has been a sizeable augmentation of education facilities.
1.9 The most notable development following the policy of 1968 has been the acceptance of a common structure of education throughout the country and the introduction of the 10+2+3 system by most of the States. In relation to school curricula, in addition to laying down a common system of studies for boys and girls, science and mathematics were incorporated as compulsory subjects and- work experience was assigned a place of importance.
1.10 A beginning was also made with regard to the restructuring of courses at the undergraduate level. A few colleges were granted autonomy from the affiliating institutions. For upgrading the quality of teaching, new programmes were taken tip in a large number of colleges. Centres of Advanced Studies and Departments of Special Assistance were set up for post-graduate education and research. Because of these measures India was able to meet its of educated manpower.
1.11 While these achievements are impressive by themselves, the fact remains that the tempo and magnitude of development could not keep pace with the qualitative objectives as also with the
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quantitative requirements of expansion commensurate with population growth. As a result, problems of access quality, quantity, utility and financial outlay, accumulated over the years, have now assumed massive proportions and utmost urgency. With a traditional society suddenly faced with the need to adapt to-exponential changes and challenges, accentuated by the emergency of-generations whose aspirations signify a qualitative departure from the past, Education in India stands at the cross. roads today. Neither normal linear expansion nor the normal pace and nature of improvement can meet the needs of the situation.
1.12 In the Indian way of thinking, a human being is seen as a positive asset and a precious national resource. And like any other national resource -- indeed much more than any inanimate resource -- this needs to be cherished, nurtured and developed with tenderness and care coupled with dynamism, since each individual is a unique entity whose growth presents a different range of problems and requirements, at every stage from the womb to the tomb. The catalytic action of Education in this complex growth process needs to be planned meticulously and executed with great sensitivity.
1.13 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.
1.14 The rural areas, with poor infrastructure and social services, will not get the benefit of trained and educated youth unless rural- urban disparities axe reduced and determined measures are taken to promote diversification and dispersal of employment opportunities.
1.15 The growth of our population needs to be brought down significantly over the coming decades. The largest single factor that could help achieve this is the spread of literacy and education among women.
1.16 Life in the coming decades is likely to bring new tensions together with unprecedented opportunities. To equip individuals so as to benefit in the new environment will require new designs in the development of human resources. The coming generations should have more knowledge and greater skills, along with the ability to internalise new ideas constantly and creatively. They have to be imbued with a strong commitment to humane values and to social justice. All this implies better education.
1.17 These new challenges make it imperative to formulate a New Education Policy for the country. Nothing short of this would meet the situation.
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