INTRODUCTION
 

In a science-based world, education and research are crucial to the entire developmental process of a country, its welfare, progress and security. This is more so in a developing country like India, where the need for an educational policy containing a built-in flexibility adjustable to the changing circumstance is imperative.

The origin of the system of education prevalent in the country today can be traced to the beginning of the nineteenth century. Thereafter, a number of committees and commissions were appointed from time to time by the Government in the pre-independence period to suggest appropriate changes in regard to the educational policy in view of the political and social changes taking place in the country. Education, however, acquired a new significance after Independence and both the planner and the administrator have felt the need for a national system of education not only rooted in the basic values and cherished traditions of the people but also suited to the needs and aspirations of a free and modern society. It was felt that education should play an important role in the economic and social development of the nation, in the building up of a truly democratic society, in the promotion of national integration and unity, and above all, for the transformation of the individual in the endless pursuit of excellence and perfection.

With these considerations in view, the Government of India appointed an Education Commission in 1964, to survey. and examine the entire field of education in order to realise a well-balanced, integrated and adequate system of education capable of making an impact on all aspects of national life. The Commission submitted its report in 1966 and made important recommendations on the educational planning and policy of the country.

Before a study of the principle recommendations of the Education Commission can be made, a brief historical survey of the pre- independence and post -independence education systems appears to be desirable.