Shaping of Education in Post-Independence India: A Historical Analysis, Thesis of Educational Psychology

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SHAPING OF EDUCATION IN POST INDEPENDENCE INDIA

ABSTRACT

On August 15, 1947, India gained independence from British rule. It's for the people This is the first time full-time to develop educational policy according to the needs of the country.Someone in rapid change. But this time is not without heavy burdens. Not only ensuring the growth of the next generation, but also changing practices in all subjects. Their natural abilities can help them rebuild India. How to learn The early years of the British era were general and theoretical in character. Basic idea. The country needs more professionals, engineers, doctors, scientists and other workers. Qualified workers who can bring a new perspective on many aspects of the development of the national economy, It suffered from colonial exploitation for 200 years. The most important education issues before the government are: Extension of compulsory primary education, reorganization of secondary education and universities technical education, improvement of employment and technical education at different levels, women empowerment Strengthen education and restore education management standards. In order to take advantage of all this For this purpose, the central and state governments are working to introduce various measures. The project is based on a five-year plan In the 70 years since India's independence, the Indian system has developed slowly but remarkably. The literacy rate increased from 18% in 1951 to 73% in 2011. Currently, India's education system is the strongest and largest with over 315 million students. This topic teaches us that many policies and efforts have been made to improve education since independence.

KEY WORDS

HIGHER EDUCATION ,POLICIES , COMPULSORY , INCLUSION , RIGHTS ,

COMMISSION , ACTS , DISABILITIES.

INTRODUCTION

After partition and independence in 1947, India successfully developed science, technology and science. However, illiteracy remains high. The new law adopted by India has not completely changed the rule of law in the country. Continuing education is the primary responsibility of state governments, and the Union (central) government continues to be responsible for coordinating education and maintaining standards in higher education, research, as well as education and training. In 1950, the Indian government appointed a planning commission to develop a plan to improve many aspects of life, including education. Then, action plans (usually over five years) are developed and implemented. The main objectives of this plan are:

Mudaliar Committee [1952-53]

The Government of India, following the recommendations of the Tarachand Committee and the Education Committee, established the Council of Higher Education, headed by Swami Mudaliar. The goal of this committee is to maintain current secondary education. The Mudaliar Committee is an important group that has demanded improvements in secondary education. The Higher Education Committee was established in September 1952. Dr. Lakshman Swami Mudaliar, V.C. Since Madras University was in charge, the committee was called the Mudaliar Committee. This committee also made several recommendations for the work of secondary education and teaching. Board of Supervisors. Educational processes, management, language learning, etc. are addressed. The Mudalia Group focused on secondary education and education. We present this opinion with recommendations on the test. *Objectives of Mudaliar Committee:-

1. Be a free citizen. 2. Improve professional skills and work efficiency. We. Add variety and flexibility to your schedule.
2. Make school information relevant to the community
3. The topics covered in class must be related to daily life.

Indian National Education Commission [1964-66]

This group is led by the DR.D.S. KOTHARI Chairmen of UGC, Government of India. This committee was called the KOTHARI COMMISSION, which suggested educational reforms. Lifelong learning and lifelong learning were created by this group of people. Education about the country's goals is the main work of the group. The Kothari group highlighted its commitment to equality and respect for the rights of backward classes in education. It is important that the Kothari Committee approved our “ three languages”. This has a huge impact on girls' education and promotes justice. The need to spread education in developing rural and underdeveloped areas was also the main theme of the Kothari committee. THE MAINS SUGGESTION OF KOTHARI COMMISSION (1) To give special emphasis on science education. (2) Work experience should be a part of general and vocational education. (3) Common school programmes should be started for universal education (4) The basics of education at the school and higher level must be the mother tongue/ mother language. (5) Guidance and counselling should be a part of education

(6) Multiplicity should be given in the selection of books. (7) New techniques should be adopted for evaluation. (8) Internal Assessment be imparted a significant space / place. (9) The rigidity in present school education should be Eliminated/ ended. (10) Use of school workshop and presentation of programmes regarding workshop experiences.

NATIONAL POLICY ON EDUCATION (1986)

National Policy of Education is considered to be a Magna card for future of education. This document of 29 pages has ten thousand words. It has been divided into 12 parts and 157 sections. Every section of this document has been made while keeping in mind the needs of Human Resource Development. The former Prime Minister of India Sh. Rajeev Gandhi announced its formation on 5th January 1985. The need for this policy was felt for fulfilment of incomplete and irregular policies of 1968 and then again national policy of 1979. The NPE of 1968, 1986, revised NPE or Janardan Reddy Committee report (1992) should be discussed properly. Along with it the works of the Review Committee, report of Rammurti Committee (1990) should be discussed, where the role of Navodaya Vidyalaya, development of common school system, women education, decentralized planning and movement of education, human value and other things should be done. Primary and pre-primary education should be discussed with care. Environmental studies should be done. Recognisation of teacher education with N.C.T.E. should be mentioned in relation with post independent period of Indian education.Thus, it is seen that from 1947the government of India appointed three most important commissions along with other committee and commissions to discover the defects in the educational field and to reorganize the field of education. National Curriculum Framework (NCF), Teacher Education Programme, National Curriculum Framework for Teacher Education (NCFTE) and other schemes of studies are necessary for betterment. It may be added that in post independent education in India many new things are important to be noted. In the case of policy framing Central Advisory Board of Education (C.A.B.E.) is important. Moreover in post independent India four new principles of the educational administration are developed. They are the universal access and right to education for all, democratization, equality and social justice to be maintained in this sphere. Relevance and sustainable development in the sphere of education along with structural and productive aspects, Public Private Partnership or PPP model was accepted in many where. Inclusive education got importance and measures for putting inclusion into practices have been taken into consideration for education. Moreover the activities of R.C.I. (Rehabilitation Council of India), 1992, N.C.T.E, N.C.E.R.T., S.C.E.R.T. U.G.C., environmental education, N.C.F., role of NAAC, peace education, population education, and integration of peace education in curriculum should be discussed properly. Moreover, vocational and other education along with international outlook

(4) To make solid foundation of knowledge. (5) To eradicate discrepancies in education. (6) Vocationalization of education. (7) Improvement in education system. (8) Implementation of equal education for women. (9) To give loans to educational institution. (10) To increase scholarship funds.

(Kendriya Vidyala Sangathan (KVS)

Kendriya Vidyalaya Snagathan was founded in November 1962, Mission of KVS :-

1. To bring speed and excellence in field of school education.
2. To develop a feeling of Indianisation and nationality in children.
3. To include different experiments in the field of education with the help of bodies like Central Board of Secondary Education (CBSE) and National Council of Educational Research and Training (NCERT).
4. To cater educational necessities of the words of the central government transferred personal in defense and Paramilitary Forces under the common program.

(Beti Bachao, Beti Padhao)

Prime Minister Sh. Narender Modi launched the concept of Beti Bachao, Beti Padhao on 22 January 2015 in Panipat, Haryana. In his opening speech, he said we want our girls to be educated, but our girls don't want to be educated. He added that this discrimination should be removed. She used the example of Kalpana Chawla to show that our girls can go far and achieve a lot. Their parents' names can shine in fields like education, sports, science, military, etc. The Prime Minister announced the creation of the Girl Child Fund for the benefit of girls. The aim of the Beti Bachao, Beti Padhao initiative is to educate girls and make them self-reliant.

(Sarva Shiksha Abhiyan (SSA)

Sarva Shiksha Abhiyan is a program launched during the tenure of Prime Minister Sh. Atal Bihari Vajpayee. It started in 2000-2001. The main objective of the project is universalization, accessibility and educational support. Sarva Shiksha Abhiyan strives to bridge the educational and social gap between boys and girls. According to this plan, efforts are being made to link development with the quality of education.

Education was reformed by opening of schools, relocation of new schools, new classrooms, new toilets, provision of drinking water, annual appointment of teachers in sub-Saharan Africa, training for services for teachers, free provision of books and school uniforms to students and assistance. Improving the quality of education is part of SSA's efforts. Additionally, many educational methods and standards fall under the SSA. Principles of SSA:-

1. In sub-Saharan Africa, equality does not mean equality. Rather, it is a collection of cases that include children from weaker sections such as SC/ST, Muslim minorities, landless laborers, field farmers and students with special needs. They can all benefit from an equal education.
2. SSA reached; I'm not talking about distance. Instead, it means the border should not be closed to minorities, Muslims and other poor communities, as well as girls and students with special needs. 3 According to the SSA, equality between girls and boys is not just in the books, but there should be equality between men and women in accordance with the provisions of the Education Act 1986-1992. schoolgirl. 4. Creative leadership should be encouraged in the classroom to create a shared space for female and other underrepresented students.
3. According to the Right to Education (RTE), teachers, parents and other educational officials must not offend students and promote morality. - According to this, the overall point of view of education and curriculum, teachers education, teaching strategies, etc. along with the teaching material and teaching process should be correlated to each other.

(National Literacy Mission)

The Nation Literacy Mission was established on May 5, 1988. The mission was to improve the standard of education. It was established during the tenure of Shri Rajeev Gandhi, Prime Minister of India. She is responsible for educating the elderly in the community, that is, between 15 and 35 years old. This is important for those who, however, lost the opportunity to receive an education in childhood, or for those who are of school age in the formative years of their lives. Every year, on September 8, International Literacy Day is celebrated..

(Basic Education)

Basic education means basic education, which is the Hindi translation of the word basic. In this way, the meaning of the principles is also easy to learn. This new education became the foundation of Indian civilization and culture. Therefore, the main goal of education now is to establish a relationship between needs and interests, contribute to their overall development and help them solve life problems. Basic

MID-DAY MEAL SCHEME IN DIFFERENT STATE

After the success of the meal program, this system has been implemented in all public schools nationwide since 2004. Today, the state and federal governments have jointly implemented a Chinese meal service system. All government-aided schools in India, up to primary level, schools run by local cooperatives, Education Guarantee Scheme and Alternative and Innovative Education (AIE) institutions, national projects on child labor and madrass run in special schools, etc. Under the Age Health programme, cooked meals are provided to all children aged 6 to 14 years studying from class I to VIII enrolled in the school.

The National Quality Management Committee (SSMC) oversees the implementation of the midday meal plan, including the establishment of food and nutrition quality management systems. The Midday Meal Scheme was introduced by the Government of India under the National Food Security Act (NFSA), 2013. Among the expenditure incurred under the Midday Meal Scheme, the Central Government is expected to be divided to 60% and 40%. The state government should provide it. The central government provides food and money, and the federal and state governments cover installation, transportation and operating costs. The mid-day meal service was first introduced in 1925 for underprivileged children in the Madras Municipal Corporation (now Chennai, Tamil Nadu).

National Education Policy 2020 [ NEP 2020]

According to SDG4, the world aims to ensure inclusive and equitable quality education for all and promote Lifelong learning opportunities" by 2030. The National Education Policy 2020 is the first education policy of the 21 st century and aims to address the many growing developmental imperatives of our country. Principles of NEP 2020 The objective of this policy is to develop students who are capable of rational thoughts and actions, who have compassion and empathy, courage and resilience, scientific thinking and creative thinking, moral values and foundation. Its principles are as follows -

**1. Recognizing, identifying, and fostering the unique capabilities of each student (promote holistic development).

2. Giving highest priority to foundational literacy and numeracy till class/grade.
3. Flexibility to suit the talents and interests of the students.
4. Development of multidisciplinary and holistic education.
5. Emphasis on conceptual understanding rather than rote learning.
6. To encourage creative and logical thinking.
7. To promote empathy, respect for others, cleanliness, courtesy, democratic spirit, spirit of help, respect for public property, scientific thinking, liberty, responsibility, pluralism, equality, and justice etc.
8. Promotion of multilingualism and mother tongue.
9. Promoting life skills.
10. Emphasis on continuous and comprehensive evaluation.**

Rehabilitation Council of India

The Government of India established the Rehabilitation Council of India (RCI) in the year 1992. Rehabilitation Council of India has its The Headquarter located in New Delhi. This Rehabilitation Council of India does not run any program on its own. It recognizes the Individuals and Organizations working in the field of Disabilities and organizes Workshops for Awareness. Rehabilitation Council of India (RCI) Act 1992 After 1981, it was also brooded (thought) of establishing a Rehabilitation Council in India. The Rehabilitation Council of India was set up as a Registered Society in 1986 in the country. The Rehabilitation Council of India (RCI) Act was passed in 1992, which was implemented in 1993. An Amendment was incorporated in the Rehabilitation Council of India Act to make it even stronger in 2000.

Changes in Special Education

In post-independence India, special education underwent significant transformations, influenced by socio-political changes and evolving perspectives on disability. The government played a crucial role in shaping special education policies and practices. Legislation and Policy Initiatives:

Persons with Disabilities Act (1995): This legislation laid the foundation for safeguarding the rights of individuals with disabilities, emphasizing equal opportunities and inclusion in education. Right to Education Act (2009): Ensured that children with disabilities have the right to free and compulsory education, promoting inclusive practices in mainstream schools. Inclusive Education Approach : There has been a shift towards inclusive education, aiming to integrate students with special needs into regular classrooms. This move promotes a more inclusive society and reduces segregation. Establishment of Special Schools: Despite the push for inclusive education, special schools continued to play a role, catering to the specific needs of certain disabilities and providing specialized support. Technology Integration : The use of technology has been increasingly incorporated to assist students with special needs, providing customized learning tools and enhancing accessibility. Awareness and Sensitization : Efforts were made to raise awareness about various disabilities, reducing stigma, and promoting a more empathetic and understanding society. Teacher Training Programs: Specialized training programs for teachers to handle diverse learning needs were initiated, contributing to the effectiveness of inclusive education. Focus on Early Intervention: Recognizing the importance of early intervention, efforts were made to identify and address developmental delays or disabilities in children at an early stage. Collaboration with NGOs and International Agencies: Collaborations with non-governmental organizations (NGOs) and international agencies facilitated the exchange of best practices, resources, and expertise in the field of special education. Despite these positive changes, challenges persist, such as inadequate infrastructure, a shortage of trained personnel, and attitudinal barriers. Continuous efforts are needed to refine policies and practices, ensuring an inclusive and accessible education system for individuals with special needs in India.

Literature review

Some research will focus on the role of community participation in education and emphasize the importance of collaboration between schools, parents and the community to achieve educational outcomes. One notable writer on education in post-independence India is Dr. A.P.J. Abdul Kalam. His book "Ignited Minds" reflects on the state of education and emphasizes the need for holistic development to empower the youth. Kalam's insights resonate with the challenges and aspirations of India's evolving education system, making it a valuable read for those interested in the intersection of literature and education in the post-independence era. In summary, research reviews on the shaping of education in post-independence India provide comprehensive insights into policy evolution, implementation challenges, and the ongoing efforts to enhance the quality and inclusivity of the education system. RESULT After independence, various efforts made to improve education have yielded excellent results as we can see from this research that after independence our country has achieved great heights in education. India will need to focus more on quality. Gross enrollment at the tertiary level has crossed 20% (as per an Ernst & Young Report issued in Jan 2013 in Education .As per the latest (2013) report issued by the All India Council of Technical Education (AICTE), there are more than 3524 diploma and post-diploma offering institutions in the country with an annual intake capacity of over 1.2 million. In Indian Education System, a significant number of seats are reserved under affirmative action policies for the historically disadvantaged Scheduled Castes and Scheduled Tribes and Other Backward Classes. I ndias literacy rate at the time of Independence was just 12%. In the seven decades after independence, India has achieved much. There is now a primary schooling facility in almost every village and the gross enrolment ratio is more than hundred percent. Likewise there has been rapid expansion of secondary and higher education. The education infrastructure has also improved significantly. There has been remarkable improvement in the enrolment of girls, their retention rates, and performance at all levels of education. The literacy rate of India, as per the 2011 census, was 74%. To start with , school participation has improved dramatically. In 1996, 20 per cent of children in the 6-12 year age group were out of school. In 2006, we found hardly 5 per cent of children not enrolled in school. For the first time, the goal of universal school participation is within reach. Along with this, stark social disparities in school enrolment have virtually disappeared at the primary level, whether it is the gap between boys and girls, or that between children of different communities. Enrolment rates among Scheduled Caste children (94%) and Muslim children (95%) are as high as the sample average for all children (95%). Enrolment among Scheduled Tribe children, however, is somewhat lower at 89 per cent. In order to explain the situation, changes and future direction one needs to evolve suitable indices and in a number of situations put them on indexes. The various agencies and persons involved in education have to be suitably provided with resources as also time for developing and using them. Above all we have to attempt at better realistic picture instead of trying to conceal essential facts or circumvent in order to justify efforts and resources not pour into education, looking for charismatic

changes or holding a group like teachers exclusively responsible for the sorry state of affairs should be stopped. Education in India stands at the crossroads today.

CONCLUSION

The shaping of education in post-independence India has been marked by both progress and challenges. While strides have been made in increasing access to education, addressing disparities, and promoting technical and higher education, issues like quality gaps, unequal distribution, and outdated curricula persist. Ongoing efforts are crucial to ensure a more inclusive, relevant, and globally competitive education system for the nation's future. Post-independence India witnessed significant strides in education, with a focus on accessibility and inclusivity. The establishment of numerous schools and universities aimed to democratize education, fostering social mobility. However, challenges such as regional disparities, insufficient infrastructure, and uneven quality persist. The emphasis on technical and higher education has contributed to economic development but highlighted the need for a more balanced curriculum to address diverse societal needs. Additionally, efforts to promote literacy and awareness have positively impacted social dynamics. The digital era has ushered in new possibilities for remote learning and skill development, albeit with the challenge of bridging the digital divide. Despite progress, a substantial portion of the population still faces educational inequities. Moving forward, a comprehensive overhaul of curricula, continued investment in infrastructure, and targeted initiatives to address socio-economic disparities are crucial. A dynamic and adaptable education system, aligned with contemporary challenges, will be pivotal in shaping a knowledgeable and skilled populace, ultimately driving India's socio-economic growth and global competitiveness.

REFERENCES

Naik, J.P. and Nurullah, Syed, A Students’ History of Education in India: 1800-1976, 1974, New Delhi Parveen Kumar Research scholar An Analytical study of post independence indian Educational situation , Department of Education,University of Delhi, Delhi. Government of India, Report of the Yashpal Committee on Higher Education: The Report on 'Renovation and Rejuvenation of Higher Education’, 2008, New Delhi: Ministry of Education. Jha, D.M., “Higher Education in Ancient India”. In Raza, M. (Ed.), Higher Education in India: Retrospect and Prospect, New Delhi: AIU, 1991, Pp 1-5. Altekar, A.S., Education in Ancient India, (5th edition), 1957, Varanasi: Nand Kishore and Bros.