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The first separate department for education was created in 1910 to look after the education in India. In 1835, Thomas Macaulay articulated the goals of British colonial imperialism most succinctly: “We must do our best to form a class who may be interpreters between us and the millions whom we govern, a class of persons Indian in blood and colour, but English in taste, in opinions, words and intellect.” As the architect of Colonial Britains Educational Policy in India, Thomas Macaulay was to set the tone for what educated Indians were going to learn about themselves, their civilization, and their view of Britain and the world around them
But it was after India achieved its Independence on 15th August 1947. A full fledged Ministry of Education was established on 29th August 1947. Education has been in prime focus throughout Indias development plans. Radhakrishnan Commission (1948-49) and following the Report, it was recognized as one of the most important issues. Its importance can be gauged from the fact that it is included as a part of the Directive Principles of State Policy in the Constitution, which states that ” the State shall endeavour to provide within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years” and there will be protective discrimination in favour of the weaker sections of the population.
Educational policy and progress have been reviewed in the light of the goal of national development and priorities set from time to time. Problems of educational reconstruction were reviewed by several commissions and committees, notably the University Education Commission (1948-49) and the Secondary Education Commission (1952-53). Some steps to implement the recommendations of these Commissions were taken; and with the passing of the Resolution on Scientific Policy under the leadership of Jawaharlal Nehru, the development of science, technology and scientific research received special emphasis. Toward the end of the third Five Year Plan, a need was felt to hold a comprehensive review of the educational system with a view to initiating a fresh and more determined effort at educational reconstruction; and the Education Commission (1964-66) was appointed to advise Government on ” the national pattern of education and on the genera l principles and policies for the development of education at all stages and in all aspects.” In 1964 the Central government appointed a high-powered committee under the stewardship of Dr. D.S. Kothari, then chairman of University Grants Commission (UGC) to frame a national policy which would give shape and direction to newly independent India’s school education system. The resultant Kothari Commission Report on Education (1964-66), a learned critique of Indian education, four decades later is still regarded as the most in-depth study of primary and secondary education in Indian history. The commission report inter alia advocated a common school system. According to the commission the characteristics of a common school system