The National Education Policy 1968 was a historic step in shaping post-independence India’s educational framework. Introduced during the tenure of Prime Minister Indira Gandhi, this policy was deeply influenced by the recommendations of the Kothari Commission (1964–66). It laid the first comprehensive foundation for the Indian education system by setting national goals, educational priorities, and guiding principles for curriculum, language, and administration.

The National Education Policy 1968 marked a significant shift in India’s approach toward education, making it more uniform, inclusive, and development-oriented.

Historical Context of the National Education Policy 1968

Kothari Commission and Policy Formation

Before the formation of the National Education Policy 1968, the Indian education system lacked direction and uniformity. The Kothari Commission, led by Dr. D.S. Kothari, submitted a detailed report recommending a national policy framework that emphasized equal opportunity, quality education, and national integration.

Following this, the Indira Gandhi government introduced the National Education Policy 1968, implementing many of the commission’s suggestions.

Key Features of the National Education Policy 1968

1. Free and Compulsory Education Till Age 14

One of the most revolutionary aspects of the National Education Policy 1968 was its emphasis on free and compulsory education for all children up to the age of 14. This was in line with Article 45 of the Indian Constitution, aiming to make elementary education universal and accessible to all.

• Objective: Eradicate illiteracy and ensure every child gets a chance to receive basic education.
  
• Impact: Laid the groundwork for universal primary education, which would later evolve into the Right to Education Act in 2009.
  

2. The Three-Language Formula

The National Education Policy 1968 introduced the three-language formula to promote national unity and linguistic diversity:

• First Language: The regional or mother tongue
  
• Second Language: Hindi or English (depending on region)
  
• Third Language: English or any modern Indian language not already studied
  

While the formula aimed at national integration, it faced criticism for being politically motivated and placing an unnecessary burden on students.

3. Promotion of Regional Languages

The policy stressed the importance of developing regional languages to preserve cultural heritage and improve access to education. It supported the use of regional languages in both school and higher education, aiming to remove the elitism associated with English-medium instruction.

Teacher Training and Welfare

Improving Teacher Status

The National Education Policy 1968 recognized teachers as central to the education system and recommended steps to:

• Improve teacher salaries and working conditions
  
• Enhance teacher training programs
  
• Encourage in-service training to upgrade existing teachers’ skills
  

This was one of the earliest policy-level efforts to professionalize teaching in India.

Curriculum Focus and Research

Emphasis on Science and Agriculture

To align education with national development goals, the National Education Policy 1968 promoted:

• Scientific education and research
  
• Integration of agriculture and industrial education in the school curriculum
  
• Creation of a scientific temper among students
  

This move was intended to make education relevant to India’s economic and developmental needs.

Quality Textbooks and Educational Material

The policy stressed the need to develop high-quality, low-cost textbooks to improve learning outcomes and reduce academic inequality.

• Supported centralized textbook development
  
• Ensured availability of learning materials in regional languages
  

Allocation of Resources to Education

6% of GDP Towards Education

One of the most ambitious proposals of the National Education Policy 1968 was the allocation of 6% of India’s GDP to education. Although not fully realized, this recommendation highlighted the need to:

• Invest in infrastructure and institutions
  
• Expand training capacity
  
• Enhance teacher quality and curriculum development
  

This marked a paradigm shift, recognizing education as a long-term investment for national progress.

Education and the Constitution: Role of Concurrent List

Education Before 1976

Before the 42nd Constitutional Amendment Act of 1976, education was primarily a state subject. States had the liberty to formulate and implement their own policies, with the central government playing an advisory role only.

Education in the Concurrent List

The National Education Policy 1968 laid the foundation for shared educational responsibility, which was formally established in 1976. Through the 42nd Amendment, education was moved to the Concurrent List, meaning:

• Both the central and state governments could legislate and implement education policies.
  
• This improved coordination, helped maintain national standards, and allowed tailored local initiatives.
  

Achievements of the National Education Policy 1968

First Major National Framework

The National Education Policy 1968 was the first comprehensive education policy in independent India. It gave the system a clear direction and purpose, helping to:

• Standardize curriculum frameworks across states
  
• Promote universal access to elementary education
  
• Bring attention to language, research, and science development
  

Strengthening National Unity

The three-language formula, though controversial, was seen as a tool for national integration, encouraging mutual understanding among diverse linguistic groups.

Criticisms and Limitations

Despite its visionary framework, the National Education Policy 1968 faced several challenges:

• The three-language policy was not uniformly implemented due to political and regional resistance.
  
• The 6% GDP target for education remained unmet for decades.
  
• The policy lacked implementation mechanisms, making it difficult to track outcomes.
  

Critics argued that while the policy recognized key issues, it failed to enforce actionable plans or provide a clear timeline for achieving its goals.

Legacy and Influence on Future Policies

The National Education Policy 1968 inspired subsequent policies such as:

• National Education Policy 1986
  
• Revised Policy in 1992
  
• New Education Policy 2020
  

Each built upon the foundational goals laid out in 1968, such as:

• Universalization of education
  
• Quality improvement
  
• Integration of values, language, and science
  

Even today, the National Education Policy 1968 is remembered as a visionary document that aimed to balance tradition, development, and national unity through education.

Conclusion

The National Education Policy 1968 was a landmark initiative that established a unified and inclusive vision for education in India. Rooted in the Kothari Commission’s recommendations, it addressed core issues like free education, teacher development, regional languages, and national integration through a balanced and structured approach.

Despite implementation gaps, its long-term influence shaped the course of Indian education policy. The National Education Policy 1968 stands as a testament to India's commitment to education as a tool for social transformation and national development.