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Systematic Review of Government-Led Education Reforms in India: Policy, Implementation and Outcome.

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Authors : Darpan Kumari ,Varshita Saxena, Sayf Ali

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Abstract :

In this paper, government-led education reforms in India were reviewed while focusing on policy design, legal foundations, implementation, and outcomes. It examines landmark reforms, including the Sarva Shiksha Abhiyan (SSA, 2001), the Right of Children to Free and Compulsory Education Act (RTE Act, 2009), the National Education Policy (NEP 2020), and other education schemes such as the Mid-Day Meal Scheme (MDMS). The study situates these reforms within India’s constitutional framework, particularly Article 21A of the Constitution, and evaluates the persistent gap between policy design and implementation. A comparative analysis with Nigeria’s education policies and laws, particularly the Universal Basic Education (UBE) Act of 2004 and the National Policy on Education (NPE), reveals both parallels and differences in how two developing nations have pursued universal access to quality education. The paper finds that while India has achieved commendable progress in enrolment and school infrastructure, learning outcomes, equity, and implementation remain deficient. The policy implementation gap, caused by financial constraints, bureaucratic issues, and inadequate implementation plans and execution, continues to undermine reform potential. The paper concludes with lessons for public policy design and reform implementation applicable to India, Nigeria, and comparable developing-country contexts.

Keywords : Education reform, India National Education Policy, Right to Education, Access vs Quality Divide, Policy to implementation gap, Comparative Education, State Capacity, Federalism

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