After India gained independence in 1947, the focus on school education underwent significant transformation, aiming to address literacy, equality, and national development. The post-independence period saw the formulation of several policies that sought to expand access, improve quality, and make education a tool for social and economic progress. The earliest landmark was the *University Education Commission (1948–49)* and *Secondary Education Commission (1952–53)*, which emphasized the need to create a structured school system, promote vocational education, and link education with national development. These policies highlighted inclusivity but often lacked clear implementation mechanisms, which led to uneven progress across states. The *National Policy on Education (1968)* was the first comprehensive policy that sought to modernize education. It aimed to promote national integration, create opportunities for all children, and encourage education in science and technology. The policy also emphasized the removal of disparities based on gender, caste, and region. However, its recommendations were largely idealistic, and financial constraints, coupled with bureaucratic challenges, limited its effectiveness. Despite these limitations, it laid the groundwork for thinking about education as a national priority rather than a mere social service. The *National Policy on Education