Abstract
The Indian secondary education system has, since independence in 1947, strived to transform in terms of policy but failed to transcend in practice the challenges presented by the colonial legacy it inherited. This study draws on Hodgson and Spours (2006) analytical policy framework to critically examine three key Indian secondary education policy initiatives: the Mudaliar Commission Report (1952-1953); the Kothari Commission Report (1964 -1966); and the Twelfth Five-Year Plan (2012-2017). The objectives of this study are to develop an insight into how three policy constructions of knowledge and intervention endeavor to: 1) impact access, governance, pedagogical approaches, curriculum reform and; 2) deepen an understanding of how this interplays with the challenges of inclusivity, equality, quality, equity, achievement and progression in Indian secondary education provision.
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