Abstract
At the time of independence, India inherited a system of education, which had a limited reach. It was inaccessible to a vast majority of children of the school-going age groups. After independence, the expansion of educational facilities and enrolment and higher degree of retention of children in schools became the top priority items for educational planners and administrators. The unplanned expansion also projected questions relating to quality and standards of education. The need for specialized resource institutions and organizations for bringing about qualitative improvement in education was increasingly felt. For example, qualitative improvement of education necessitated the formulating of new national policies for educational expansion. Research-based development of curriculum and textbooks, effective teaching learning strategies and preparation of quality teachers were all new problems which came up for consideration.
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