Educational policies shape the structure and organization of education delivery systems. They provide insights not into present modes of educational organization and delivery but also point to how a future society is conceived and the steps needed to make such visions possible.  In doing so, they clarify the relationship between the Government and the various stakeholders involved in articulating, framing, implementing and evaluating education policies.  

There have been three National Policies of Education in India after Independence (1968, 1986 and 2020). Each of these landmark texts merit close attention and today the NEP 2020 has ushered in major changes in envisioning the scope and organization of education at all levels in the Indian context. The philosophy of education in NEP 2020, its conception of educational quality, reorganization of school education systems and higher education, the role of technology in transforming pedagogy, ideas and measures to promote inclusive education etc. invite further research engagement.

It is also important to remember that the scale of Indian education policy is far more than just three texts, in so far as it encompasses systems of thought and action, which have the power to regulate and organize education processes. Apart from the national policies, we can also include the Constitution of India, the erstwhile Five Year Plans, National Curriculum Frameworks, reports of Think-tanks like the National Knowledge Commission, NIIG Aayog, etc. because they construct ways of 'seeing' and 'framing' the questions of education quality, access and equity in outcomes. Studying the formation of various educational schemes, their impact and their legacy in shaping further policy development is also an area which offers fruitful academic opportunities.