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VOL. 2, ISSUE 1 (2026)
Evolution of teacher education and educational policy in India: Contributions of national committees, policy processes, economics of education, and the politics of educational development
Authors
Ganesh Shrirang Nale Satarkar
Abstract
Teacher education occupies a central position in the educational
development of any nation, acting as the primary mechanism through which
educational policies, curricular reforms, and national development goals are
translated into classroom practice. In India, the trajectory of teacher
education has been profoundly shaped by a series of committees, commissions,
and policy frameworks established in response to changing socio-economic,
political, and developmental imperatives. This paper critically examines the
contributions of major national bodies, including the Secondary Education
Commission, Kothari Education Commission, National Policy on Education,
National Curriculum Framework, National Curriculum Framework for Teacher
Education, and the Justice Verma Committee, in shaping teacher preparation and
professional standards The study further analyzes the relationship between
educational policy and national development, emphasizing the determinants of
educational policy and the systematic process of policy formulation—ranging
from problem diagnosis and option generation to implementation and impact
assessment. By integrating the economics of education, the paper contrasts
cost–benefit analysis and cost–effectiveness analysis, examines educational
finance at micro and macro levels, and evaluates economic returns to higher
education through Human Capital Theory and Signaling Theory. Additionally, the
paper explores the dynamic relationship between politics and education,
discussing liberal, conservative, and critical perspectives of the politics of
education. It applies major theoretical approaches—behaviouralism, systems
analysis, and rational choice theory—to understand educational decision-making
and governance. Education is also examined as a tool for political development
and political socialization, highlighting its role in nurturing democratic
values, civic competence, and social cohesion. The paper concludes that teacher
education reforms in India represent an ongoing policy cycle shaped by economic
priorities, political ideologies, and developmental aspirations. Strengthening
institutional accountability, aligning teacher education with national goals,
and ensuring equitable educational finance are essential for sustainable
educational transformation.
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Pages:54-58
How to cite this article:
Ganesh Shrirang Nale Satarkar "Evolution of teacher education and educational policy in India: Contributions of national committees, policy processes, economics of education, and the politics of educational development". International Journal of Applied Review
, Vol 2, Issue 1, 2026, Pages 54-58
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