CENTRALISED MODELS TO DECENTRALIZED GOVERNANCE: A CRITICAL REVIEW OF DEVELOPMENT PLANNING IN INDIAN EDUCATION

Abstract

Educational development planning in India has traditionally been an important instrument of socio-economic transformation ‘, equity promotion and nation-building. Since independence, India has depended on structured planning frameworks to expand access, improve quality and address systemic inequalities. This paradigm has gradually shifted from a centralised model under the Five-Year Plans of India to a more decentralized and participatory governance structure, strengthened by reforms such as the National Education Policy 2020. This paper critically analyses this transition through the theoretical lenses of Human Capital Theory, Capability Approach and decentralisation theory. It also uses recent empirical evidence and secondary data to evaluate the effectiveness of educational planning in India. Findings show that while decentralisation has improved local responsiveness and participation, persistent challenges such as inequitable financing, governance inefficiencies, and implementation gaps still impede outcomes (Tilak, 2018; Mehrotra, 2019; KPMG, 2020). The study suggests a hybrid planning model that integrates’ centralised strategic vision with decentralised implementation to realise sustainable and inclusive educational development.