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The basic foundation of policy making had undergone profound shiftsover the past two decades as the policy makers are inclined to rely heavily on theexercise of power in their pursuit of development and prosperity. Governmentinterventionism was subject to a strong intellectual and political backlash, and a newideological movement seeking to redefine the role of government rose to take its place.This new political–economic liberalism insisted on the removal of governments’ grip overthe economy and the introduction of open competition into economic life. Thus, themarket emerged as the central actor governing economic activity during the 1990s, andthe ethos of neoliberalism progressively entrenched itself into law and publicinstitutions in India. This change in “policy paradigms” implies a substantialreorganization of domestic political economies for an efficient governance of politicaland economic institutions in a longer run. This article attempts to look at the changesin “policy paradigms” that happened after 1990 in the domain of educational governancein India. Along with the policy changes, there happened a watershed in constitutionalrights, making right to education a fundamental right of every citizen. This articlefurther inquires how far the state has endeavored to fulfill its objective of providingquality education for all children within these economic and political changes. Indianstates’ financial obligation toward elementary education and the policy directionsduring the period after 1990 were thoroughly analyzed to find out the commitment ofstate in providing universal elementary education of good quality in India

Economic Liberalization in 1991 and Its Impact on Elementary Education in India