Indian Education in Transition: Historical Layers and the Reformist Vision of National Education Policy 2020

Background: This study examines the historical evolution and contemporary reforms of education in the Indian subcontinent, presenting a layered analysis of ideological, philosophical, and political influences across centuries. This paper has analyzed the education periods from the Ancient Vedic to the post-independence and to the present Bharat a nation-building phase. Objectives: (i) to identify the historical evolution of educational reforms in India via significant commissions and policies; (ii) to evaluate the National Education Policy 2020 as a transformative initiative that reinterprets and expands this legacy; and (iii) to pinpoint implementation challenges and future opportunities, emphasizing the incorporation of Indian Knowledge Systems (IKS) as a cultural and pedagogical foundation. Method: Official government reports, academic journals, and Policies have been thoroughly and systematically reviewed. The major parameters in the present review study were: Institutional modality, pedagogy, technology, teacher education, equity. The time frame for the coverage was from Ancient Vedic Education to NEP 2020, which included the commissions and the policies from pre-and post-independence periods and evaluations of NEP implementation that are still going on today. Significance of the Review Paper: This review paper focuses on the explicit reintegration of the Indian Knowledge System (IKS) as mandated by the National Education Policy (NEP) 2020, analysing how this contemporary policy is rooted in the long-neglected historical layers, particularly the Vedic and Gurukul traditions. The review employs a perspective that sees NEP 2020 as a significant break from the colonial-era educational legacy (which prioritized Eurocentric models and clerical training). It contrasts the holistic, interdisciplinary, and value-based approach of ancient IKS (emphasizing character, moral values, and an integrated view of knowledge) with the often compartmentalized, rote-learning-focused, and Western-centric systems that predominated post-colonial and mid-20th-century policies. Keywords: National Education Policy-2020, Historical Perspective of Indian Education System, Indian Knowledge System