ABSTRACT
The Indian ‘education sector’1 has become a site of fresh activities since the beginning of the 21st century-the 86th Constitutional Amendment making education a fundamental right was passed in 20022; many versions of the Right to Education Bill3 meant to operationalize the Amendment have come up; and fi nally, the writing of the formation of the Central Advisory Board of Education (CABE), the highest advisory body on education for around a decade. Seven committees4 were constituted within CABE to look at some of the most fundamental issues confronting education in contemporary India. There has also been a host of activities after loans for Sarva Shiksha Abhiyan (SSA, the Programme to Universalise Elementary Education) were sanctioned by the external fi nancing agencies like the World Bank and the DFID. Despite such efforts, the problems of equality and quality in Indian education persist. This paper delves into how the trajectory of capital across different stages of capitalist development becomes an important tool to understand the nature of changes in Indian education policy making.
