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International Journal of Creative and Open Research in Engineering and Management

A Peer-Reviewed, Open-Access International Journal Supporting Multidisciplinary Research, Digital Publishing Standards, DOI Registration, and Academic Indexing.
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ISSN: 3108-1754 (Online)
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Volume 02, Issue 05

Published on: May 2026

PHILOSOPHICAL IMPLICATIONS OF CENTRAL GOVERNMENT EDUCATIONAL SCHEMES IN INDIA: A CRITICAL ANALYSIS

Dr. Soumen Adhikary

Vidyasagar College for Women Kolkata India
DOI:https://doi.org/10.55041/ijcope.v2i4.890

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Abstract

This paper critically examines the philosophical implications of major Central Government educational schemes in India, particularly Samagra Shiksha and PM POSHAN (Mid-Day Meal Scheme). It explores how these schemes embody principles of social justice, equality, welfare liberalism, and capability development. The study situates these policies within broader philosophical frameworks such as Rawlsian justice, Gandhian ethics, and Amartya Sen’s capability approach. While these schemes aim to universalize education and reduce inequality, they also raise critical questions regarding state intervention, autonomy, and the instrumentalization of education for economic goals. The paper argues that Indian educational policy reflects a hybrid philosophical model combining welfare statist, distributive justice, and developmental pragmatism.

How to Cite this Paper

Adhikary, S. (2026). Philosophical Implications of Central Government Educational Schemes in India: A Critical Analysis. International Journal of Creative and Open Research in Engineering and Management, <i>02</i>(05). https://doi.org/10.55041/ijcope.v2i4.890

Adhikary, Soumen. "Philosophical Implications of Central Government Educational Schemes in India: A Critical Analysis." International Journal of Creative and Open Research in Engineering and Management, vol. 02, no. 05, 2026, pp. . doi:https://doi.org/10.55041/ijcope.v2i4.890.

Adhikary, Soumen. "Philosophical Implications of Central Government Educational Schemes in India: A Critical Analysis." International Journal of Creative and Open Research in Engineering and Management 02, no. 05 (2026). https://doi.org/https://doi.org/10.55041/ijcope.v2i4.890.

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References

Government Documents & Policy Sources

Ministry of Education, Government of India. (2020). National Education Policy 2020. Government of India.

Ministry of Education, Government of India. (n.d.). Samagra Shiksha: An integrated scheme for school education. Government of India.

Ministry of Education, Government of India. (2021). PM POSHAN guidelines. Government of India.

Department of School Education and Literacy. (2022). PM SHRI Schools: Scheme guidelines. Government of India.

Government of India. (2009). Right of Children to Free and Compulsory Education Act 2009. Ministry of Law and Justice.

Core Philosophical Texts

Rawls, John. (1971). A theory of justice. Harvard University Press.

Sen, Amartya. (1999). Development as freedom. Oxford University Press.

Dewey, John. (1916). Democracy and education. Macmillan.

Gandhi, Mahatma. (1937). Basic education (Nai Talim). Navajivan Publishing House.

Freire, Paulo. (1970). Pedagogy of the oppressed. Continuum.

Nussbaum, Martha C.. (2011). Creating capabilities: The human development approach. Harvard University Press.

Education, Ethics & Political Philosophy

Gutmann, Amy. (1999). Democratic education. Princeton University Press.

Brighouse, Harry. (2006). On education. Routledge.

Robeyns, Ingrid. (2017). Wellbeing, freedom and social justice: The capability approach re-examined. Open Book Publishers.

Unterhalter, Elaine. (2009). Gender, schooling and global social justice. Routledge

Ethical Compliance & Review Process

  • •All submissions are screened under plagiarism detection.
  • •Review follows editorial policy.
  • •Authors retain copyright.
  • •Peer Review Type: Double-Blind Peer Review
  • •Published on: May 04 2026
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