India was the world lender in education Actual practical education with theories and principles was imparted in India since long-long days. Education and education system of India started changing during British period and after independence it has changed completely in various facets. The principal object of this part of introduction is to trace the growth of the modern system of elementary education which came to be established in today’s India since ancient period to present time. For various reasons, the first four years of independence formed a period of great unforeseen difficulties. Consequently, not enough attention could be given to the development of education between 1946-47 and 1950-51. One of the first acts of the independent country was to give a new constitution to itself. This great document was finalized by the Constituent Assembly after mother of intensive work and was adopted on January 26, 1949 Relishing the importance of universal primary education for the proper development of democracy, Article 45 of the Constitution, a directive principal of state policy, provides that “the state shall Endeavour to provide, within a period ten years from the commencement of this constitution, for free and compulsory education for all children until they complete the age of 14 years”. Dakar Framework for Action- Provisions in India Constitution on Universalisation of Elementary Education, Recommendations of Various Commissions on Universalisation of Elementary Education (Education Commission 1964-66, National Policy on Education 1968 and National Policy on Education 1986). Global Concern towards Primary Education for 21^st Century, Over the past few decades the achievement of universal primary education (UPE), under the somewhat misleading rubric of ‘education for all’, has steadily built momentum as a focus for discussion and action within the international community. The Jomtien Conference fixed some goals and the ultimate goal was to meet the basic learning needs of all children, youth and adults, It did not affirm education as a human right but spoke about ‘access to education’ and ‘meeting learning needs’. Terms with defined meaning such as ‘primary’ or ‘compulsory’ education were replace by the term ‘basic education’. The previous emphasis on governmental obligations to ensure that education, at least at the elementary level was free and compulsory was replaced by the ‘social responsibility’ and ‘partnership’ (Tomasevski, 2003:93), It propagated the slogans, ‘education for all’ and ‘lifelong learning opportunities’, without questioning the fundamental structural reasons for why children remain outside the school.