Creativity and Innovation have gained much attention in developmental and education discourses: organized education and planned policies are believed to be instruments for nurturing and managing them. Although, philosophically, education aims to develop individuals to their full potential, aiding society and the economy, this notion is seemingly overturned in a neoliberal milieu prioritizing the economy. Creativity has been transmuted from an integral part of human development to solely being discerned for economic gains, evident in the upsurge of worldwide creativity conceptions in vision statements, research scholarships, and policy documents. In the new millennium, many developed nations, foreseeing the limitations of market-led prosperity, amended their policies to ensure the nurturing of creativity among individuals from school stage  onward. India, a developing nation with a socialist inclination  in the formative decades of independence, focused on scientific and industrial developments; various policies and schemes aided its economy before and after liberalization in the 1990s. The size of its informal economy and multicultural heritage shielded its economy during the crisis (2008). However, the country is marching toward become one of the largest economies and has reformed its education policy (NEP-2020), which embraces “Creativity” fervently but seldom defines its intents. Hence, this study examines the evolution of creativity concepts in post-independence Indian policies and their implications in a holistic context.