Education in India

Education in India
Prepared by Ms. Shery Asthana
Asst. Prof. (Greater Noida Institute
of Management)

● Vedic Period (1500 BC to 500
BC)
● Buddhist Period (600 B.C and
last for about 1200 years till
600A.D)
● Medieval Period (Mughal Era)
● Policy Framework of Education
in Pre-Independent Period
(British Era 1835 to 1948)
● Policy Framework of Education
in Post Independent Period
Ed Education Period in India
Gurukul to Modern Day School

● The aim of Vedic education was
to realize the supreme and achieve
Supreme Consciousness
(Brahman)
● Preservation and spread of
ancient culture was one of the
aims of
ancient educational system
● The chief aim was to unfold the
spiritual and moral powers of the
individual during Vedic period
Ed Vedic Education
Vedic Age Education in India

● The system of education during the vedic period was totally different from Today's
education system.
● The student life in vedic period was began with Upanayana ceremony. This was
performed for 3 days. And the students go to this chosen teacher, called as Acharya.
● The place of learning was called Gurukul and after the Upanayana ceremony the pupils
was called as Brahmachari.
● The home of the teacher or Acharya was the centre of learning, which was situated in
natural surrounding.
● The age limit of upanayan was 8 years, 11 years and 12 years respectively for Brahmins,
Kshatriya and Vaishyas. but the Shudra castle's people were denied to study the holy
scripture.
● The curriculum during Vedic period was dominated by the teaching of Vedas and Vedic
literature, spiritual and moral lessons. The other subject like philosophy, astrology, logic,
language, grammar were teaching during Vedic period.
● Also physical education was included in the curriculum student were learned archery,
wrestling, hunting, dancing, etc. Some professional and Technical Education like
astronomy, chikisha, Ayurveda, arthasastra were the student learned in the curriculum.
Vedic Education

● Sacrifice of Material comforts and
luxuries was of prime importance
under the buddhist system of
education
● Viharas of Buddhist monasteries
were the centres of education
● Students underwent an ordination
ceremony (pabbajja) after which
they had to lead a novitiate life for
12 years.
Ed Buddhist Period
Buddhist Education in India

● No doubt, many principles of ‘Hinduism’ are included in ‘Buddhism’.
● It is also true that ‘Buddhism’ was the result of the prevailing circumstance of life.
Gautam Buddha taught the principle of a religion which was based on the analysis
of actual problem of life.
● In fact, he gave a new form to the religion.
● Pabbaja was an accepted ceremony of the Buddihist monastery.
● According to this ceremony the student after being admitted to a monastery had
to renounce all his worldly and family relationship.
● For the pabbaja ceremony the minimum age was eight years.
● For this the individual had to get his head full shaved and put on yellow clothes.
● UPASAMPADA is also another ceremony held in Buddhist monastery
● In Buddhist education primary, higher and Bhikshu education were organized in
Maths and Vihars and as they were under the control of Buddhist Sanghs.
● In Buddhism there were two systems of education—one for the common people
and another for those who desired to live in the Viharas and to renounce the
world and accept the life of a ‘bhikshu’.
Ed Buddhist Period

● Education in medieval India
flourished mostly during the
Mughal rule from the beginning of
1526 until the end of Mughal
political presence in 1848
● Education in medieval India also
experienced a new perspective.
The Mughal rulers came to India
and established their rule. In the
11th century the Muslims
established elementary and
secondary schools.
Ed Medieval Period
Medieval Education in India

● The period of 10th century A.D was the period of constant Muslim attacks on India. They
established dynasties in India and some permanently settled here. But most of the rulers
except Akbar the great, the Mughal emperor were not much aware of the development of
education and so no interest was taken.
● They were engaged in constant wars to enlarge their kingdoms and strengthen their power.
● The scope of education was limited to religion dominated studies, strictly orthodox in nature.
● Muslim rulers promoted urban education by bestowing libraries and literary societies. They
founded primary schools (Maktabs) in which students learned reading, writing, and basic
Islamic prayers, and secondary schools (madrasas) to teach advanced language skills In India.
● Several Madrasahs were set up by Sultans, nobles, and their influential ladies. The main
objective of these Madrasas was to train and educate scholar who would become eligible for
the civil service .
● The system of Education in medieval India was under the control of Ulama who were in
favour of curriculum as laid down by Akbar. During those days education was related to
religious training.
Ed Medieval Period

● Macaulay’s, Minutes (1835)
● Woods Despatch (1854)
● Hunter Commission (1882) and
Indianisation of Education
● National Education Movement
● Lord Curzon Policy (1902)
● Gokhle Bill (1910)
● Sadler Commission (1917)
● Hartog Committee (1929)
● Basic Education (1937)
● Sargent Report (1944)
EdPolicy Framework of Education in Pre-Independent India
Education in British Era

In the beginning the East India Company felt no responsibility for educating the Indians. Many
madarsa , library established,The company itself was not interested in them.
● Macaulay’s, Minutes (1835):- According to him, “single shelf of a good European library
was worth native literature of India and Arabia.” Lord Macaulay is known to introduce
British education system in India . He was not a big fan of Indian traditional educational
system . English should be used as the medium of instruction in schools of India .
● Woods Despatch (1854):- The main objective of the Despatch was to impart Western
knowledge to the Indian people and also to develop their intellect and moral character. For
the first time in India, the Wood's Despatch recommended the creation of a Department of
Public Instruction
● Hunter Commission (1882) :-Major Recommendations of Hunter Commission of 1882 on
Primary Education were. Primary education should be regarded as education of the masses.
Education should be able to train the people for self-dependence. Medium of Instruction in
primary education should e the mother tongue.
● Lord Curzon Policy (1902):- Lord Curzon set up a University Education Commission in
1902 to enquire into the condition of the universities and improving their constitution and
working. On the basis of the recommendations of the commission the Indian Universities Act
of 1904 was passed.
EdPolicy Framework of Education in Pre-Independent India

● Gokhle Bill (1910):- The important clauses of Gokhale's Bill of 1911 were— a)
Compulsory primary education should be introduced in those areas where a certain
percentage of boys and girls were already attending schools. b) Local bodies should be
given the right to levy educational cess to meet the cost of compulsory primary
education.
● Sadler Commission (1917):-1917 the government appointed the Sadler Commission to
inquire into the “conditions and prospects of the University of Calcutta,” an inquiry that
was in reality nationwide in scope.
● Hartog Committee (1929):- Sir Philip Joseph Hartog committee was appointed by the
British Indian government to survey on the growth of education in India. The Hartog
committee on education submitted its report in 1929. ... The Hartog committee
highlighted the problem of wastage and stagnation in education at the primary level.
● Basic Education (1937) (Wardha Scheme):- Wardha conference, a committee under Dr.
Zakir Hussain was appointed to formulate the scheme of the basic education. The aim of
the basic education was to develop the qualities of the ideal citizenship and more aspect
should be give to the Indian culture than the literacy.
● Sargent Report (1944):- The Sargent Scheme, formally known as the Report of the Sargent
Commission on Post-War Education Development in India, was a 1944 memorandum (as
claimed by British) prepared at the behest of the British-run Government of India that
outlined the future development of literacy and education in India.

● University Education Commission
(1948-49)
● Secondary Education Commission
(1952-53)
● Indian Education Commission (1964-
66) in the context of Industrialisation
● National Policy of Education (1986)
and its review (1992) in the context
of Liberalization and Globalization of
Indian Economy
● National Curriculum Framework
(2005)
● National Knowledge Commission
(2007)
EdPolicy Framework of Education in Post-Independent of India
Education After Independence
India

● University Education Commission (1948-49) :-
The universities have to provide leadership in politics, administration, education,
industry and commerce. The aim of university education should be to produce
intellectual adventures.
● Secondary Education Commission (1952-53) :-
Develop and consolidate habits like effort, studying hard, individual and group work,
and discipline as a fundamental basis for effective learning and to achieve balanced
personal development: Responsible Students. Value and respect gender differences
and equal rights and opportunities between them.
● Indian Education Commission (1964-66) :-
In the context of Industrialisation commission was to formulate the general principles
and guidelines for the development of education from primary level to the highest and
advise the government on a standardized national pattern of education in India.

● National Policy of Education (1986):-
The main objective of the National Policy of Education of 1986 and Programme of
Action, 1992 was to establish a national system of education implies that all
students irrespective of caste; creed, sex, and religion have access to education of
a comparable quality.
● National Curriculum Framework (2005) :-
The goals of the NCF are to provide a coherent framework for the planning and
delivery of school curricula and to ensure consistency and balance between the
intended, experienced and achieved curriculam. Its main objectives are to: -
Establish the principles on which decisions regarding school curriculum are based.
● National Knowledge Commission (2007):-
Build excellence in the educational system to meet the knowledge challenges of
the 21st century and increase India's competitive advantage in fields of knowledge.
Promote creation of knowledge in S&T laboratories. Improve the management of
institutions engaged in intellectual property rights.

● University autonomy,
privatisation of education,
commercialization of education
● Education of marginalized groups-
women, scheduled caste, tribes,
minorities
● Medium of schooling- Three
Language Formula
● Population Education.
EdCurrent Issues

Education in India

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