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Development of Education in British India

Reading time: 19 min Topic: Modern Indian History

What this covers

  1. Lord Macaulay's initiatives for education development in India
  2. Downward filtration theory of Lord Macaulay’s
  3. Wood’s Despatch (1854)
  4. Hunter Education Commission (1882–83)
  5. Indian Universities Act, 1904
  6. Government Resolution on Education Policy—1913
  7. Sadler University Commission (1917–19)
  8. The Hartog Educational Commission
  9. Wardha Scheme of Basic Education (1937)
  10. The Sargent plan(1944)

Background

The Calcutta Madrasah-

The Sanskrit College:

Fort William College:

Charter Act of 1813:

Lord Macaulay's initiatives for education development in India

Introduction:

Lord Macaulay was a British colonial administrator and a prominent figure in the British Parliament. He played a significant role in shaping education policies in India during the British Raj.

Initiatives:

Introduction of English education:

Establishment of English-medium schools:

Reforms in the education system:

Impact:

Conclusion:

Downward filtration theory of Lord Macaulay’s

James Thomson's efforts in promoting education in India:

Wood’s Despatch (1854)

 
  • Wood's Despatch was a significant document in the history of education in India.
  • It was a comprehensive educational dispatch written by Sir Charles Wood, the then President of the Board of Control of the British East India Company, in 1854.
  • The document was also known as the Magna Carta of English Education in India.

Below are the major highlights of the Wood's Despatch:

Need for Education:

  • The Despatch stressed the need for education in India, stating that it was necessary for the overall development of the country and its people.

Three-tiered System:

  • Wood recommended the establishment of a three-tiered system of education, consisting of primary, secondary, and higher education.

Vernacular Education:

  • The Despatch emphasized the importance of education in the vernacular languages of India. It suggested that the primary education should be imparted in the vernacular languages, while English should be introduced as a subject in higher education.

Role of Government:

  • The Despatch recommended that the government should take the lead in establishing and funding educational institutions in India.

Teacher Training:

  • Wood's Despatch also stressed the importance of teacher training and recommended the establishment of teacher training institutions in India.

Women’s Education:

  • The document also emphasized the need for women's education and recommended the establishment of separate schools for girls.

Funding for Education:

  • The Despatch recommended that the government should allocate a fixed percentage of its revenue towards education.

Standardization of Education:

  • The Despatch recommended the establishment of a uniform system of education in India, with a standardized curriculum and examination system.

Overall, Wood's Despatch was a landmark document that laid the foundation for the modern education system in India. It provided a comprehensive plan for the development of education in the country and emphasized the importance of education in the overall progress and development of the nation

Outcomes of Woods Dipatch:

The Wood's Despatch of 1854 resulted in significant changes in the education system in India. Some of the key outcomes of the dispatch were:

Establishment of a system of grants-in-aid to support schools:

  • The dispatch recommended the establishment of a system of grants-in-aid to support schools. This led to the growth of private initiatives in education, as individuals and organizations were encouraged to establish schools with the support of government grants.

Introduction of a uniform system of education:

  • The dispatch recommended the introduction of a uniform system of education in India, based on the principles of English education. This led to the establishment of schools that followed a common curriculum and syllabus across the country.

Emphasis on the importance of teacher training:

  • The dispatch stressed the importance of teacher training in improving the quality of education.
  • It recommended the establishment of normal schools to train teachers.

Focus on the study of English language and literature:

  • The dispatch emphasized the study of English language and literature as the key to modern education.
  • This led to the establishment of English-medium schools across the country.

Establishment of universities:

  • The dispatch recommended the establishment of universities in Calcutta, Bombay, and Madras to provide higher education in the country.
  • This led to the establishment of the University of Calcutta in 1857, followed by the University of Bombay in 1858 and the University of Madras in 1859.

Hunter Education Commission (1882–83)

Introduction:

  • The Hunter Education Commission was a significant commission appointed in British India in 1882 to inquire into the state of education in India and recommend necessary reforms.
  • The commission was headed by Sir William Hunter, a Scottish orientalist and a member of the Royal Asiatic Society.

Appointment and Composition:

  • The Hunter Education Commission was appointed in 1882 by Lord Ripon, the then Viceroy of India, to inquire into the state of education in India.
  • The commission was composed of 14 members, including Sir William Hunter as its president.
  • The other members included leading educationists, administrators, and public figures of the time.

Objectives The main objectives of the Hunter Education Commission were to:

  • Assess the state of education in India, including the quality and availability of education.
  • Recommend measures to improve the quality of education in India.
  • Propose measures to make education accessible to the masses.
  • Suggest ways to promote the study of science, technology, and vernacular languages.
  • Provide recommendations on the structure and organization of the education system in India.

Key Findings and Recommendations :

The Hunter Education Commission submitted its report in 1883, which contained several significant findings and recommendations. Some of the key findings and recommendations are as follows:

Need for primary education:

  • The commission highlighted the urgent need for primary education in India, as most of the population was illiterate.

Promotion of vernacular languages:

  • The commission recommended the promotion of vernacular languages as a medium of instruction, especially at the primary level.

Role of women’s education:

  • The commission recognized the importance of women’s education and recommended the establishment of schools for girls.

Vocational education:

  • The commission emphasized the need for vocational education to prepare students for practical skills and trades.

Teacher training:

  • The commission recommended the establishment of teacher training institutions to improve the quality of teaching.

Higher education:

  • The commission proposed the establishment of universities in India to provide higher education in various subjects.

Indianization of education:

  • The commission suggested that Indians should be involved in the administration and management of the education system in India.

Financial support:

  • The commission recommended that the government should provide financial support to educational institutions to improve their infrastructure and resources.

Indian Universities Act, 1904

I. Background and Context

  • The Indian Universities Act of 1904 was enacted during the British colonial period in India.
  • In 1902, Raleigh Commission was set up to go into conditions and prospects of universities in India and to suggest measures for improvement in their constitution and working.
  • The commission precluded from reporting on primary or secondary education. Based on its recommendations, the Indian Universities Act was passed in 1904.
  • It aimed to reform the higher education system in India and to bring it under greater government control.
  • The Act was passed in response to criticisms of the existing university system, which was seen as outdated and lacking in standards.

II. Key Provisions of the Act

  • The Act established a new framework for the governance of universities in India.
  • It provided for the creation of a central university in each province, which would serve as an examining body and coordinate the work of affiliated colleges.
  • The Act also established a system of university grants to provide financial support to universities and affiliated colleges.
  • It provided that conditions were to be made stricter for affiliation
    of private colleges.
  • The Act introduced measures to ensure academic standards, including the requirement that universities appoint independent examiners and establish standards for the awarding of degrees.
  • The Act also allowed for greater government control over university affairs, including the power to appoint university officials and regulate university finances.

III. Impact of the Act

  • The Indian Universities Act of 1904 had a significant impact on the higher education system in India.
  • The establishment of central universities and the system of university grants helped to improve the quality of higher education in India and to create a more standardized system of education.
  • The Act also helped to increase government control over the university system, which led to concerns about academic freedom and the politicization of higher education.
  • Despite these criticisms, the Indian Universities Act of 1904 is seen as an important milestone in the development of the modern Indian education system.

Government Resolution on Education Policy—1913

Introduction:

  • In 1906, Baroda made primary education compulsory throughout its territories, which prompted national leaders to urge the British Indian government to do the same.
  • Gokhale, a member of the Imperial Legislative Council, raised the issue in his Resolution of 1910.
  • The government established an education department and appointed a secretary for education, but did not adopt the demand for free and compulsory primary education.
  • Gokhale introduced a bill in March 1911, which was rejected by a select committee.
  • The government then came up with its Resolution on Education Policy in 1913.

Policy Provisions:

  • The government refused to take up the responsibility of compulsory education, but aimed to remove illiteracy and urged provincial governments to provide free elementary education to the poorer and more backward sections.
  • Private efforts were to be encouraged, and the quality of secondary schools was to be improved.
  • It was decided to establish a university in each province and encourage teaching activities in universities.
  • The policy suggested a curriculum of practical utility for girls and an increase in the number of women teachers and inspectors.
  • The policy also suggested that the examination of girls should not be given too much importance.

Conclusion:

  • The 1913 Government Resolution on Education Policy aimed to remove illiteracy and improve the quality of education in India.
  • However, the policy did not adopt the demand for free and compulsory primary education, which continued to be a major issue in Indian education for several decades

Sadler University Commission (1917–19)

 

The Sadler University Commission was a landmark commission established in 1917 to study and report on the state of the University education in India. Here are some key points about the commission:

Background:

  • In the early 20th century, there were growing concerns about the state of higher education in India, particularly in universities.
  • The government wanted to assess the functioning of universities and examine the challenges faced by them in providing quality education.

Establishment:

  • The Sadler Commission, also known as the Indian Universities Commission, was appointed by the British government in 1917.
  • The Commission was headed by Michael Sadler, an educationist from the United Kingdom.
  • The Commission comprised 14 members, including five Indian members, and conducted an extensive survey of universities across India.

Report and Recommendations:

  • The Sadler Commission submitted its report in 1919, which highlighted various issues in Indian universities, including inadequate funding, outdated curricula, and inadequate infrastructure.
  • The Commission recommended several reforms, such as:
    • Increasing funding for universities to improve facilities and pay better salaries to teachers and Encouraging research in universities and introducing new fields of study.
    • Improving the quality of teaching by appointing qualified teachers and providing them with better training.
    • Establishing independent university bodies to manage university affairs.
    • A university should function as a centralized, unitary residential-teaching autonomous body, rather than as scattered, affiliated colleges.
    • School course should cover 12 years. Students should enter university after an intermediate stage rather than matric for a three-year degree course in university
    • Promoting the use of Indian languages in higher education.
  • The Sadler Commission's recommendations had a significant impact on the development of universities in India in the coming decades.

Impact:

  • The Sadler Commission's report and recommendations paved the way for significant reforms in the Indian higher education system.
  • The Commission's emphasis on research and new fields of study led to the establishment of new universities and academic departments across India.
  • The recommendations on funding and governance led to the establishment of the University Grants Commission in 1956, which is responsible for allocating grants to universities in India.
  • The Commission's report also influenced the development of education policies in India in the post-independence period

The Hartog Educational Commission

The Hartog Educational Commission, also known as the Indian Statutory Commission on Education, was a British government-appointed committee that studied the education system in India. The commission was headed by Sir Philip Hartog, and its report was published in 1929. Here is a discussion of the Hartog Educational Commission report with proper headings and bullet points:

Background

  • The British colonial government in India was concerned about the state of education in the country.
  • In 1927, the government appointed the Hartog Commission to study the education system in India and recommend improvements.

Objectives

  • To assess the effectiveness of the existing education system in India.
  • To identify areas where the education system can be improved to meet the needs of the Indian population.
  • To make recommendations for the future development of the education system in India.

Findings

  • The Hartog Commission found that the education system in India was inadequate and needed significant improvements.
  • The commission criticized the education system for being elitist and catering only to the needs of the upper class, neglecting the education needs of the masses.
  • The commission noted that there was a lack of emphasis on practical education that could prepare students for the job market.
  • The commission found that the education system had a colonial bias and did not take into account Indian traditions and cultural practices.
  • The commission noted that the education system was too expensive and inaccessible for many Indians.

Recommendations

  • The Hartog Commission recommended that the Indian education system should be made more accessible and affordable to the masses.
  • The commission recommended that the education system should be reoriented to focus on practical skills that can be applied in the job market.
  • The commission suggested that vocational training should be integrated into the education system to prepare students for the job market.
  • The report recommended that the education system should be made more inclusive and cater to the needs of all sections of society, regardless of their social and economic status.
  • The commission recommended that the education system should be reformed to reflect Indian traditions and cultural practices.

Impact

  • The Hartog Commission report led to significant changes in the Indian education system.
  • The report served as a blueprint for future educational reforms in India, particularly in the areas of vocational training and accessibility.
  • The report highlighted the need to make education more inclusive and accessible to all sections of society, regardless of their social and economic status.
  • The Hartog Commission report paved the way for the Indian government to introduce measures to increase literacy and improve the quality of education in the country.

Wardha Scheme of Basic Education (1937)

 

The Wardha Scheme of Basic Education, also known as the Nai Talim or New Education, was developed in 1937 by a committee chaired by Mahatma Gandhi. The scheme was based on the principles of self-reliance, social and economic equality, and practical learning. Here is a discussion of the Wardha Scheme of Basic Education:

Background:

  • The Indian National Congress appointed a committee in 1935 to study the education system in India.
  • The committee, chaired by Mahatma Gandhi, recommended a radical overhaul of the education system in India.
  • The recommendations were incorporated into the Wardha Scheme of Basic Education, which was launched in 1937.

Objectives:

  • To provide education that was relevant to the needs of the Indian population.
  • To create a system of education that was accessible and affordable to all sections of society.
  • To promote self-reliance and self-sufficiency among students.
  • To provide vocational training that would enable students to be economically self-sufficient.

Features:

  • The Wardha Scheme of Basic Education emphasized practical learning and vocational training, with a focus on agriculture, handicrafts, and other skills relevant to rural areas.
  • The scheme aimed to create a sense of social and economic equality by providing education to all sections of society, regardless of their socio-economic background.
  • The curriculum was based on the principles of self-reliance, with an emphasis on the development of life skills such as problem-solving, critical thinking, and decision-making.
  • The scheme also emphasized physical education and sports, recognizing the importance of physical fitness in overall development.
  • The medium of instruction was the local language, which helped to promote regional languages and culture.

Impact:

  • The Wardha Scheme of Basic Education had a significant impact on the education system in India, particularly in rural areas.
  • The scheme helped to create a sense of self-reliance and self-sufficiency among students, promoting economic empowerment and reducing dependency on external factors.
  • The emphasis on practical learning and vocational training helped to prepare students for the job market and promote entrepreneurship.
  • The scheme promoted regional languages and culture, helping to preserve and promote India's cultural diversity.
  • The Wardha Scheme of Basic Education played a significant role in the development of the Indian education system and influenced the National Education Policy of 1986.

The Sargent plan(1944)

I. Introduction

  • Sir John Sargent's role was Educational Advisor to the Government of India.
  • He Purposed  the report and submitted to the Central Advisory Board of Education in 1944

II. Recommendations A. Free Pre-Primary Education

  • Introduction of free pre-primary education for children between the ages of 3 and 6.
  • Objective of providing children with social experiences.
  • Teachers should be women adequately trained for the work

B. Universal, Compulsory, and Free Education

  • Introduction of universal, compulsory, and free education for the 6 to 14 years age group.
  • Division of the group into two stages: Junior Basic (6-11) and Senior Basic (11-14).
  • Fundamental principle of education at this level to be "learning through activity".
  • Emphasis on learning basic craft or crafts suited to local needs and conditions.
  • Activities at the Senior Basic level to include physical training and organized games

C. High School Education

  • High school education for a period of six years for selected children from the age of 11 years.
  • Selected students to have exceptional aptitude for higher studies .
  • Fees may be charged, but there would also be studentships and scholarships for the poor.
  • Two streams in high schools: academic and technical/vocational.
  • Curriculum in both spheres to include art and music, and domestic science for all girls.
  • Mother tongue to be the medium of instruction in all high schools while English to be a compulsory second language.
  • Students not to leave school till the age of 14.

D. University Education

  • Existing intermediate course to be abolished.
  • University degree course after the higher secondary examination to be for three years.
  • Improvement of university education standards and admission methods.
  • Financial assistance to be given to poor students.
  • Competent teachers and improved service conditions.
  • Focus on high standard in post-graduate studies and pure applied research.
  • Setting up of an all-India organization to coordinate university activities on the lines of the University Grants Committee of England

E. Other Recommendations

  • Liquidation of adult illiteracy in 20 years.
  • Adult education to include general or technical/vocational education, not just literacy.
  • Medical check-up for students in schools.
  • Special education for physically handicapped and mentally retarded children.
  • Setting up of employment bureaus.

Some remaining Facts-

  • The Engineering College at Roorkee was set up in 1847.
  • The Bethune School founded by J.E.D. Bethune at Calcutta (1849).
  • The Calcutta College of Engineering came up in 1856.
  • Medical college in Calcutta in 1835.
  • Punjab University (1882) and the Allahabad University (1887).

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