The Education System of India from ancient era to till now is described in the above ppt project, their advantage ,disadvantage and all information that is required.
2. INTRODUCTION
Educ ation is a purposef ul act ivit y direct ed at achieving cert ain aims,
such as t ransmit ting know ledge or f ost ering skills and charact er t rait s .
Thes e aims may inc lude the development of under s tanding, r ationality,
k indnes s , and hones ty. The his tor y of educ ation in the Indian s ubc ontinent
began w ith teac hing of tr aditional elements s uc h as Indian r eligions , Indian
mathematic s , Indian logic at early Hindu and Buddhis t c enters of learning
s uc h as Taxila( in moder n - day Pak is tan) and N alanda( in India) befor e the
Is lamic er a. Is lamic educ ation bec ame ingr ained w ith the es tablis hment of
the Is lamic empir es in the Indian s ubc ontinent in the Middle Ages w hile the
c oming of the Eur opeans later bought w es ter n educ ation to c olonial India.
A s eries of meas ures c ontinuing throughout the early half of the 20 t h
c entur y ultimately laid the foundation of educ ation in the R epublic of India,
educ ation in Pak is tan and muc h of South As ia.
3. According to the eras, Our education is divided into different system:
1.Ancient Education or Gurukul Education System in Vedic era (3000
B.C.)and Buddhist era(500 B.C. to 1200A.D.)
2. Medieval Education System Or Islamic Education System in Muslim
era(1200 A.D. to 1700 A.D.)
3.British Education System Or Pre-Independence Education System in
British era(1800A.D. to 1947)
4.Post Independence Education System Or Modern Education
System(1947 to till date)
DIVISION OF EDUCATION SYSTEM
4. Ancient Education System
A NCIE NT E DUCATIO N SYSTE M IS A LS O
KNOWN AS GURUKUL SYSTE M. The
Gu ru ku l was In d ia's first system of
ed u cation . It was a resid ential sc h oolin g
system d atin g b ac k to arou n d 5 0 0 0 BC,
wh ere sh isya ( stu d ent) an d g u ru ( teac h er)
used to reside in the guru's ashram
( h ome) or in c lose p roximity. Th e an cient
ed u cation system was main ly on Ved as,
Up an ish ad s an d Dh arma su tras. Th e
ed u cation system in an c ient In d ia foc u sed
on th e h olistic d evelop ment of
individuals. It put emphasis on values like
h u mility, d isc ip lin e, tru thfu ln ess, self -
relian c e an d resp ec t for all c reation s. Th e
stu d ents were tau g ht to fu lfill th eir
d u ties toward s self, family an d soc iety.
5. The main focus of Gurukuls was on imparting learning to the
students in a natural surrounding where the shisyas lived with each
other with brotherhood, humanity, love, and discipline. The
essential teachings were in subjects like language, science,
mathematics through group discussions, self -learning etc. Not only
this, but the focus was also given on arts, sports, crafts, singing
that developed their intelligence and critical thinking. Activities
such as yoga, meditation, mantra chanting etc generated positivity
and peace of mind and made them fit. It was also mandatory to do
daily chores on own with a motive to impart practical skills in them.
All these helped in the personality development and increased there
confidence, sense of discipline, intellect and mindfulness which is
necessary even today to face the world that lay ahead.
6. There are many disadvantages or criticism against Gurukul
system. Some of them have been discussed below:
1. There used to be discrimination at the entry level about the
admission in GURUKUL. As we have seen that EKLAVYA was not
given admission by GURU DRONACHARYA as he was not Kshatriya
(WARRIOR CASTE)
2. Females are not admitted to the GURUKUL.
3. Children left their homes and near and dear ones at the tender
age of eight and stayed away from their parents for over 12
years. This was a great penance.
4. The Guru's words were final and the shishya could not argue or
put across his point to the GURU.
7. 1. Takshashila University
2. Kashmir Smast
3. Nalanda University
4. Valabhi University
5. Sharada Peeth
6. Pushpagiri Vihara
7. Odantapuri University
8. Vikramashila
9. Somapura Mahavihara
10. Bikrampur Vihara
8. Nalan d a is an an c ient c enter of h ig h er
learning in Bihar, India from 427 to 1197.
Nalan d a was estab lish ed in th e 5 th c entu r y
A D in Bih ar, In d ia. Fou n d ed in 4 2 7 in
n orth eastern In d ia, n ot far from wh at is
tod ay th e sou th ern b ord er of Nep al, it
sur vived until 1197. Nalan d a flou rish ed
u n d er th e p atron age of th e Gu pta E mp ire in
th e 5 th an d 6 th c entu ries an d later
u n d er Hars h a, th e emp eror of Kan n au j .
Kh alij i d estroyed th e Nalan d a an d
Vikramshila universities during his raids
ac ross North In d ian p lain s, massac rin g many
Bu d d h ist an d Brah min sc h olars.
9. T h e U n i ve r s i t y o f a n c i e n t Ta k s h a s h i l a wa s a n
a n c i e n t B r a h m a n i c a l u n i v e r s i t y l o c a t e d i n t h e c i t y o f
Ta k ṣ a ś i l ā ( S a n s k r i t : त क्ष शि ला ) ( Ta x i l a i n m o d e r n -
d a y P a k i s t a n ) n e a r t h e b a n k o f t h e I n d u s R i v e r.
A c c o r d i n g t o t h e R a m a y a n a , t h e c i t y wa s f o u n d e d
b y B h a r a t a , t h e s o n o f K a i k e y i , a n d y o u n g e r
s t e p b r o t h e r o f R a m a . A l o n g wi t h N a l a n d a , Ta x i l a wa s
o n e o f t h e l e a d i n g s e a t s o f h i g h e r l e a r n i n g i n a n c i e n t
I n d i a . I t b e c a m e t h e c a p i t a l o f
t h e A c h a e m e n i d t e r r i t o r i e s i n n o r t h we s t e r n I n d i a n
s u b c o n t i n e n t f o l l o wi n g t h e A c h a e m e n i d c o n q u e s t o f t h e
I n d u s Va l l e y a r o u n d 5 4 0 B C E . Ta x i l a wa s a t t h e
c r o s s r o a d o f t h e m a i n t r a d e r o a d s o f A s i a , a n d wa s
p r o b a b l y p o p u l a t e d b y P e r s i a n s , G r e e k s , S c y t h i a n s
a n d m a n y e t h n i c i t i e s c o m i n g f r o m t h e v a r i o u s p a r t s o f
t h e A c h a e m e n i d E m p i r e .
10. Medieval Education System
The medieval system of education can
be bracketed from 1000 A.D. to mid
18th century. It is known to everyone that
Islam was predominant in these years.
What started with invasions and loots of
the Muslims' culminated to a well
established empire in the early 1500’s. It
is but obvious that the subcontinent was
forced to adhere to the lifestyle,
manners, religious orientation and
education system of the Muslim’s.
11. The objectives of education in medieval India have been stated as
follows:
1. During the Muslim period, the education was meant to extend the
knowledge and propagate Islam.
2. The impartment of education took place with the propagation of
Islamic principles, laws and social conventions.
3. Education was based on religion and its main purpose was to make
the individuals religious-minded
4. The Muslim education aimed at the achievement of material wealth
and prosperity
12. The disadvantages of Medieval Education System are:
1. Low quality of human resources(HR)
2. lack of interest in learning Islamic education
3. Weak management
13. After the downfall of the Muslim rule,
Britishers came to India and established the
East Indian Company but soon the reign of
the government reached the hands of the
British parliament. British East India
Company ruled over India for 200 years.
During this period western science and
literature made good progress through
English medium. However, the British period
was a breakthrough in the development of
education in India. The British has took many
steps to improve the education system in
India.
British Education System
14. In 1781,Governor-General of Bengal, Warren Hastings established Calcutta Madrasa for Islamic law
studies. It was the first educational institute set by East India Company (EIC) governance.
In 1784,Asiatic Society of Bengal was founded by William Jones to understand and study the history
and culture of India. During this period Charles Wilkins translated Bhagwat Gita to English.
In 1791,The resident of Benares, Jonathan Duncan founded the Sanskrit college for the study of
Hindu laws and philosophies.
In 1800,Governor-General Richard Wellesley founded the Fort William College in Calcutta to train the
civil servants of EIC in Indian languages and customs. But this college was closed in 1802 due to
disapproval of the British administration in England on Indianizing the English civil servants.
THE CHARTER ACT OF 1813
This was the first noted step towards modern education in the country by the British. This act set aside
an annual sum of Rs.1 lakh to be used in educating the Indian subjects.
During all this time the Christian missionaries were active in mass educating the people but they
concentrated more on religious teachings and conversions.
15. MACAULEY’S MINUTES / THE ENGLISH EDUCATION ACT OF 1835
The anglicists and orientalists controversy could not be solved even after 20 years in the new charter Act of
1833. On June 10, 1834 Lord Macaulay Minute came to India as a law member of the Governor General’s
council. Lord William Bentick the then Governor General, appointed him the president of the public instructions
and asked him to render his advice on three points first – how to spend Rs. 10 lakh per annum on education ,
second to define the terms “literature” and “learned native” and third to solve the anglicists orientalists
controversy Macaulay submitted his report on 1835.
WOOD’S DESPATCH OF 1854
It is also known as the ‘Magna Carta of English education in India’ was the first comprehensive plan to
envisage mass education in India.
It prompted the government to take responsibility for education and suggested grants in aid to
encourage private enterprises to invest in education.
1.Vernacular languages should be used in primary schools in villages.
2.Anglo-vernacular high schools
3.Affiliated college at the district level
4.Universities in presidency towns
5.Gave impetus to female education and vocational training.
6.Laid down that there should be secular education in government schools.
16. Education policies under the Royal Crown of British
Under the British Crown, various commissions like Hunter, Raleigh, Saddler etc
submitted recommendations for the reforms in the Indian Education system.
1882: HUNTER COMMISSION ON INDIAN EDUCATION
1902: RALEIGH COMMISSION
1904: INDIAN UNIVERSITIES ACT
1913: GOVERNMENT RESOLUTION ON EDUCATION POLICY
1917-19: SADDLER UNIVERSITY COMMISSION
1929: HARTOG COMMITTEE
1937: WARDHA SCHEME OF BASIC EDUCATION BY THE INDIAN NATIONAL
CONGRESS (INC)
1944: SERGEANT PLAN OF EDUCATION BY THE CENTRAL ADVISORY BOARD OF
EDUCATION
17. Modern Education System
Mod ern Ed u cation is th e latest an d contemp orar y
version of ed u cation th at is tau g ht in sc h ools an d
learn in g in stitu tion s in th e 2 1 st c entu r y. Mod ern
ed u cation d oesn ’t ju st on ly foc u s on p romin ent
acad emic d isc ip lin es of Commerc e, S c ien c e an d A rts
b u t also aims to foster c ritical th in kin g , life skills,
valu e ed u cation , an aly tical skills an d d ec ision -
makin g skills in stu d ents. Mod ern Ed u cation also
makes u se of th e latest tec h n olog y su c h as mob ile
applications, audio and video platforms like
You Tu b e, Pod casts, E -b ooks, Movies, etc . to ed u cate
learn ers an d make th e learn in g p roc ess more
en gag in g an d interestin g .
18. 1.To foster essential life skills, critical thinking, decision -making
skills and analytical competencies in its learners.
2.To facilitate a positive approach towards diversity, inclusion,
compassion and a sense of responsibility in students.
3.To create a fun and engaging learning process.
4.To incorporate educational technology to make the learning
environment more experiential with a key focus on real -world
applications of concepts.
5.To ensure that learning and education reach every corner of the
world whether through physical classrooms or online learning.
6.To build an equal relationship between the teacher and learner and
foster the curiosity of students and teach them to inquire and ask
questions rather than the passive traditional approach .
19. 1.Lack of interpersonal interaction : Courses taken online are self -
paced. It is challenging for the students to build relationships with
their peers. little to no face -to-face interaction and little social
engagement.
2.The likelihood of becoming distracted : The likelihood of
becoming distracted is quite high for students who are less focused
and lack motivation. The students wander off course and end up
doing something different.
3.Learners get isolated: Since they don’t engage with the outside
world, which increases the likelihood that they may feel lonely and
alone.
20. CONCLUSION
The Indian Education System has to pass many ups and downs since the early ages. The vast
changes and development have mainly occurred during the Pre-Independence era or British era.
Some of which contribution are till now continuing in the present education system. Through the
survey we have concluded that the number of males in the age group of 16-20 years were more
towards about gaining knowledge and were not sure that if education is important to them or not. they
also thought the education provided abroad is much better than the education provided in Delhi.
These people are not able to practice and comprehend what is taught to them in the class. In
conclusion, the Indian education system must change for the better. It must give the students equal
opportunities to shine better in the future. The education system should focus on vocational or
practical training rather than on theoretical training.
