Education in ancient India began around the 3rd century BC and was imparted orally by sages and scholars. The Gurukula system of education was prevalent, where students lived with their guru and studied subjects like the Vedas. Education was also imparted in the medieval period under the Muslim rulers, who established schools and later universities. In modern India, the British introduced Western-style education to impart English and reduce administrative costs, prioritizing English over local languages. After independence, India reformed its education system under committees and policies to develop a national system.

1. EDUCATION IN ANCIENT INDIA

3. WHAT IS EDUCATION?
• Education in its general sense is a form of learning in which
the knowledge, skills, values, beliefs and habits of a group of people are
transferred from one generation to the next through storytelling, discussion,
teaching, training, or research
• Education may also include informal transmission of such information from
one human being to another. Education frequently takes place under the
guidance of others, but learners may also educate themselves which is known
as autodidactic learning) Any experience that has a formative effect on the
way one thinks, feels, or acts may be considered educational.
• Education is commonly and formally divided into stages such
as preschool, primary school, secondary school and then college,
university or apprenticeship. The methodology of teaching is called pedagogy.

4. EDUCATION OF ANCIENT INDIA
• The history of education in ancient India is fascinating and is
recorded and can be tracked to the ancient era.
• Education in ancient India began around the 3rd century B.C
with elements of religious training and impart of traditional
knowledge.
• Sages and scholars imparted education orally .Palm leaves
and barks of trees were used for writing.

6. THE EDUCATION IN DETAIL
• https://www.youtube.com/watch?v=BDXIgqvJeY0

7. TOPICS TO BE DISCUSSED:
• GURUKULA SYSTEM
• BRAHMACHARYA
• SUBJECTS THAT WERE TAUGHT
• GURUDRAKSHINA

8. GURUKULA SYSTEM

9. INTRODUCTION
• He who brings up the student (śishya), brings him near unto
himself, and unto the Supreme Self, who invests him with
the sacred thread (the mark of the twice-born) and teaches
him the Sacred Scriptures (Vedas) with its secret meaning
and its practical working, he is the true Guru or ācārya.
• Gurukulam has existed since the Vedic age.
• India has been known as the land of Gurus and Gurukulas .
Gurukulas were great centres of learning in the ancient
India. In the Gurukula System of Education,students lived in
the kula (family) of their Guru (teacher) and studied the
Vedas (Sacred Scriptures) and other subjects.

10. Objectives of Gurukuls
• Self Control
• Development of character
• Social Awareness
• Integral development of
personality
• Propagation of purity
• Preservation of knowledge and
culture

11. • It was believed that gurus were skilled in the art of warfare, in the know-
how of administration, or in the knowledge of the Scriptures.
• These Gurus were always men and almost always from the Brahmins(priestly
class).
• A young boy, either from the Brahmins or Kshatriyas (ruling class), was sent
to a Guru at the age of 12 for about 9 to 12 years of rigorous education in one
of these three areas–arts, administration or religion.
• Then the boy returned back to marry or he took the vows of Sannyāsa, “one
who has fully renounced all ties with the world.”
• Those who belonged to the Vaiśyas (merchant class) and the Śūdras(working
class) apprenticed themselves under a skilled individual in their trade
or craft.

12. BRAHMACHARYA

13. • There are two meanings of the word brahmacharya. The derivative
meaning of a brahmachari is “brahmani caratiti brahmacari ”.That
means,one who lives in Brahman(God) is a brahmachari .
• The word ‘Brahman’ is derived from the verb ‘brihi’ , meaning ‘great’.
Yes, the one who is great is Brahman. Thus, brahmachari is one who
comes to the Guru with the aspiration of becoming great.
• In the Vedic System of Education, a student getting admitted to the
Gurukula was not merely called vidyārthi (one who aspires for
knowledge)but brahmachari . This stage of life has been traditionally
described as Brahmacharya Āshram.
• The students in the Gurukula were subjected to rigorous discipline.
• They had to live in a very austere environment, observe complete
celibacy, practice yoga and meditation under the supervision of the
Guru and perform many menial jobs for the Guru’s household.
• The fundamental spirit of Āshram is shram(labour) and
tapas(austerity).

14. SUBJECTS THAT WERE TAUGHT
• Śikshā (Phonetics)
• Vyākarana (Grammar)
• Jyotisha(Astronomy)
• Arthaśāstra (Economics)
• Dharmaśāstra(Laws)
• Śastravidyā(Art of Warfare)
• Kalā(Fine Arts)

15. VEDAS
• The Rigveda, containing hymns to be recited
• The Yajurveda, containing formulas to be
recited by the adhvaryu or officiating priest;
• The Samaveda, containing formulas to be
sung by the udgātṛ
• The Atharvaveda, a collection of spells and
incantations, apotropaic charms and
speculative hymns.
VEDAS
RIGVEDA
ATHARVEDA
SAMVEDA
YAJURVEDA

16. GURUDAKSHINA
• Education was free, but students from well-to-do
families paid "Gurudakshina," a voluntary
contribution after the completion of their
studies.

17. EDUCATION IN THE MEDEVIAL PERIOD
• To begin with the medieval age is defined as :
A period in the European history which was referred by the Italian
scholars and academics of the late fifteenth century.
They were basically stating that the society in which they now lived is
significantly more civilized and advanced in many ways, than that which
had existed during the previous thousand years.
It can also be described as the time in European history between
classical antiquity and the Renaissance, from the late 5th century to
about 1350.

18. WHAT IS THE MEDEVIAL PERIOD?
• Classical antiquity:
• It is a broad term for a long period of cultural history. It is the period in
which Greek and Roman society flourished and wielded great
influence throughout Europe, North Africa and the Middle East.
• The Renaissance :
• It is a period from the 14th to the 17th century, considered the bridge
between the Middle Ages and modern history. It started as a cultural
movement in Italy in the Late Medieval period, later spread to the rest
of Europe and finally ended in the Early Modern Age.

19. • Although on the other hand, the Islamic world was growing larger and
more powerful. After the prophet Muhammad’s death in 632 CE,
Muslim armies conquered large parts of the Middle East, uniting them
under the rule. At its height, the medieval Islamic world was more than
three times bigger than all of Christendom.

20. EDUCATION IN THE MEDEVIAL INDIA
• Education in medieval India expressed a new
perspective in the 11th century .
• The Muslims established elementary and
secondary schools .
• This further let to the commencement of
universities like Delhi, Luck now and
Allahabad .
• There was a fresh interaction between Indian
and Islamic traditions in the fields of
knowledge like theology ,religion , philosophy
,fine arts ,painting ,architecture, mathematics
,medicine and astronomy.

21. • Muslim rulers promoted urban education by building libraries and literary
societies
• Primary schools called maktabs were established and reading basic Islamic
prayers were taught.
• Secondary schools called Madrasas taught advanced language skills .
• These were setup by sultans nobles and other influential ladies.
• Scholars from Madrasa would be eligible for civil services.
• Women education in India during the medieval period was prevalent.
• Muslim girls of affluent families studied at home and moreover, as Persian
was the court language of the period, elite boys could attend Persian schools
to learn literature, history, ethics, law, administration.

22. FOUNDATION OF UNIVERSITIES
• The first millennium and the few centuries preceding it saw the
flourishing of higher education such as Nalanda, Takshila, Ujjain, &
Vikramshila Universities.
• Subjects such as Art, Architecture, Painting, Logic, Grammar,
Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra
(Economics & Politics), Law, and Medicine were taught.
• Takshila specialized in the study of medicine, while Ujjain laid
emphasis on astronomy.
• Nalanda, being the biggest center, handled all branches of knowledge,
and housed up to 10,000 students at its peak.

24. TAKSHASHILA UNIVERSITY

25. FIRST EDUCATION INSTITUES
-The Calcutta Madrasa
-Sanskrit College
-Fort William College

26. THE CALCUTTA MADRASA
• Set up in/at: 1781 / Calcutta
• Set up by :Warner Hastings
• Purpose : For the study of Muslim law and related subjects

27. SANSKRIT COLLEGE
• Set up in/at : 1791 /Banaras
• Set up by : Jonathan Duncan
• Purpose : For the purpose of Hindu Law and philosophy

28. EDUCATION IN MORDERN INDIA
• The educational system which the British introduced
teaching of English language was given greater
emphasis and the study of languages like Arabic,
Persian and Sanskrit were left to individual efforts .

29. MORDERN EDUCATION AND ITS OBJECTIVES
• The English introduced modern education
• To reduce the expenditure on administration
• To encourage the study of English language
• To expand market for English goods
• To spread Christianity
• According to Lord Macaulay after receiving modern education Indians
would remain Indians only in their color while their interests, ideas ,
morals and Intelligence would change.

32. INTRODUCTION OF WESTERN EDUCATION
• Introduction of Western Education in India was led by two causes:
• East India Company
• Christian Missionaries

33. EAST INDIA COMPANY
• East India Company showed very little interest in the promotion of
education in India.
• The only purpose of seeing up education systems in India was to ensure
a steady supply of Indians to law courts by the company.
• India’s knowledge of classical was used to establish correspondence
with the native states by the East India Company.

34. STEPS TAKEN BY THE BRITISH TO INTRODUCE
WESTERN EDUCATION IN INDIA
• 1784 A.D. Asiatic society of Bengal was founded by sir .William Jones
this society started several English Schools and Colleges .
• The missionaries started Wilson College at Bombay , Christian College
at Madras, St. John’s College at Agra .
• Progressive Indians like Raja ram Mohan Roy also started colleges
where English was taught.

35. • Charter act of 1813A.D. paved way for setting aside 1
lakh of rupees for promoting the knowledge of
modern sciences.
• But sadly this money was not used for many years
and there was a controversy about the medium of
learning .
• Between 1828 and 1835 A.D. William Bentinck along
with Lord Macaulay and Raja ram Mohan Roy
encouraged English learning .

36. • Lord Harding decided that only Indians with English
knowledge will be appointed in government jobs .
• The Raj, often working with local philanthropists,
opened 186 universities and colleges of higher
education by 1911; they enrolled 36,000 students. By
1939 the number of institutions had doubled and
enrollment reached 145,000.
• The curriculum followed classical British standards
of the sort set by Oxford and Cambridge and stressed
English literature and European history.
• Nevertheless by the 1920s the student bodies had
become hotbeds of Indian nationalism.

37. EDUCATION IN THE POST INDEPENDENT ERA

38. THE POST INDEPENDENT ERA
• Under the British rule in India, education was imparted through the medium
of English. The pattern of education developed in India during the British
rule was totally unplanned.
• So after Independence, the leaders thought to bring a change in education
system.
• 1949- Dr. S. Radhakrishnan
• 1953- Dr. Lakshman Swami Mudaliar for Secondary Education.
• 1964-66- The National Education Commission
• 1986- National Policy of Education
• 2000-01- Sarva Shiksha Abhiyan

39. • After independence, education became the responsibility of the
states.
• The Central Government's only obligation was to co-ordinate in
technical and higher education and specifies standards.
• This continued till 1976, when the education became a joint
responsibility of the state and the Centre.
• Education in India falls under the control of both the Union
Government and the states, with some responsibilities lying with
the Union and the states having autonomy for others.

40. •Value based education is a three fold
development of any individual of any
gender and age, but most importantly
of a child. Education tries to develop
three aspects: physique, mentality and
character.

41. • The various articles of the Indian Constitution provide for education as
a fundamental right. Most universities in India are controlled by the
Union or the State Government.
• India has made progress in terms of increasing primary education
attendance rate and expanding literacy to approximately two thirds of
the population.
• India's improved education system is often cited as one of the main
contributors to the economic rise of India.
• As of 2011 there are 1522 degree-granting engineering colleges in India
with an annual student intake of 582,000, plus 1,244 polytechnics with
an annual intake of 265,000.

42. CONCLUSION
• In conclusion, we feel that everyone has the right to be educated.
Although education may not solve all our problems, we must intensify
our efforts to educate all children. We should carry on the tradition of
providing children the education that they will need in order to meet
the challenge of a constantly changing world. Education helps us to
develop lifelong skills such as treat others as you would want to be
treated and care about others as you care about yourself. By instilling
just these two simple concepts, just think how wonderful our changing
world would be.