M.ed first semester m.ed.cc-102 - education during british period -module-ii

M.ED.CCM.ED.CCM.ED.CCM.ED.CC----102: Historical, Political and Economic102: Historical, Political and Economic102: Historical, Political and Economic102: Historical, Political and Economic
Foundations of EducationFoundations of EducationFoundations of EducationFoundations of Education
MODULEMODULEMODULEMODULE----2222
By
Dr. M.RAJENDRA NATH BABU
M.A(Soc),M.A, M.Sc(Maths), M.Sc(Psy), M.Ed, M.Phil, Ph.D, NET-JRF(U.G.C),PGDCA
Assistant ProfessorAssistant Professor
DEPARTMENT OF TEACHER EDUCATION
NAGALAND UNIVERSITY
KOHIMA CAMPUS
mrnb.svu@gmail.com
9/30/2017 mrnb.svu@gmail.com

Development of Education during British Period in India
Contents
Introduction
1813 Act & the Education
General Committee of Public Instruction, 1823
UNIT II: HISTORICAL FOUNDATIONS OF
EDUCATION
General Committee of Public Instruction, 1823
Lord Macaulay’s Education Policy, 1835
Wood’s Dispatch, 1854
Hunter Commission (1882-83)
Sadler Commission
The Sargent Report (1944)
Conclusion9/30/2017 mrnb.svu@gmail.com

The General Council of Education requested Lord Ripon, the
viceroy of India to institute an enquiry into Indian education.
Lord Ripon appointed the Indian Education Commission on
INDIAN EDUCATION COMMISSION/
HUNTER COMMISSION(1882-83)
3rd February 1882, with Sir Willium Hunter as its Chairman.
It is known as Hunter Commission of 1882.

Hunter Commission (1882-83)
1. It was formed to evaluate the achievements of Wood Dispatch of
1854 under W.W Hunter in 1882.
2. It underlined the state’s role in the extension and improvement
2. It underlined the state’s role in the extension and improvement
of primary education and secondary education.
3. It underlined the transfer of control to district and municipal
boards.
4. It recommended two division of secondary education- Literary
up to university; Vocational for commercial career.

Curriculum:
Curriculum should be according the needs of the locality concerned.
Agriculture, physics, trigonometry, geography, medicine and accountancy
should be included in the curriculum as these subjects are closely related to
life.
Women Education:
Women Education:
Hunter Commission made the following recommendations with regard to
women education:
1. Education in Special Subjects
2.Education by local boards
3. women teachers
4. Inspectress

This Act followed the earlier Act of 1902. The Indian Universities Act of 1904,
passed on March, 21 was formulated on the basis of the recommendations of
the Indian University Commission of 1902.
Lord Curzon was not satisfied with the condition of Indian Universities which
were set up on London model by the Wood’s Despatch.
The Commission made following recommendations:
Indian Universities Commission(1902)& Act,(1904)
The Commission made following recommendations:
1. The existing universities should be reorganized as teaching bodies.
2. No new university should be set up.
3. The undergraduate work should be left to affiliated colleges and only
advanced courses should be provided in the university campus.
4. The number of Senators should also be reduced and the period of their
tenure should be 5 years at the most.

5. University and college teachers, renowned scholars and Government
officials should get adequate representation in the senate.
6. The territorial jurisdiction of a university should be defined.
7. The number of members on the Syndicate should be reduced to 9 and
to 15 in exceptional cases. All members should be elected.
to 15 in exceptional cases. All members should be elected.
8. Rules of affiliation should be strict and affiliation should not be granted
to second grade colleges.
9. Every affiliated college should be under the control of a Governing Body
which should pay attention to staff, library, hostel and buildings.

The Government of India resolution on Educational Policy was published on
March 11, 1904 the resolution gave a historical account of education under the
British rule prior to 1902 and discussed the defects of primary, secondary and
higher education. The defects that were pointed out the field higher education
were as follows:
1. The higher education was highly examination-ridden.
1. The higher education was highly examination-ridden.
2. It was pursued exclusively for employment under the Government and not
for its cultural value.
3. Students had little thinking power and depended on memorisation of facts.
4. The courses were mostly literary and not practical.
5. The thinking in Europe about purely examining universities had changed
and hence universities should be first-rate teaching centres.

The recommendations of the Indian Universities Commission (1902) were incorporated
in the Indian Universities Act, 1904 which limited the size of the senate’s, authorised
teaching by the university, and imposed more close supervision on its work. The
important changes brought about by the Act were as follows:
1. The size of the Senate should be reduced. The number of fellows should be between
60 and 100 and that they should hold officer for only 5 years.
60 and 100 and that they should hold officer for only 5 years.
2. The three older universities, Calcutta, Bombay and Madras were to have 20 members
on the Syndicate and the rest 15 only.
3. The territorial limits of each university were defined by the Governor General-in-
Council.
4. The importance of Syndicate was enhanced. It was recognized as the executive
government of the university- University teachers were granted representation on the
Syndicate.

5. Government was vested with additional powers. It was required to approve the
regulations framed by the Senate. If the Senate failed to frame regulations within a
specified period the government was empowered to do so.
6. The functions of universities were enlarged. They could not appoint their new
professors and lecturers, undertake research, hold and manage educational
endowments, their own libraries, laboratories and museums, and make regulations
endowments, their own libraries, laboratories and museums, and make regulations
regarding the residence of their students.
The Indian Universities Act (1904) led to improvement in College education. Special
grants were offered to colleges to improve teaching, equip libraries, and laboratories
and provide hostel accommodation to students.
A grant of 13.5 lakhs was equitably distributed among provinces with due consideration
to the number of university students and the population. The Syndicate was recognized
statutorily. The new Senate becomes more manageable.

As a member of the Legislative Council Gokhale put forward a proposal for compulsory primary
education in 1910.
The proposal was as follows— “A beginning should be made in the direction of making elementary
education free and compulsory throughout the country, and that a mixed commission of officials
and non officials be appointed at an early date to frame definite proposal.” Following were the
important points of the resolution :
Primary education should be made free and compulsory in the area where 35% of boys were
receiving education.
GOKHALE ‘S BILL(1910-12)
receiving education.
This provision should apply to the age group of 6-10 years.
The cost of compulsory primary education should be shared by the provincial Government and the
Local Bodies in the ration of 2 : 1.
A separate Department of education shall be opened under the Central Government to draw up a
scheme for the expansion of primary education.
A secretary should be appointed to organise, supervise and look after the primary education.

The major clauses of Gokhale’s Bill of 1911. Gokhale was aware of the intention of
the Government. He made further attempt to draw the attention of the people of
India as well as in England towards the condition of education. On 16th March of
1911, Gokhale presented a Bill in the Legislative Council to make a stronger fight
against the Government.
Important clauses of the Bill may be placed below—
Important clauses of the Bill may be placed below—
Compulsory primary education should be introduced in those areas where a
certain percentage of boys and girls of school-age (6-10) was already receiving
instructions.
The percentage of attendance should be fixed by the Governor General in Council.
It should be left to the discretion of local bodies whether to apply the Act to
certain areas under their jurisdiction or not.

Local bodies should be given the right to levy educational cess to meet the cost of
compulsory primary education.
Expenditure on education was to be shared by the local bodies and Provincial
Government in the ratio of 1:2.
For the introduction of compulsion, the previous sanction of the Viceroy and the
Governor respectively were necessary.
Governor respectively were necessary.
Compulsory primary education is intended to apply in the first instance only to
boys, though later on a local body may extend it to girls also.
Guardians whose income is less than Rs. 10/- per month should not be asked to
pay any fee for their wards.

In 1917 the Government of India appointed a Commission to study and
report on the problems of Calcutta University.
Dr. M.E. Sadler, Vice-Chancellor of the University of Leeds, was appointed
its Chairman.
The Commission included two Indian members, namely Sir Ashutosh
SADLER COMMISSION(1917-19)
Mukeiji and Dr. Zia-ud-din Ahmad.
The Sadler Commission held the view that the improvement of secondary
education was a necessary condition for the improvement of university
education.
The main objective of the Commission was ‘to inquire into the condition
and prospects of the University of Calcutta and to consider the question of
a constructive policy in relation to the question it presented’.9/30/2017 mrnb.svu@gmail.com

The Commission discussed the main weaknesses of Higher Education in
Bengal and offered the following recommendations:
1. All the teaching resources in the city of Calcutta should be organized so
that the Calcutta University may become entirely a teaching university. It
means that the colleges in Calcutta should be so grouped together that
means that the colleges in Calcutta should be so grouped together that
they may discharge the functions of a teaching university.
2. A separate teaching and residential university should be established at
Dacca.
3. Other universities should be established and the older ones are
recognized as teaching and residential. It means that colleges should be so
developed that new centres may gradually rise to become universities.

4. Universities should be freed from excessive official control. The government
interference in the academic matters of universities should stop. Its control should be
less rigid.
5. An academic council should be set up in each university to deal with all academic
questions for example, those connected with the courses of study, examinations, and
conferment of degree and research.
6. The senate and the syndicate should be replaced by the Court and the Executive
6. The senate and the syndicate should be replaced by the Court and the Executive
Council respectively. This step would improve the administration of the university.
7. Teaching work and work connected with research should be organised under
different departments and each department should have a head.
8. A full time and salaried Vice-Chancellor should be appointed to be the
administrative head of the university.

9. Faculties, boards of studies, and other statutory bodies should be
formed. Faculties should serve as Departments of teaching.
10. Honours courses should be instituted and they should be distinctly
different from the Pass courses.
11. Tutorials and superior kinds of research work should be organised.
11. Tutorials and superior kinds of research work should be organised.
12. Provisions should be made for imparting instruction in engineering
education, medicine, law, agriculture and technology. Thus, university
education would cover practical and vocational studies as well as technical
and industrial courses.
13. There was a need for coordinating agency. Hence an inter-University
Board should be set up.9/30/2017 mrnb.svu@gmail.com

The Sargent report had been the outcome of the experience of the British
Government that in education, India was behind the other advanced
countries of the world.
The chief merits of this report are discussed below—
This was the first comprehensive scheme embracing all aspects of
education— pre-primary, primary, high school and university education.
THE SARGENT REPORT (1944)
education— pre-primary, primary, high school and university education.
Technical, vocational and professional, all types of education had been given
attention by way of providing useful suggestions for their improvement.
Secondly, it recommended the provision of equal opportunities to all the
students at various stages of education.

Thirdly, due importance was given to the teaching profession.
Recommendations were made for the improvement of the salary scales and
the service conditions of the teachers.
Fourthly, for the first time the attention of the Government was drawn
THE SARGENT REPORT (1944)
towards the education of the handicapped.
Fifthly, the report gave importance on providing education in such a manner
as to make one self depended. It foresaw the importance of the employment
problem in the country and thought that education could be instrumental in
solving it.

Hence, we can say the British education system were influence by the
aspiration of Christian Missionaries.
It was injected to ensure a cheap supply of educated Indians to increase a
number of subordinate posts in administration and in British business
CONCLUSION
concern.
That’s why, they emphasis on English as a medium of instruction and also
to glorified British conquerors and their administration.

Dr. M.RAJENDRA NATH BABU
M.A(Soc),M.A, M.Sc(Maths), M.Sc(psy), M.Ed, M.Phil, Ph.D,
NET-JRF(UGC),PGDCA
Assistant Professor
Department of Teacher Education
Department of Teacher Education
Nagaland University
Kohima Campus
mrnb.svu@gmail.com
mrajendranathbabu@gmail.com
09440858111

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