1. Under British rule in India, there was a shift from traditional Indian education systems to modern, English-based education. This began with the Charter Act of 1813 which provided funds for Indian education and the establishment of schools teaching English.
2. There was debate between the "Anglicists" who wanted English as the medium of instruction and "Orientalists" who favored Indian languages. Lord Macaulay's 1835 Minute favored the Anglicist view and made English the primary language of education.
3. Important milestones included the 1844 announcement prioritizing English education for government jobs and Wood's 1854 Despatch which outlined expanding the education system with schools, universities, and departments to
The Indian Universities Commission was a body appointed in 1902 on the instructions of Lord Curzon which was intended to make recommendations for reforms in University education in India.[1] Appointed following a conference on education at Simla in September 1901, the Commission was led by Law member Thomas Raleigh and included among its members Syed Hussain Belgrami and Justice Gooroodas Banerjee. The recommendations of the commission included regulations for reformation of University Senates in Indian Universities, greater representation of affiliated colleges in the senates, and stricter monitoring of affiliated instituitions by the universities. It also made recommendations for reform of school education, curricular reforms at Universities, recommendations on education and examinations, research, as well as student welfare and state scholarships.[2] The recommendations were however controversial at the time. There was a growing nationalist sentiment in British India, and a number of colleges and institutions of higher education had risen in metropolitan suburbs which were linked to the major universities of Calcutta, Bombay and Madras. These set their own curriculum, and the recommendations of the commission were seen as measures to derecognise and regulate indigenous institutions which fell into disfavour of the Raj.[3] Despite strong and sustained opposition from Indian populace, the recommendations were enacted by Curzon as Indian Universities Act 1904.
SADLER COMMISSION OR CALCUTTA UNIVERSITY COMMISSIONMRIGANKADOLUI1
1857--Calcutta University established.
1914--1st world war.
1916--Sir Ashutosh Mukharjee – Education Controller Of Bengal province.
7 members appointed in a commission in 14 sep 1917.
Dr. Michael Sadler V.C of LEEDS UNIVERSITY.
MICHAEL SADLER was leading this commission
The Indian Universities Commission was a body appointed in 1902 on the instructions of Lord Curzon which was intended to make recommendations for reforms in University education in India.[1] Appointed following a conference on education at Simla in September 1901, the Commission was led by Law member Thomas Raleigh and included among its members Syed Hussain Belgrami and Justice Gooroodas Banerjee. The recommendations of the commission included regulations for reformation of University Senates in Indian Universities, greater representation of affiliated colleges in the senates, and stricter monitoring of affiliated instituitions by the universities. It also made recommendations for reform of school education, curricular reforms at Universities, recommendations on education and examinations, research, as well as student welfare and state scholarships.[2] The recommendations were however controversial at the time. There was a growing nationalist sentiment in British India, and a number of colleges and institutions of higher education had risen in metropolitan suburbs which were linked to the major universities of Calcutta, Bombay and Madras. These set their own curriculum, and the recommendations of the commission were seen as measures to derecognise and regulate indigenous institutions which fell into disfavour of the Raj.[3] Despite strong and sustained opposition from Indian populace, the recommendations were enacted by Curzon as Indian Universities Act 1904.
SADLER COMMISSION OR CALCUTTA UNIVERSITY COMMISSIONMRIGANKADOLUI1
1857--Calcutta University established.
1914--1st world war.
1916--Sir Ashutosh Mukharjee – Education Controller Of Bengal province.
7 members appointed in a commission in 14 sep 1917.
Dr. Michael Sadler V.C of LEEDS UNIVERSITY.
MICHAEL SADLER was leading this commission
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
A complete view on the education commissions in colonial India
It includes
mecaulay minute
woods despatch
hunter commission
university commission
culcutta university commission
hurtog committee
abbot wood report
zakir hussain committee
sargent report
Lord Curzon, in full George Nathaniel Curzon, Marquess Curzon, also called (1898–1911) Baron Curzon of Kedleston or (1911–21) Earl Curzon of Kedleston, (born January 11, 1859, Kedleston Hall, Derbyshire, England—died March 20, 1925, London), British statesman, viceroy of India (1898–1905), and foreign secretary (1919–24) who during his terms in office played a major role in British policy making.
The Recommendations of University Education Commission 1948-49 | By Durlav Ka...Durlav Kalita
University Education Commission is the first Education commission of Independent India. Government of India appointed this commission in 1948 to study about higher education of India. The commission is given many valuable recommendations in its report submitted in 1949.
Wardha Scheme of Basic Education : 1937.Nishat Anjum
With the help of our insightful PowerPoint presentation on the Wardha Scheme, explore the revolutionary period in Indian education. Discover the revolutionary ideas that gave rise to this educational framework during the Indian independence movement. Investigate the principles of Mahatma Gandhi and other influential personalities who influenced the Wardha Scheme, promoting an inclusive and comprehensive approach to education. Learn how this innovative educational system places a strong focus on self-sufficiency, community involvement, and practical skills. This presentation illuminates a significant period in India's educational history and is perfect for educators, history buffs, and individuals who are enthusiastic about educational reform. Discover the core of the Wardha Scheme and its enduring influence on the country's educational system.
Enables the students of Class VIII, understand various changes that took place in Education during the British rule in India. The presentation is enhanced with pictures.
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
A complete view on the education commissions in colonial India
It includes
mecaulay minute
woods despatch
hunter commission
university commission
culcutta university commission
hurtog committee
abbot wood report
zakir hussain committee
sargent report
Lord Curzon, in full George Nathaniel Curzon, Marquess Curzon, also called (1898–1911) Baron Curzon of Kedleston or (1911–21) Earl Curzon of Kedleston, (born January 11, 1859, Kedleston Hall, Derbyshire, England—died March 20, 1925, London), British statesman, viceroy of India (1898–1905), and foreign secretary (1919–24) who during his terms in office played a major role in British policy making.
The Recommendations of University Education Commission 1948-49 | By Durlav Ka...Durlav Kalita
University Education Commission is the first Education commission of Independent India. Government of India appointed this commission in 1948 to study about higher education of India. The commission is given many valuable recommendations in its report submitted in 1949.
Wardha Scheme of Basic Education : 1937.Nishat Anjum
With the help of our insightful PowerPoint presentation on the Wardha Scheme, explore the revolutionary period in Indian education. Discover the revolutionary ideas that gave rise to this educational framework during the Indian independence movement. Investigate the principles of Mahatma Gandhi and other influential personalities who influenced the Wardha Scheme, promoting an inclusive and comprehensive approach to education. Learn how this innovative educational system places a strong focus on self-sufficiency, community involvement, and practical skills. This presentation illuminates a significant period in India's educational history and is perfect for educators, history buffs, and individuals who are enthusiastic about educational reform. Discover the core of the Wardha Scheme and its enduring influence on the country's educational system.
Enables the students of Class VIII, understand various changes that took place in Education during the British rule in India. The presentation is enhanced with pictures.
A Study Social and Economical Impact of British Rule in Indiaijtsrd
The British principle in India for around 200 years deserted it some changeless engraving in the financial, political and social existence of Indians. Whatever improvements political, regulatory monetary, social or scholarly India saw during two centuries of British principle here were not arranged by the pioneer rulers out of any altruistic mission for the welfare of Indians however were just results of the supreme rulers bigger point of keeping their hold over India and for advancing the political, financial or material interests of their own nation. Jawaharlal Nehru has appropriately remarked that Changes came to India in light of the effect of the west yet these came nearly regardless of the British in India. They prevailing with regards to hindering the pace of those changes. He further said that the clearest actuality is the sterility of British standard in India and whirling of Indian life by it. Prof. B. G. Math "A Study Social and Economical Impact of British Rule in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26563.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/history/26563/a-study-social-and-economical-impact-of-british-rule-in-india/prof-b-g-math
Indian Education Under Colonial Rule a topic from B.A. B.Ed. Education Psychology 2nd year syllabus. A very precise and detailed presentation may help the learners.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. S.No. Topics
01. BACKGROUND TO THE PROGRESS OF ENGLISH EDUCATION
02. BEGINNING OF MODERN EDUCATION
03. ANGLICISTS VS ORIENTALISTS
04. LORD MACAULAY’S MINUTES
05. OFFICIAL ANNOUNCEMENT OF 1844
06. WOOD’S DISPATCH OF 1854
07. DRAWBACKS OF ENGLISH EDUCATION
08. INDIAN LEADER’S CONTRIBUTION TO SPREAD OF EDUCATION
4. PRIYA GARODIA
1. BACKGROUND TO THE
PROGRESS OF ENGLISH
EDUCATION
1. BEGINNING OF MODERN
EDUCATION
1. ANGLICISTS VS ORIENTALISTS
1. LORD MACAULAY’S MINUTES
PARISHA MURGAI
5. OFFICIAL ANNOUNCEMENT
OF 1844
6. WOOD’S DISPATCH OF 1854
DRAWBACKS OF ENGLISH
EDUCATION
7. INDIAN LEADER’S
8. CONTRIBUTION TO SPREAD OF
EDUCATION
5. GLOSSARY
1. Consolidation = The action or process of making something
stronger.
1. Civilise = To make people or a society develop from a low social and
cultural level to a more advanced one
1. Linguist =a person who studies languages/a person who knows several
foreign languages
1. Orientalist = scholarship, learning, or study in Asian subjects or languages
Knowledge
1. Asset = a person or thing that is useful to somebody/something / something of
value that a person, company, etc. owns
1. Controversy = public discussion and disagreement about something
6. 6. Reconcile = Restore relationship
7. Admirers = A person who praises somebody
8. Glorify = To make someone or something
appear better
9. Elphinstone = Scottish surname.
10. Anglicists = an expert in or student of English
literature or language
11. Minute = Note
7. 12. Outspoken = saying exactly what you think or feel although you may shock or upset other
people
13. Critic = a person who says what is bad or wrong with somebody/something
8. ★ Priorities of British East India company were :-
● Conquest
● Expansion
● Consolidation
So they did not interfere with the educational system of india
After territorial conquest and establishing control over the revenues
The britishers felt that they had a cultural mission also , to civilise
the natives and change their custom , tradition and values
9. THERE WERE MANY ENGLISH MEN WHO WERE INTERESTED IN THE
FOLLOWING :-
● Discovering ancient , indian heritage .
● Mastering Indian languages
● Translating persian works to english
William Jones
● Expert in law
● Was a linguist
British officials living in calcutta had a great respect for Ancient Indian
Culture :-
1. Henry Thomas Colebrooke
2. Nathaniel Halhed
10. ● Together with Henry Thomas Colebrooke and Nathaniel Halhed ,
William Jones set up an Asiatic Society of Bengal in 1784
● He also started a journal called Asiatic Researcher
Asiatic Society of Bengal, scholarly
society founded on Jan. 15, 1784, by Sir
William Jones, a British lawyer and
Orientalist, to encourage Oriental
studies. At its founding, Jones delivered
the first of a famous series of discourses.
Asiatic Society of Bengal headquarters,
Kolkata, India.
13. ★ Earlier the educational system of India was traditional . there were
pathshalas, Madrasas and Maktabs , where most religious education
was given.
★ There were no effort to upgrade the education and make it modern .
★ There was no awareness of education taking place in other parts of
world.
★ Certain groups of society wanted to make a change and they needed a
fundamentally different kind of education .
14. The reasons behind the want of certain groups to have fundamental changes in education
was :-
1. The Christian Missionary - the Christian Missionary is believed that modern education
would change the fate of Indians in their own religion and they would turn
Christianity
1. Indian social reformers - Indian social reformers like Raja Ram Mohan Roy Firmly
believed the eradication of social evils like Sati child marriage etc would only be possible by
means of modern education
1. The commercial mercantile class - the commercial and mercantile class expected to
expand the market for British goods through modern educated Indians
1. The British government - British government realise the need for introducing modern
English education
16. The realization three reasons behind it that were :-
1. Educated and qualified Indians would be in asset for civil and
judicial administration .
1. Employing a dedicated instance would bring down the coast of
Administration and insured loyalty of Indians to British Raj .
1. Modern education would reconcile the people of India to the
british rule and people would become the admirers of British
conquers and their administration would glorify .
19. They were two important developments in the field of education -
1. The Charter act of 1813 incorporated the principle of encouraging learned
Indians and promoting modern science in India this act also provided for an
annual sum of rupees 1 lakh to be sent it on spread of education thus beginning
was made in the field of education also a humble one
1. Elphinstone in his minutes of 18 23 recommended this establishment of schools
for teaching English and European science he proposed a school to be
established at Bombay where English could be taught and subjects like history ,
geography and Science could also be taught through English medium . In 1833
he set up a similar School at Poona in 1834 started the Elphinstone college at
Bombay
20. By this time demand for the study of English
had increased tremendously and English books
were also being sold in good numbers the
Christian missionaries in order to convert
people to their favourite also started many
educational institutions
21. Anglicist / orientalist
● The money allocated by the character charter act of 1813 remained unused 1823
● In the the meantime controversy regarding the medium of instruction arose the
controversy centred around the view whether medium of instruction should be
English , Arabic or Sanskrit
● The anglicists insisted that all instruction should be given through English medium
● Orientalist insisted on teaching through Oriental languages
● To settle the controversy the government appointed A committee, the issue was
settled by minute prepared by Lord Macaulay
22. LORD MACAULAY’S MINUTES
● Thomas babington Macaulay was the law member of governor
general William Bentinck executive Council
● William Bentinck believe that teaching English was an effective way
of civilizing people changing their taste value and culture he made
out a strong case for promotion of European literature and Science
among Indians
● Indian social reformers like a Raja Ram Mohan Roy also supported
his view point fully
23. ● Lord Macaulay intended to create a class which would
be Indian in blood but English in taste opinions moral
and intellect one by one the number of Government
schools began to grow
● Lord William Bentinck approved Macaulay minutes accordingly and
Act was passed in March 1835 this made English the medium of
instruction in schools and colleges it was also decided that all funds to
be spent on education would be spent on English education
25. ● Another important step in this direction was an
Official Announcement of 1844.
● It made a provision that in public employment
preference will be given only to those who were
educated in Western Science and were familiar with
English Language.
OFFICIAL ANNOUNCEMENT OF 1844
27. WOOD’S DESPATCH OF 1854
● Sir Charles Wood’s Despatch to the court of Directors of the
company was an important milestone in the history of
education.
● He put some fresh proposals before the court of Directors of
the Company.
● He condemned to develop a network of educational
institutions in the country.
● According to it, at least one school was to be opened in every
district.
● He also proposed to establish universities in India.
28. In accordance with Sir Charles Wood’s Despatch:
1. Educational departments were set up in every
Province in order to exercise control over all matters
regarding education.
1. Universities were set up in the Presidency towns of
Calcutta, Bombay and Madras in 1857 on the model
of the London University.
1. Attempts were also made to bring about changes in
the system of school education.
29. Following were the ill effects of English education on the educational
system of India:-
1. Lack of funds.
Mass education and education at primary level suffered the most.
As a result 4 out of 5 indian villages were without primary schools and
3 out 4 children had no facility of education.
1. Common people could not benefit from the spread of education.
1. Education of girls was totally neglected.
30. 4. Scientific and technical education.
Only three medical colleges were set up and there too admission was
restricted for the europeans.
5. Benefits of education remained confined only to the middle and the
upper classes.
The main purpose of the promoters of english education was to make
the habits and thinking style of the indians as of english.
31. Just not the British officials but also the enlightened Indians
were also planning to educate the Indians irrespective of that
whether they belonged to the ruling class ,social reformers, or
whether they are intellectuals.
Thinkers from different parts of the country urged
Government to open more schools ,colleges and universities.
Raja Rammohan Roy, Rabindranath Tagore, Lala
Lajpat Rai and Mahatma Gandhi- played an important
role in the spread of education.
32. The leaders of the freedom movement formed a National Council of
Education to protest against the government for the control over
education in the early years of twentieth century.
They set up national schools and national colleges.
Later they established:-
Vidyapeeths at Banaras and Ahemdabad.
Jamia Millia Islamia School at Alligarh.
33. RABINDRANATH TAGORE
1. As a child, he hated going to school.
2. On growing up, he wanted to establish a school where
children could be happy, free and creative and were able
to explore their own thoughts and desires.
3. Accordingly he established Shantiniketan.
4. It was really an abode of peace where children could live
in harmony with the nature and could develop their
natural creativity.
34.
35. MAHATMA GANDHI
1. He was against colonial education.
2. He thought that it destroyed Indian’s pride in their own
culture as it made them see western civilisation superior.
3. He wanted such an education that could help Indians
recover their sense of dignity and self-respect.
4. Regarding the medium of teaching,Mahatma Gandhi
strongly believed that education in English had
crippled Indians.
36. 5. The English educated Indians would despise local culture would
not be able to understand how to relate to the masses.
6. He strongly felt that Indian languages should be the medium
of education.
7. The purpose of Mahatma Gandhi, was to develop a person’s
mind and soul.
8. He believed that people should work with their hands, learn a
craft, and know how different equipments are operated which would
develop their mind and capacity to understand.
9. He established schools under his new teaching scheme, which was
known as Nai Taleem.
37. As the nationalist sentiments spread, other thinkers and leaders also
started thinking about a system of national education which would
be radically different from that established by the British.
They understood that an illiterate and ignorant nation could never
make any progress.
As a result they demanded free and compulsory
education for the children in the age group
of 6 to 10. One such leader was
Gopal Krishna Gokhale
38. As a result to swadeshi movement started against the partition of
Bengal, British school and colleges were boycotted.
British schools were also boycotted during the Non-Cooperation
Movement under Mahatma Gandhi’s leadership. As a result number
of swadeshi schools and vidyapeeths were established.
After the independence in 1947, only 24 per cent of males and 7
per cent of females were literate.
39. CONCLUSION
The British had imposed their language on the Indians for the sake of their own
benefit but this proved a blessing in disguise for the Indians.
It is through education that they could study their past and establish their future.
It is through english education that they could study the works and views of
Rousseau, Voltaire, J.S. Mill and other philosphers and thinkers.
It was due to western education that Indians could communicate with others and
also helped them plan a common programme against the British.