Hunter Commission of 1882- The First Education Commission in Indian History- Recommendations of Hunter Commission-Contributions of Hunter Commission to Indian Education-
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 Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
The Sargent Report of 1944 proposed a comprehensive scheme for educational reform in India with the aims of reorganizing the entire education system, expanding education access to all areas of the country, and improving teacher training. It suggested eight stages of reforms over 40 years with a total budget of Rs. 313 crores. Key recommendations included compulsory primary education, expansion of secondary and vocational education, improved teacher salaries and training, and special schools for disabled students. However, critics argued it was not tailored to India's conditions and did not adequately address issues like women's education and rural access.
This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
The Wardha Scheme of Education, also known as Basic Education, was the first attempt by Mahatma Gandhi to develop an indigenous education system for India under British rule. It emphasized learning through practical activities and handicrafts rather than rote learning. Some key principles included making education free and compulsory up to age 7, using the local language as the medium of instruction, and incorporating basic crafts into the curriculum. The goal was to design an education system better suited to meet India's socio-economic needs.
The Hunter Commission was appointed in 1882 by Lord Ripon to investigate the status of education in British India and make recommendations. It was headed by Sir William Wilson Hunter. The commission found that primary education was lagging, so it recommended increasing funding from provincial revenues. It also suggested handing over elementary schools to local boards. For secondary education, the commission recommended expanding grant-in-aid programs for private schools. Most significantly, the commission's recommendations led to major expansion and reduction of British influence in India's elementary education system in the following decades.
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 Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
The Sargent Report of 1944 proposed a comprehensive scheme for educational reform in India with the aims of reorganizing the entire education system, expanding education access to all areas of the country, and improving teacher training. It suggested eight stages of reforms over 40 years with a total budget of Rs. 313 crores. Key recommendations included compulsory primary education, expansion of secondary and vocational education, improved teacher salaries and training, and special schools for disabled students. However, critics argued it was not tailored to India's conditions and did not adequately address issues like women's education and rural access.
This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
The Wardha Scheme of Education, also known as Basic Education, was the first attempt by Mahatma Gandhi to develop an indigenous education system for India under British rule. It emphasized learning through practical activities and handicrafts rather than rote learning. Some key principles included making education free and compulsory up to age 7, using the local language as the medium of instruction, and incorporating basic crafts into the curriculum. The goal was to design an education system better suited to meet India's socio-economic needs.
The Hunter Commission was appointed in 1882 by Lord Ripon to investigate the status of education in British India and make recommendations. It was headed by Sir William Wilson Hunter. The commission found that primary education was lagging, so it recommended increasing funding from provincial revenues. It also suggested handing over elementary schools to local boards. For secondary education, the commission recommended expanding grant-in-aid programs for private schools. Most significantly, the commission's recommendations led to major expansion and reduction of British influence in India's elementary education system in the following decades.
The Sadler Commission of 1917 was appointed to address ongoing problems with university education in India after the 1902 University Education Commission failed to fully resolve the issues. The Sadler Commission submitted a comprehensive report that included recommendations for both secondary and higher education. It recommended establishing intermediate education between matriculation and university education, using local languages as the medium of instruction, diversifying curriculums, and increasing funding for secondary education.
The Hartog Committee (1929) was chaired by Sir Philip Joseph Hartog and focused on two key issues in Indian education - quality of education and rapid expansion of the system. The committee recommended prioritizing primary education and expanding access through compulsion. It suggested diverting average students to vocational courses after 8th standard while only the deserving continue to high school. The committee also emphasized improving teacher training, pay and working conditions. However, its recommendations could not be fully implemented due to the economic depression of the 1930s.
The document discusses the University Education Commission of 1948-1949, also known as the Radhakrishnan Commission. It was chaired by Dr. Sarvepalli Radhakrishnan and aimed to improve university education in independent India. Some key recommendations included establishing the aims of university education, improving teaching standards, adopting regional languages as mediums of instruction, introducing religious studies and co-curricular activities, establishing rural universities, and reforming the examination system. The commission sought to modernize and expand India's university system in a way that balanced oriental and occidental cultural influences.
The Secondary Education Commission of 1952-1953 made several major recommendations, including installing higher secondary education with diversified courses, emphasizing vocational guidance and improving teaching methods. It recommended teaching in mother tongues while also promoting national languages. It sought to improve teachers' status through better pay and benefits. The commission aimed to reform secondary education to produce ideal citizens and develop human virtues through a more well-rounded, activity-based curriculum.
The Wood Dispatch of 1854, sent by British politician Charles Wood, was the first comprehensive plan for expanding education in India. It tasked the government of India with assuming responsibility for educating the masses through an educational hierarchy consisting of vernacular primary schools, secondary schools teaching in English and Indian languages, and universities in major cities based on the model of London University. Some key recommendations included establishing education departments in each province, providing grants to private schools, and using local languages as the medium of instruction in primary schools.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
The Hunter Commission of 1882 was appointed by Lord Rippon to examine the state of education in British India and make recommendations. It was chaired by William Wilson Hunter and had 20 members including Indian educationists. The commission's objectives were to review previous policies, assess elementary education, and evaluate missionary schools. Key recommendations included using local languages as the medium of instruction, establishing model schools, diversifying curriculums, training teachers, and emphasizing education for disadvantaged groups like Muslims and Harijans. The Hunter Commission is considered a landmark in Indian education as it comprehensively assessed the system and laid the foundations for modern primary education.
Radhakrishnan Commission / University Education CommissionDr Rajnikant Dodiya
The University Education Commission, chaired by Dr. Sarvepalli Radhakrishnan, was the first education commission of independent India established in 1948. It aimed to reconstruct university education to support socio-economic development. The commission recommended reforms such as establishing the UGC, improving teaching quality, increasing research facilities, promoting professional education, and emphasizing rural universities and women's education. The commission's report provided a framework to develop India's university system after independence.
The Calcutta University Commission (1917-1919)New microsoft power point pres...MoriomAkterEla
The Calcutta University Commission (1917-1919), also known as the Sadler Commission, was appointed by the government of India under the chairmanship of Michael Sadler. The commission submitted a 13-volume report after 17 months surveying educational problems. Key recommendations included establishing intermediate colleges providing instruction in various subjects as the dividing line between university and secondary education, creating a Board of Secondary and Intermediate Education in each province, and developing the Calcutta University as a real teaching university while establishing a new unitary residential teaching university in Dacca. The report also recommended expanding women's education, technical/vocational education, and teacher training.
The document summarizes the key aspects of the Secondary Education Commission of 1952-1953 in India. The commission was chaired by Dr. A. Lakshmanaswami Mudaliar and aimed to examine problems in secondary education and its relationship to primary and higher education. Its major recommendations included defining the aims of secondary education as producing ideal citizens, developing skills for earning a livelihood, fostering leadership qualities, and cultivating human virtues. It also recommended making secondary education last 7 years, using the local language as the medium of instruction, introducing English/Hindi later, including various subjects in the curriculum, modernizing textbooks, offering vocational courses, reducing examinations, and establishing a Board of Secondary Education.
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
Indian Education during British period.pptxaleena568026
During British rule in India, education underwent four main periods of development:
1) The East India Company period focused on English education to strengthen British control and fill administrative roles.
2) Controversies emerged between those supporting traditional Oriental education versus the Anglicists promoting English. Macaulay's 1835 Minutes supported replacing Oriental learning with English education.
3) Formal policies were established, including Wood's 1854 Dispatch establishing an education system. Commissions like Hunter (1882) and Sadler (1919) made recommendations.
4) Provincial autonomy began in 1921, with committees like Hartog (1929) and Sargent (1944) envisioning expanded primary education.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The document outlines the key aspects of curriculum, medium of instruction, educational institutions, and other topics addressed in the Wood's Despatch of 1854 for the Indian education system. It recommended giving a special place to oriental languages and literature as well as western knowledge and science in the curriculum. It also suggested establishing primary education in native and English languages, and higher education in English. It advocated for establishing different levels of educational institutions including universities and vocational schools.
The Indian University Commission was appointed in 1902 by Lord Curzon to investigate and make recommendations about the future of universities in India. The commission recommended establishing new universities and reorganizing existing ones. It suggested reforms to university governance structures, affiliations with colleges, curriculum, examinations, facilities, and scholarships. As a result, the Indian University Act of 1904 was passed, which centralized some university administration but was also criticized for increasing government control over institutions of higher education.
The University Education Commission (1948-49)salmaanmushtaq
The University Education Commission (1948-49) was the first education commission of independent India, chaired by Dr. S. Radhakrishnan. The commission studied problems in university education and suggested improvements, noting that reconstruction of universities was essential for India's socioeconomic development. The commission recommended that universities consider India's new sociopolitical scenario and train students for leadership, social efficiency, knowledge, and higher values. It also suggested reforms to improve teacher quality and professional education programs.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
The document traces the history of teacher education in India from ancient to British periods. In ancient India, meritorious senior students called "pattacharyas" would assist teachers and take charge of teaching when teachers were absent. During the British period, educational boards first recognized the need for teacher training and established some initial training centers in the 1800s. Over subsequent decades, the British gradually expanded the teacher training system across India, establishing more training schools and colleges and improving standards of teacher education. By the early 1900s, there was a growing network of training institutions across India with thousands of students receiving instruction in teaching methods and practical experience.
The Hunter Commission of 1882 was appointed by the Viceroy of India, Lord Ripon, to study and report on actions for developing education in response to complaints from Christian missionaries. The commission, chaired by William Hunter, recommended that primary education receive more funding and oversight by local councils. It also recommended the government withdraw from secondary education and encourage private organizations to provide both academic and vocational streams, while continuing aid for private colleges. The commission sought to encourage indigenous and Muslim education as well as support students studying abroad through scholarships. However, some recommendations like withdrawing government oversight from primary education and using a "payment by results" policy were later seen as failures.
Concise analysis of administration of Lord Ripon. Ripon was regarded as a liberal and well meaning viceroy by the Indians and they praised him for his generosity and liberal policies. Pt. Madan Mohan Malviya , a noted nationalist expressed,"Ripon was the greatest and most beloved viceroy whom India has known. Detailed analysis of his policies like:
Factory Act, 1881
Repeal of Vernacular Press act, 1882
Local self Government.
Land Revenue
Ilbert Bill Controversy(1883-1884).
The Sadler Commission of 1917 was appointed to address ongoing problems with university education in India after the 1902 University Education Commission failed to fully resolve the issues. The Sadler Commission submitted a comprehensive report that included recommendations for both secondary and higher education. It recommended establishing intermediate education between matriculation and university education, using local languages as the medium of instruction, diversifying curriculums, and increasing funding for secondary education.
The Hartog Committee (1929) was chaired by Sir Philip Joseph Hartog and focused on two key issues in Indian education - quality of education and rapid expansion of the system. The committee recommended prioritizing primary education and expanding access through compulsion. It suggested diverting average students to vocational courses after 8th standard while only the deserving continue to high school. The committee also emphasized improving teacher training, pay and working conditions. However, its recommendations could not be fully implemented due to the economic depression of the 1930s.
The document discusses the University Education Commission of 1948-1949, also known as the Radhakrishnan Commission. It was chaired by Dr. Sarvepalli Radhakrishnan and aimed to improve university education in independent India. Some key recommendations included establishing the aims of university education, improving teaching standards, adopting regional languages as mediums of instruction, introducing religious studies and co-curricular activities, establishing rural universities, and reforming the examination system. The commission sought to modernize and expand India's university system in a way that balanced oriental and occidental cultural influences.
The Secondary Education Commission of 1952-1953 made several major recommendations, including installing higher secondary education with diversified courses, emphasizing vocational guidance and improving teaching methods. It recommended teaching in mother tongues while also promoting national languages. It sought to improve teachers' status through better pay and benefits. The commission aimed to reform secondary education to produce ideal citizens and develop human virtues through a more well-rounded, activity-based curriculum.
The Wood Dispatch of 1854, sent by British politician Charles Wood, was the first comprehensive plan for expanding education in India. It tasked the government of India with assuming responsibility for educating the masses through an educational hierarchy consisting of vernacular primary schools, secondary schools teaching in English and Indian languages, and universities in major cities based on the model of London University. Some key recommendations included establishing education departments in each province, providing grants to private schools, and using local languages as the medium of instruction in primary schools.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
The Hunter Commission of 1882 was appointed by Lord Rippon to examine the state of education in British India and make recommendations. It was chaired by William Wilson Hunter and had 20 members including Indian educationists. The commission's objectives were to review previous policies, assess elementary education, and evaluate missionary schools. Key recommendations included using local languages as the medium of instruction, establishing model schools, diversifying curriculums, training teachers, and emphasizing education for disadvantaged groups like Muslims and Harijans. The Hunter Commission is considered a landmark in Indian education as it comprehensively assessed the system and laid the foundations for modern primary education.
Radhakrishnan Commission / University Education CommissionDr Rajnikant Dodiya
The University Education Commission, chaired by Dr. Sarvepalli Radhakrishnan, was the first education commission of independent India established in 1948. It aimed to reconstruct university education to support socio-economic development. The commission recommended reforms such as establishing the UGC, improving teaching quality, increasing research facilities, promoting professional education, and emphasizing rural universities and women's education. The commission's report provided a framework to develop India's university system after independence.
The Calcutta University Commission (1917-1919)New microsoft power point pres...MoriomAkterEla
The Calcutta University Commission (1917-1919), also known as the Sadler Commission, was appointed by the government of India under the chairmanship of Michael Sadler. The commission submitted a 13-volume report after 17 months surveying educational problems. Key recommendations included establishing intermediate colleges providing instruction in various subjects as the dividing line between university and secondary education, creating a Board of Secondary and Intermediate Education in each province, and developing the Calcutta University as a real teaching university while establishing a new unitary residential teaching university in Dacca. The report also recommended expanding women's education, technical/vocational education, and teacher training.
The document summarizes the key aspects of the Secondary Education Commission of 1952-1953 in India. The commission was chaired by Dr. A. Lakshmanaswami Mudaliar and aimed to examine problems in secondary education and its relationship to primary and higher education. Its major recommendations included defining the aims of secondary education as producing ideal citizens, developing skills for earning a livelihood, fostering leadership qualities, and cultivating human virtues. It also recommended making secondary education last 7 years, using the local language as the medium of instruction, introducing English/Hindi later, including various subjects in the curriculum, modernizing textbooks, offering vocational courses, reducing examinations, and establishing a Board of Secondary Education.
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
Indian Education during British period.pptxaleena568026
During British rule in India, education underwent four main periods of development:
1) The East India Company period focused on English education to strengthen British control and fill administrative roles.
2) Controversies emerged between those supporting traditional Oriental education versus the Anglicists promoting English. Macaulay's 1835 Minutes supported replacing Oriental learning with English education.
3) Formal policies were established, including Wood's 1854 Dispatch establishing an education system. Commissions like Hunter (1882) and Sadler (1919) made recommendations.
4) Provincial autonomy began in 1921, with committees like Hartog (1929) and Sargent (1944) envisioning expanded primary education.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The document outlines the key aspects of curriculum, medium of instruction, educational institutions, and other topics addressed in the Wood's Despatch of 1854 for the Indian education system. It recommended giving a special place to oriental languages and literature as well as western knowledge and science in the curriculum. It also suggested establishing primary education in native and English languages, and higher education in English. It advocated for establishing different levels of educational institutions including universities and vocational schools.
The Indian University Commission was appointed in 1902 by Lord Curzon to investigate and make recommendations about the future of universities in India. The commission recommended establishing new universities and reorganizing existing ones. It suggested reforms to university governance structures, affiliations with colleges, curriculum, examinations, facilities, and scholarships. As a result, the Indian University Act of 1904 was passed, which centralized some university administration but was also criticized for increasing government control over institutions of higher education.
The University Education Commission (1948-49)salmaanmushtaq
The University Education Commission (1948-49) was the first education commission of independent India, chaired by Dr. S. Radhakrishnan. The commission studied problems in university education and suggested improvements, noting that reconstruction of universities was essential for India's socioeconomic development. The commission recommended that universities consider India's new sociopolitical scenario and train students for leadership, social efficiency, knowledge, and higher values. It also suggested reforms to improve teacher quality and professional education programs.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
The document traces the history of teacher education in India from ancient to British periods. In ancient India, meritorious senior students called "pattacharyas" would assist teachers and take charge of teaching when teachers were absent. During the British period, educational boards first recognized the need for teacher training and established some initial training centers in the 1800s. Over subsequent decades, the British gradually expanded the teacher training system across India, establishing more training schools and colleges and improving standards of teacher education. By the early 1900s, there was a growing network of training institutions across India with thousands of students receiving instruction in teaching methods and practical experience.
The Hunter Commission of 1882 was appointed by the Viceroy of India, Lord Ripon, to study and report on actions for developing education in response to complaints from Christian missionaries. The commission, chaired by William Hunter, recommended that primary education receive more funding and oversight by local councils. It also recommended the government withdraw from secondary education and encourage private organizations to provide both academic and vocational streams, while continuing aid for private colleges. The commission sought to encourage indigenous and Muslim education as well as support students studying abroad through scholarships. However, some recommendations like withdrawing government oversight from primary education and using a "payment by results" policy were later seen as failures.
Concise analysis of administration of Lord Ripon. Ripon was regarded as a liberal and well meaning viceroy by the Indians and they praised him for his generosity and liberal policies. Pt. Madan Mohan Malviya , a noted nationalist expressed,"Ripon was the greatest and most beloved viceroy whom India has known. Detailed analysis of his policies like:
Factory Act, 1881
Repeal of Vernacular Press act, 1882
Local self Government.
Land Revenue
Ilbert Bill Controversy(1883-1884).
Education policies during british time, Deobund, aligarh, Nadva movementTayyabaMaher
This document discusses the major education policies implemented during British rule in India and their impacts, as well as the development of education policies in Pakistan after independence. It provides details on several important acts and committees that shaped education in India, such as the Charter Act of 1813, Macaulay's Education Policy of 1835, Wood's Despatch of 1854, and the Hunter Commission of 1882. It also examines the contributions of the Deoband, Aligarh, and Nadwa movements in developing education for Muslims during British rule. The objectives are for students to understand these education policies and moments and their significance.
Under British colonial rule in India, the education system underwent significant changes. Initially, the British allowed traditional Indian systems like Sanskrit pathshalas and madrasas to continue. However, over time they instituted policies to introduce Western-style education to create a class of subordinates to aid their administration. Major education policies and commissions transformed the medium of instruction to English and prioritized secular subjects over religious teachings. This disrupted traditional Indian education but also exposed Indians to modern science and ideas that contributed to the independence movement.
Indian education during british periodaleena568026
During British rule in India, education underwent four main periods of development:
1) The East India Company period focused on English education to strengthen British control and ignored Indian education.
2) Controversies emerged between those supporting traditional Oriental education (in Sanskrit, Arabic, etc.) versus the Anglicists who wanted to promote English education. Macaulay's 1835 Minutes supported replacing Oriental education with English education.
3) Educational policies were formed, starting with Wood's 1854 Dispatch establishing an education system. Commissions like Hunter (1882) and Sadler (1919) made recommendations to improve education.
4) Provincial autonomy began in 1921, with committees like Hartog (1929) and Sargent
INNOVATIONS OR DEVEPOLMENT OF EDUCATION SYSTEM IN INDIA.pptxvirengeeta
The document summarizes the history and development of education in India under British rule. It discusses how Christian missionaries established the first schools to spread their religion. It then outlines the various types of schools established by the Portuguese and Jesuits for primary, vocational, and higher education. The East India Company also sent Indians to England for education and established schools across India. Debates emerged around whether education should be in English or regional languages. Several committees were formed over time to evaluate and reform the education system, addressing issues like the medium of instruction, curriculum, funding, and increasing access.
The document summarizes engagement between civil society organizations (CSOs) and the World Bank in Cambodia. It discusses the emergence of Cambodian CSOs after 1992 and challenges they face from the government. It outlines World Bank assistance to Cambodia, including support for governance, infrastructure, health, education, and the private sector. It also describes World Bank programs that engage CSOs, like one to enhance social accountability and small grants for CSO projects. It recommends that CSOs be equal partners in World Bank efforts, participate in planning, and receive capacity building to effectively partner with the government.
This is a concept map created by my student of Open Elective at PG level. This kind of assignment would definitely help them to present the content in a different manner rather than writing information in a paper and submitting the same. This will develop different skills among them while creating Mind map.
This is the Abbot wood recommendation report for B.ed students.
Abbot and Wood invited in 1936 to advise the government on certain problems of Vocational education and submitted a report in 1937.
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
Ojt orientation program (main body)[empty]Jellie Enage
This document is an outline for a report on a company internship. It includes sections on the company profile with history and products/services, personal objectives, a daily journal, description of workplace departments, an analysis/conclusion section, an evaluation, and sections for certificates and grades. However, many of the sections are blank, as this appears to be a template and not a completed report.
Pre independent education commissions in indiakalpana singh
The document summarizes several important education commissions and committees in British India before independence in 1947. It provides details on the Charter Act of 1813, Macaulay Minute of 1834, Wood Despatch of 1854, Hunter Commission of 1882, Indian University Commission of 1902, Hartog Committee of 1928, and Wardha Scheme of Education/Basic Education of 1937. Key recommendations included establishing departments of education, expanding primary and secondary schools, establishing universities in major cities, and increasing the role of local governments and private institutions in education. The medium of instruction and curriculum were also areas addressed by several commissions.
- After gaining independence, India's education system began changing to focus on educating the masses and instilling patriotism. [1]
- The first two decades saw the establishment of education commissions to guide policy evolution and development. Key milestones included making elementary education free and compulsory up to age 14. [2]
- Since then, India has focused on improving literacy, expanding access to education at all levels, and developing vocational and technical education to meet the needs of an independent nation. National policies and initiatives like the Kothari Commission and Sarva Shiksha Abhiyan have guided education reforms. [3]
Essay On School Days Are The Best Days. Online assignment writing service.Christina Gomez
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if pleased. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
Pre and post independence educational commissions and policies.pptxPrafullal
The document discusses the evolution of higher education in post-independence India through various educational commissions and policies. It covers:
- Key commissions from the British period that shaped India's education system like Wood's Despatch (1854), Hunter Commission (1882), and Saddler Commission (1917).
- Post-independence commissions including Radhakrishnan Commission (1948), Mudaliar Commission (1952), Kothari Commission (1964-66) that focused on expanding access, national integration, and establishing the 10+2+3 system.
- National Education Policies of 1968, 1986, 1992 that aimed to reform, restructure and improve quality of education with goals of access,
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
Spm English Essay Format Informal LetterEmily Parrish
1. Reduce waste by eliminating single-use plastics and encouraging reusable water bottles and food containers. Install more recycling bins and signage about proper waste sorting.
2. Use renewable energy sources like solar panels and wind turbines to power parts of the festival grounds. This would lower emissions from diesel generators.
3. Incentivize the use of public transportation by offering discounted tickets to festival-goers who take trains or buses instead of driving. Provide bike rentals on site to further reduce vehicular traffic.
Wood's Despatch of 1854 established the framework for mass education in India by recommending the establishment of an Education Department in each province, universities in major cities, government schools in every district, and grants for private schools. It emphasized educating Indians in both English and their native languages, and expanding access to education for women. While it aimed to impart Western knowledge and develop practical skills, the government failed to fully implement its recommendations to make education accessible to all.
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2. As the Christian missionaries
in India forwarded a number
of complaints against the
existing policy, Lord Ripon,
the thenViceroy appointed
William Hunter as the
chairman of the commission
to study and submit a report
on the actions to be taken for
the development of
education. He submitted
report in 1882.
Background
Hunter Commission
Report of 1882
3. It is the First
Education
Commission in
Indian History
4. Backgro
und
Major
Recomme-
ndations
1
Primary education should
be given more attention,
and a part of the
provincial revenue should
be exclusively reserved for
the development of this
stage of education.The
district or municipal
council should have the
freedom to design the
curriculum and to
administer primary
educational institutions
Hunter Commission
Report of 1882
12. Positive Effects
The number of primary schools & secondary
schools were increased in great amount
The number of high schools also were increased.
Many new colleges were established.
New universities were established in Punjab and
Allahabad
13. Negative Effects
The provision given to local bodies to administer the primary
education hindered its progress.
‘The payment by result’ policy was a failure.
The withdrawal of govt. from the secondary stage of
education was also a failure. .
The Christian Missionaries felt insulted and disappointed.