Macaulay's Minutes of 1835
•
9 likes•15,903 views
Macaulay's Minute of 1835 recommended making English the medium of instruction in Indian education. It argued that English was the language of the ruling class, key to modern knowledge, and would spark a renaissance in India. It also recommended replacing traditional Indian literature with European literature in educational institutions and converting regional schools to English-medium education. The report believed the upper classes would emulate this education and pass knowledge to lower classes.
Report
Share
Report
Share
Download to read offline
Recommended
WOOD'S DESPATCH 1854
This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
Wood's despatch 1854
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
Macaulay minuts.pptx
This document summarizes Macaulay's Minutes from 1835, which outlined a new education policy for British India. It discusses Macaulay's recommendations to focus education on Western knowledge and use English as the medium of instruction. Specifically, it notes that Macaulay argued that Eastern literature was worthless, Western knowledge was important, and Indian languages were not suitable for teaching science and technology. The document also lists the merits of Macaulay's policy as establishing a clear education policy and purpose focused on English schools, as well as its demerits, which included neglecting other Indian languages, mass education, and vernacular languages.
Wood dispatch
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.
Machauley Minutes Pre Independence.pdf
This document discusses Lord Macaulay's Minute on Indian Education from 1835. It summarizes that Macaulay was appointed to a committee on education spending and policy by the British Governor General. Macaulay submitted a report arguing that Western knowledge and English were more important than Eastern/Oriental knowledge. As a result, the British education policy focused funds and resources on English education, publishing, and the promotion of Western science over Oriental literature. The Macaulay Minute had both immediate and long term impacts, including establishing English as the official language, beginning the English education system in India, and exposing India to Western knowledge while also dominating the language.
Hunter comission
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.
Sargent report
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.
Macaulay
Macaulay was appointed as the first Law Member of the Governor-General's Council in India in 1834. He convinced the Governor-General to adopt English as the medium of instruction in higher education starting in the sixth year of schooling, rather than Sanskrit or Persian which were previously used. Macaulay wanted to educate Indians through their mother tongue by incorporating English to enrich Indian languages so they could express European scientific, historical, and literary concepts. He viewed local languages as poor and their body of writing as not comparable to English scholarship, stating historical information in all Sanskrit books was less valuable than basic textbooks in England.
Recommended
WOOD'S DESPATCH 1854
This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
Wood's despatch 1854
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
Macaulay minuts.pptx
This document summarizes Macaulay's Minutes from 1835, which outlined a new education policy for British India. It discusses Macaulay's recommendations to focus education on Western knowledge and use English as the medium of instruction. Specifically, it notes that Macaulay argued that Eastern literature was worthless, Western knowledge was important, and Indian languages were not suitable for teaching science and technology. The document also lists the merits of Macaulay's policy as establishing a clear education policy and purpose focused on English schools, as well as its demerits, which included neglecting other Indian languages, mass education, and vernacular languages.
Wood dispatch
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.
Machauley Minutes Pre Independence.pdf
This document discusses Lord Macaulay's Minute on Indian Education from 1835. It summarizes that Macaulay was appointed to a committee on education spending and policy by the British Governor General. Macaulay submitted a report arguing that Western knowledge and English were more important than Eastern/Oriental knowledge. As a result, the British education policy focused funds and resources on English education, publishing, and the promotion of Western science over Oriental literature. The Macaulay Minute had both immediate and long term impacts, including establishing English as the official language, beginning the English education system in India, and exposing India to Western knowledge while also dominating the language.
Hunter comission
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.
Sargent report
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.
Macaulay
Macaulay was appointed as the first Law Member of the Governor-General's Council in India in 1834. He convinced the Governor-General to adopt English as the medium of instruction in higher education starting in the sixth year of schooling, rather than Sanskrit or Persian which were previously used. Macaulay wanted to educate Indians through their mother tongue by incorporating English to enrich Indian languages so they could express European scientific, historical, and literary concepts. He viewed local languages as poor and their body of writing as not comparable to English scholarship, stating historical information in all Sanskrit books was less valuable than basic textbooks in England.
Hunter commission 1882-1883
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.
Radhakrishnan commision
The University Education Commission of 1948-49 was chaired by Dr. Sarvapalli Radhakrishnan and made recommendations to reform and improve university education in India. The commission traveled across India collecting data through questionnaires. Its major recommendations included increasing the admission requirement to universities to after intermediate exams, introducing a three year bachelor's degree program, improving teaching standards and methods, reforming examinations, emphasizing moral and religious education, using local languages as mediums of instruction, establishing the University Grants Commission, prioritizing teacher training, and expanding access to women's education.
Kothari commission 1964 - 66
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, submitted recommendations to the Indian government on developing education at all levels. The commission's report emphasized linking education to national development, productivity, social/national integration, modernization, and democratic/spiritual values. It recommended major reforms to India's educational structure, including a 10-year period of general education, improved teacher training programs, and increased focus on science, vocational education, and adult literacy. While impactful, some of the commission's views on language instruction and the position of school heads generated controversy.
Secondary Eucation Commission (1952 53)
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 university education commission (1948 49)
It is the first education commission in independent India, to study the problems of university education in India.
Education in pre independence
Its. about education in pre-independent India. This content might be helpful for postgraduate nursing students and others.
1813 a turnig point in indian education
The document discusses the development of the education system in India following the Charter Act of 1813. Some key points:
1) The Act allotted Rs. 100,000 annually for education revival in India and allowed Christian missionaries, leading to expansion of schools.
2) It sparked debate between Orientalists, who favored traditional Indian education, and Anglicists, who advocated Western-style schools using English.
3) In 1835, the Anglicist view was accepted, and many schools adopting the Western model were established across India.
4) Other individuals and organizations also started schools, improving literacy though the medium of instruction remained controversial.
Recommendations of Kothari Commission
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.
SOCIAL DIVERSITY
The document discusses social diversity in India. It notes that India has significant diversity in terms of caste, religion, language, and region. Some of the key aspects of social diversity in India include its linguistic diversity, with over 3000 languages spoken, and its religious diversity, with Hindus making up 80% of the population and other faiths also present. The education system in India aims to promote understanding of social diversity and national integration, through teaching history, celebrating common festivals, and establishing a shared curriculum.
Medevial or muslim period of education
1. During the Muslim period of education in India, education was considered synonymous with religious instruction and the imparting of Islamic knowledge and values.
2. The primary centers of education were maktabs for basic education and madrasas for higher education, where students were provided with food, clothing, and other necessities free of cost.
3. The aim of education was to spread Islamic culture and religion by teaching subjects like Arabic, Persian, Islamic literature and law, with a focus on memorizing verses from the Quran.
Gokhle bill (1912)
Gokhale was a nationalist leader who introduced resolutions in 1910 and bills in 1911-1912 to make primary education free and compulsory in India. While some progress was made by establishing an education department and appointing a secretary, the bills were ultimately defeated due to lack of support from local governments and bodies. However, Gokhale's efforts helped raise awareness about mass education and lay the groundwork for its future development in India.
Education and British Rule
Education and British Rule . Prepared with Class 8 Social Science book as source. It is prepared by Karanveer Singh Sandhu ( kvssandhu@live.in ).
Secondary Education Commission(1952-1954) Mudaliar 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.
Indian Education during British period.pptx
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.
Wardha Scheme of Basic Education
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.
Education in the post independence period
- 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]
Hartog committee (1929)
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.
Father of fducation in india -THOMAS BABINGTON MACAULAY
you will see in this ppt how macauly changed the whole eduacation system of india. and leave INDIA with the bogus education system of britain.
Indian University Commission 1902
Indian University Commission 1902- Indian University Act of 1904- Contributions of Lord Curzon to Indian Education-Shimla Educational Conference and After Effects- The First University Act in Indian History-
Secondary Education Commission (Mudaliar commission) 1952-53
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
Macaulay’s Minute and Bentick’s Resolution 1835.pptx
Discover the historical significance of the Bentick's Resolution and Macaulay's Minute by watching this informative Power Point Presentation. Discover how Lord Macaulay's educational reforms and Lord Bentinck's resolutions shaped India's socio-cultural landscape and how important they were. Explore the nuances of these historical records, looking at their consequences and enduring impact. Come along on a historical voyage with us as we reveal the stories behind these significant junctures in India's past. This thorough presentation will help you comprehend the colonial era and its lasting effects on a deeper level. Perfect for anyone interested in learning more about India's rich historical legacy, educators, or history enthusiasts
Education under british rule
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
More Related Content
What's hot
Hunter commission 1882-1883
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.
Radhakrishnan commision
The University Education Commission of 1948-49 was chaired by Dr. Sarvapalli Radhakrishnan and made recommendations to reform and improve university education in India. The commission traveled across India collecting data through questionnaires. Its major recommendations included increasing the admission requirement to universities to after intermediate exams, introducing a three year bachelor's degree program, improving teaching standards and methods, reforming examinations, emphasizing moral and religious education, using local languages as mediums of instruction, establishing the University Grants Commission, prioritizing teacher training, and expanding access to women's education.
Kothari commission 1964 - 66
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, submitted recommendations to the Indian government on developing education at all levels. The commission's report emphasized linking education to national development, productivity, social/national integration, modernization, and democratic/spiritual values. It recommended major reforms to India's educational structure, including a 10-year period of general education, improved teacher training programs, and increased focus on science, vocational education, and adult literacy. While impactful, some of the commission's views on language instruction and the position of school heads generated controversy.
Secondary Eucation Commission (1952 53)
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 university education commission (1948 49)
It is the first education commission in independent India, to study the problems of university education in India.
Education in pre independence
Its. about education in pre-independent India. This content might be helpful for postgraduate nursing students and others.
1813 a turnig point in indian education
The document discusses the development of the education system in India following the Charter Act of 1813. Some key points:
1) The Act allotted Rs. 100,000 annually for education revival in India and allowed Christian missionaries, leading to expansion of schools.
2) It sparked debate between Orientalists, who favored traditional Indian education, and Anglicists, who advocated Western-style schools using English.
3) In 1835, the Anglicist view was accepted, and many schools adopting the Western model were established across India.
4) Other individuals and organizations also started schools, improving literacy though the medium of instruction remained controversial.
Recommendations of Kothari Commission
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.
SOCIAL DIVERSITY
The document discusses social diversity in India. It notes that India has significant diversity in terms of caste, religion, language, and region. Some of the key aspects of social diversity in India include its linguistic diversity, with over 3000 languages spoken, and its religious diversity, with Hindus making up 80% of the population and other faiths also present. The education system in India aims to promote understanding of social diversity and national integration, through teaching history, celebrating common festivals, and establishing a shared curriculum.
Medevial or muslim period of education
1. During the Muslim period of education in India, education was considered synonymous with religious instruction and the imparting of Islamic knowledge and values.
2. The primary centers of education were maktabs for basic education and madrasas for higher education, where students were provided with food, clothing, and other necessities free of cost.
3. The aim of education was to spread Islamic culture and religion by teaching subjects like Arabic, Persian, Islamic literature and law, with a focus on memorizing verses from the Quran.
Gokhle bill (1912)
Gokhale was a nationalist leader who introduced resolutions in 1910 and bills in 1911-1912 to make primary education free and compulsory in India. While some progress was made by establishing an education department and appointing a secretary, the bills were ultimately defeated due to lack of support from local governments and bodies. However, Gokhale's efforts helped raise awareness about mass education and lay the groundwork for its future development in India.
Education and British Rule
Education and British Rule . Prepared with Class 8 Social Science book as source. It is prepared by Karanveer Singh Sandhu ( kvssandhu@live.in ).
Secondary Education Commission(1952-1954) Mudaliar 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.
Indian Education during British period.pptx
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.
Wardha Scheme of Basic Education
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.
Education in the post independence period
- 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]
Hartog committee (1929)
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.
Father of fducation in india -THOMAS BABINGTON MACAULAY
you will see in this ppt how macauly changed the whole eduacation system of india. and leave INDIA with the bogus education system of britain.
Indian University Commission 1902
Indian University Commission 1902- Indian University Act of 1904- Contributions of Lord Curzon to Indian Education-Shimla Educational Conference and After Effects- The First University Act in Indian History-
Secondary Education Commission (Mudaliar commission) 1952-53
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
What's hot (20)
Secondary Education Commission(1952-1954) Mudaliar Commission
Secondary Education Commission(1952-1954) Mudaliar Commission
Father of fducation in india -THOMAS BABINGTON MACAULAY
Father of fducation in india -THOMAS BABINGTON MACAULAY
Secondary Education Commission (Mudaliar commission) 1952-53
Secondary Education Commission (Mudaliar commission) 1952-53
Similar to Macaulay's Minutes of 1835
Macaulay’s Minute and Bentick’s Resolution 1835.pptx
Discover the historical significance of the Bentick's Resolution and Macaulay's Minute by watching this informative Power Point Presentation. Discover how Lord Macaulay's educational reforms and Lord Bentinck's resolutions shaped India's socio-cultural landscape and how important they were. Explore the nuances of these historical records, looking at their consequences and enduring impact. Come along on a historical voyage with us as we reveal the stories behind these significant junctures in India's past. This thorough presentation will help you comprehend the colonial era and its lasting effects on a deeper level. Perfect for anyone interested in learning more about India's rich historical legacy, educators, or history enthusiasts
Education under british rule
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
Civilisiation the native and educating the nation
William Jones came to India in 1783 and learned several Indian languages including Sanskrit. He helped establish the Asiatic Society of Bengal to promote the study of Asian languages, literature, and culture. The Society published the journal Asiatick Researches. Jones and others recognized connections between Sanskrit and European languages. However, British officials like Macaulay later criticized teaching Indian languages and cultures, arguing it had no practical use. Macaulay's views influenced the 1835 English Education Act which made English the medium of instruction in higher education.
WOOD’S DESPATCH 1854.pptx
Wood's Despatch of 1854 was a comprehensive plan for expanding education in India that established several important policies. It recommended establishing an education department in each province, opening at least one government school in every district, and providing grants to private schools. It also suggested establishing universities in major cities based on the model of the University of London and promoting education for women. The Despatch aimed to spread both Western and Indian language education and establish teacher training institutions. It represented the first coherent policy for the education system in British India.
British education rule in India
when British put step in India they introduce their western education.Because they believe that people of India adapt their culture later on.
Teacher education
This document provides an overview of teacher education in India. It discusses that teacher education reaches teachers at all levels from pre-primary to tertiary education. It also notes that teacher education has three pillars - teaching skills, pedagogical theory, and professional skills. The document then reviews the history of teacher education in India from ancient to modern times, highlighting developments under different rulers and periods. It examines the reforms brought during British rule, including the establishment of normal schools for teacher training.
INNOVATIONS OR DEVEPOLMENT OF EDUCATION SYSTEM IN INDIA.pptx
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.
Similar to Macaulay's Minutes of 1835 (7)
Macaulay’s Minute and Bentick’s Resolution 1835.pptx
Macaulay’s Minute and Bentick’s Resolution 1835.pptx
INNOVATIONS OR DEVEPOLMENT OF EDUCATION SYSTEM IN INDIA.pptx
INNOVATIONS OR DEVEPOLMENT OF EDUCATION SYSTEM IN INDIA.pptx
More from Hathib KK
HARMONIOUS LIVING IN A DIVERSIFIED SOCIETY: OBSTACLES AND MESURES TO OVERCOME...
What is a diversified society? What do you mean by positive diversity? How can you make diversity positive? What can we do for promoting harmonious living in a diversified society? Classroom and Diversity. Teacher and Diversity.
PRACTICE & IMPLEMENTATION of LAC.pdf
It is a presentation on the practice and implementation of LAC in Educational Institutions. It explains how LAC can be implemented effectively in educational institutions. It also mentions the role of different stakeholders in the implementation of LAC.
Recent Educational Developments in Kerala.pdf
A short PPT presentation which makes a glance at the recent educational developments in Kerala, the southern state in India. Kerala model Education-. Educational equalization in Kerala. New educational provisions in Kerala
RUSA: Rashtriya Uchchatar Shiksha Abhiyan.pdf
It is an exclusive presentation on RUSA i.e. Rashtriya Uchchatar Shiksha Abhiyan. What is RUSA? What are the objectives of RUSA?What are the functions of RUSA?
Sadler commission
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.
Sadler Commission Report (Calcutta University Commission Report)
The Sadler Commission of 1917 was appointed to address ongoing problems with university education in India that were not resolved by a prior commission in 1902. In addition to examining university education, the Sadler Commission provided recommendations for secondary education as it recognized the impact of secondary schooling on higher education. Some of its major recommendations included establishing boards of education at the provincial level, introducing an intermediate stage between school and university, and expanding access to education for women and Muslims.
Hunter Commission Report: The First Education Commission in Indian Histroy
Hunter Commission of 1882- The First Education Commission in Indian History- Recommendations of Hunter Commission-Contributions of Hunter Commission to Indian Education-
Vedic Education: aims, curriculum, methodology, system of education, upanayan...
Vedic Education-Education During Vedic Age in India- Education and Vedic Age- Upanayana Ceremony- Aims of Education During Vedic Age in India-Curriculum of Vedic Education in India-Social Stratification in India
Education as a system
Education is a tri-polar system of Teacher, Learner and Learning Environment- Teacher means-the administrative part and management part .i.e. Administrative committee, head of the institution, teachers, non-teaching staff- Learner means learner and related aspects- Learning environment means school atmosphere, home atmosphere and social atmosphere
Industrialization and Education: A glance
What is industrialization? What are the aims of education in an industrialized society? What are the educational implications of Industrialization? What are the purposes of education in an industrialized society? Impact of industrialization on education. Positive aspects of industrialization. Negative aspects of industrialization.
Vicarious Learning Theory or Observational Learning Theory or Social learning...
It is a Presentation on Vicarious Learning Theory of Dr. Bandura with the following Elements- What is Vicarious Learning theory or Observational Learning Theory or Social learning Theory?-What is modelling?- What are the different steps in Modelling or Mediation or Vicarious Learning?
Media and Education: A Close Review
This document discusses the role of different types of media in education. It begins by defining print media, electronic media, and online media. It then explains how media serves as an informal source of education by providing linguistic development, political knowledge, information on trends, and general knowledge. The document also describes how different media like print, radio, television, and online/social media can support scholastic development by enhancing reading habits, writing skills, general knowledge, and more. It provides examples of how each type of media facilitates learning and academic skills. In conclusion, the document emphasizes that media plays a vital role in both informal education and scholastic development.
Education as a system: A Glance
Education as a system- Educational Administration- Educational management- Educatioanal System- Factors behind educational system- Stake Holders in Education- Commitment of Techers
Communication PPT- Latest on Slideshare
Communication. Effective Communication. Elements in Communication. Sender in Communication. Receiver in Communication. Signal in Communication. Message in Communication. Channel in Communication. Medium in Communication
Islamic education in India : Salient Features
Islamic education in India. Education during Medieval period in India. Medieval Indian Education. Education during Mughal Period in India. makthabs of medieval period in india
Buddhist Education: Salient Features
It is a beautiful presentation on Buddhist Educational System- Buddhist Education- Pubbaja -Upasampada- Four noble Truths-Ashtanga Margas- Eight Fold Paths-Sangha Vihara- Buddhist Monks-
Education in a Democratic Set Up: Aims , Curriculum and Methods of Teaching
Democracy and education- Educational changes on account of democracy- aims of education in democratic set up-democracy and educational aims-curriculum in a democratic set up- curriculum in a democratic society- democracy and teacher-
Role of family in the scholastic development of an individual
presentation of role of family in education- family as a motivational factor in education - academic development of an individual
Child, child rights, child labor and Education
Education and Child-Education and Child Rights-Education and Child Labor-UNCRC and Education-CRC and Education- Constitution and child rights- Child Labor Acts in India
Alternative schools: Meaning, Aims and Instances
A presentation on Alternative Schools-Aims of Alternative Schools- Examples of Alternative Schools-Kanavu-Sarang-Anand Niketan-De-schoolin and alternative schools- Movement Against traditional schooling
More from Hathib KK (20)
HARMONIOUS LIVING IN A DIVERSIFIED SOCIETY: OBSTACLES AND MESURES TO OVERCOME...
HARMONIOUS LIVING IN A DIVERSIFIED SOCIETY: OBSTACLES AND MESURES TO OVERCOME...
Sadler Commission Report (Calcutta University Commission Report)
Sadler Commission Report (Calcutta University Commission Report)
Hunter Commission Report: The First Education Commission in Indian Histroy
Hunter Commission Report: The First Education Commission in Indian Histroy
Vedic Education: aims, curriculum, methodology, system of education, upanayan...
Vedic Education: aims, curriculum, methodology, system of education, upanayan...
Vicarious Learning Theory or Observational Learning Theory or Social learning...
Vicarious Learning Theory or Observational Learning Theory or Social learning...
Education in a Democratic Set Up: Aims , Curriculum and Methods of Teaching
Education in a Democratic Set Up: Aims , Curriculum and Methods of Teaching
Role of family in the scholastic development of an individual
Role of family in the scholastic development of an individual
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdNatural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcclinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Macaulay's Minutes of 1835
- 1. Macaulay’s Minute of 1835
- 2. Background Macaulay’s Minute of 1835 As the Oriental- Occidental Controversy darkened the whole educational scenario of the time, William Bentinck, the then Governor General of the company assigned Mr. Macaulay, the law member of the Governor general’s council, the duty of submitting a strategy for solving the problem. As a result, Mr. Macaulay submitted his report in 1835, which is known as ‘ Macaulay’s Minutes’
- 3. Major Recommendations Macaulay’s Minute of 1835 1 English should be the medium of instruction at all the levels of education It is the Key to Modern Knowledge It is the Language of Ruling Class It would fetch renaissance in India Indians are eager to learn English
- 4. Major Recommendations Macaulay’s Minute of 1835 2 European Literature should be taught at educational institutions. A single shelf of a good European library worths the whole native literature of India and Arabia
- 5. Major Recommendations Macaulay’s Minute of 1835 3 All regional institutions should be converted into English Education Grants given to such institutions can be utilized for the spreading of English in India
- 6. Major Recommendations Macaulay’s Minute of 1835 4 Downward Filtration Theory There is no need for educating the mass, but by educating the upper class, it will be filtered down to the lower class people, as it is the human tendency that the common folk always try to imitate the people of higher status
- 7. Merits Demerits Commencement of English Education Introduction of European Literature Introduction of Modern system Commencement of Science education Window to Democratic Ideas Awareness of Concepts like Nationalism Added Extra Fuel to the Burning Fire Neglected Regional Languages Neglected Indigenous Systems Neglected Eastern Literature Focused on Producing Clerks Severely Condemned the Native Literature and Culture