INDIAN KNOWLEDGE SYSTEM

What is the meaning of the Indian Knowledge System?

The Bhartiya way is sustainable and strives for the welfare of all. We must regain

the comprehensive knowledge system of our heritage and demonstrate the ‘Indian

way’ of doing things to the world. This requires training generations of scholars who

will present and exemplify to the world a way of life so unique and peculiar to our

great civilization.

The NEP, 2020 recognizes this rich heritage of ancient and eternal Indian knowledge

and thought as a guiding principle. The Indian Knowledge Systems comprising Jnan,

Vignan, and Jeevan Darshan evolved from experience, observation,

experimentation, and rigorous analysis.

This tradition of validating and putting into practice has impacted our education,

arts, administration, law, justice, health, manufacturing, and commerce. This has

influenced Bharat's classical and other languages, which were transmitted through

textual, oral, and artistic traditions. “Knowledge of India” in this sense includes

knowledge from ancient India and, its successes and challenges, and a sense of

India’s future aspirations specific to education, health, environment, and all aspects

of life.

What are the objectives of the Indian Knowledge system?

The main objective of drawing from our past and integrating the Indian Knowledge

Systems is to ensure that our ancient systems of knowledge represented by an

unbroken tradition of knowledge transmission and providing a unique perspective

(Bhāratiya Drishti) is used to solve the current and emerging challenges of India

and the world.

What are the characteristics of the Indian Knowledge system?
Key aspects and characteristics of the Indian Knowledge System:

1. Ancient Origins: The Indian knowledge system has ancient origins dating back

to the Indus Valley Civilization and beyond. It has evolved over millennia through

the contributions of various cultures, societies, and religious traditions.

2. Spiritual and Philosophical Foundations: Indian knowledge is deeply

influenced by spiritual and philosophical thought. Concepts such as dharma

(righteousness), karma (action and its consequences), and moksha (liberation)

have shaped the understanding of life and the universe.

3. Sacred Texts: The Indian knowledge system has been preserved and

transmitted through a rich collection of sacred texts and scriptures. Prominent

among them are the Vedas, Upanishads, Bhagavad Gita, Ramayana, Mahabharata,

and various other religious and philosophical texts.

4. Holistic Approach: The Indian knowledge system takes a holistic view of life,

seeking to integrate physical, mental, emotional, and spiritual dimensions. It

emphasizes the interconnectedness of all aspects of existence.

5. Yoga and Meditation: Techniques like yoga and meditation have been integral

to the Indian knowledge system. They are seen as means to achieve

self-awareness, personal growth, and spiritual realization.

6. Ayurveda: Ayurveda, the ancient Indian system of medicine, is an essential part

of the Indian knowledge system. It focuses on holistic healing, balancing the body's

energies, and promoting well-being.

7. Mathematics and Science: India has made significant contributions to

mathematics, including the concept of zero and the decimal system, which have

had a profound impact on global scientific progress.

8. Arts and Culture: Indian knowledge is reflected in various art forms, such as

classical dance, music, literature, sculpture, and architecture, which are deeply

rooted in spiritual and cultural traditions.

9. Diversity: The Indian knowledge system is not monolithic but rather diverse,

with various regional, religious, and cultural traditions contributing to its richness.

Overall, the Indian knowledge system is a reflection of the deep-rooted intellectual

and spiritual heritage of the Indian subcontinent. It continues to be a source of

inspiration and exploration for people worldwide, as it offers profound insights into

the human condition, the universe, and the pursuit of wisdom and enlightenment.

Ancient Education System in India

The ancient education system in India, deeply rooted in its cultural and

philosophical heritage, is one of the oldest and most revered systems of education

in the world. Here's an overview:

○ Gurukul System: At the heart of ancient Indian education was the Gurukul

system, where students lived with their guru (teacher) in an ashram

(hermitage) or residential school. Gurukuls were usually situated in serene

natural surroundings, providing an ideal environment for learning and

spiritual growth.
○ Holistic Education: Ancient Indian education focused on holistic

development, encompassing physical, intellectual, emotional, and spiritual

aspects. Students received instruction not only in academic subjects like

mathematics, grammar, astronomy, and philosophy but also in practical skills,

ethics, morality, and character development.

○ Guru-Disciple Relationship: Central to the ancient Indian education

system was the profound bond between the guru and the disciple. The guru

was not merely a teacher but a spiritual guide and mentor who imparted

knowledge and wisdom while nurturing the moral and ethical values of the

student.

○ Oral Tradition: Education in ancient India was primarily oral, with

knowledge transmitted from teacher to student through dialogue, recitation,

and memorization. Texts were memorized verbatim, ensuring the

preservation and transmission of knowledge across generations.

○ Varied Curriculum: The curriculum in ancient Indian education was diverse

and comprehensive, covering a wide range of subjects such as Vedas,

Upanishads, Vedangas, mathematics, astronomy, medicine (Ayurveda),

ethics, philosophy, literature, and performing arts.

○ Importance of Self-Realization: Beyond academic knowledge, ancient

Indian education emphasized self-realization and spiritual enlightenment as

the ultimate goal of life. Students were encouraged to inquire into the nature

of reality, understand their place in the cosmos, and cultivate virtues like

compassion, truthfulness, and non-violence.

○ Social Mobility: Education in ancient India was not restricted to any

particular social class or gender. While the nobility and Brahmin class

received education in gurukuls, there were avenues for individuals from other
 social strata to access knowledge through informal means or specialized

schools.

○ Centers of Learning: Ancient India was home to renowned centers of

learning such as Takshashila, Nalanda, Vikramashila, and Ujjain, which

attracted scholars and students from different parts of the world. These

universities were hubs of intellectual discourse, research, and innovation.

○ Enduring Legacy: The legacy of ancient Indian education continues to

influence modern educational philosophies and practices, emphasizing the

importance of a well-rounded education that nurtures not only intellect but

also character, values, and spirituality.

Characteristics of Ancient Education

During the ancient period, the state government and the people did not interfere in

designing curriculum, payments of fees, regulation of teaching hours.

There was a strong bonding between teacher and student. Every student was

allotted with one teacher and more emphasis was given to the student-teacher

relationship, each student used to meet teachers personally to learn and gain

instructions from them.

During ancient times, royal families, as well as kings of states, used to donate their

wealth to improve the education system and quality. The syllabus was designed in

accordance with the demands of that era. At that time students used to leave their

houses and went to live with their gurus until their education was completed.

During the early Vedic period, women’s education was also given more emphasis.

The education focuses on the physical and mental development of students. The

course duration was about 10–12 years, as there were no books so students used

to memorize all things, memory played a crucial role during learning. The education
was imparted in forests away from cities and peoples to give students a pleasant

and silent environment of study.

Curriculum

Curriculum plays an essential role in the education system. It was dynamic and not

static; it was made up of different stages. The fundamental goal of building a good

curriculum was to develop students physically and mentally.

The curriculum consists of four Vedas, six vedangas, Upnishads, darshanas,

Puranas, Tarka Shastra. The six vedangas were Shiksha, Chhandas, Vyakarana,

Nirukta, Jyotisha, and Kalpawhile the darshanas were Nyaya, Baiseshika, Yoga,

Vedanta, Sankhya, Mimasa. Algebra, Geometry, and grammar were also given more

importance at that time. Panini was famous in the domain of grammar at that time.

The curriculum of the Buddhist system consists of pitakas, Abhidharma, and sutras.

Besides this medicine, Vedas were also given importance. Hindu learning was a part

of Buddhist learning, although more emphasis was given to Buddhist learning. Both

the systems were going hand in hand at that time.

The education was totally through orals and debates, and the exams were

conducted every year. The education system of the ancient period focused on

subjects like warfare, military, politics, religion.

Methods of learning

● The teachers at that time paid special focus to their students and teach them

according to their knowledge and skill level. Teaching was basically via orals

and debates, and the different methods were as follows:

● At that time books were not there, so students had the habit to learn and

memorize all the things taught in the class, and teachers also helped them in

memorizing.
 ● The students used to deep dive into the concepts taught by their teachers

and explore new methods to learn it.

● Listening, Contemplation, and concentrated contemplation were some new

methods of exploring the way of learning.

● The teachers used storytelling methods to teach the students.

● Students used to ask questions about the topics taught by the teachers and

these topics were discussed and then answered to the students.

● The education of that time mainly focused on practical knowledge of the

topics taught in the class.

● The students got plenty of knowledge through seminars and debates

conducted at frequent intervals.

Educational institutions
Gurukul was the hometown of teachers where students come after completing their

initiation ceremony and learn until the completion of their study.

The parishads or academies were the places of higher learning and education where

students learn through discussions and debates.

Goshti or conferences were the places where the kings of the states used to invite

scholars from every institute to meet and exchange their views.

Ashramas or hermitages were the other learning centers where students from

various parts of the country used to come and learn from saints and sages.

Vidyapeeth was the place of spiritual learning founded by great Acharya, Sri

Shankara in places like Sringeri, Kanchi, Dwarka, and Puri, etc.

Agraharas was an institution of Brahmins in villages where they used to teach.

Viharas were the educational institutions founded by Buddhists where the students

were taught the subjects related to Buddhism and philosophy.

Higher educational institutions

● Takshashila or Taxila: Takshashila was the famous center of learning,

including religion and teaching of Buddhism in ancient times. It was famous

for his higher education learning comprising of subjects like ancient

scriptures, law, medicine, sociology, astronomy, military science, and 18

silpas, etc. The well-known scholars from the university were great

grammarian Panini, he was an expert in his subject of grammar and

published his work on Ashtadhyayi, Chanakya who is skilled in statecraft both

studied here. Students from Kashi, Kosala, Magadha, and also from different

countries flocked into the university despite a long and arduous journey.

Takshashila was an ancient Indian city currently situated in north-western

Pakistan was the well-known center of learning and has been declared as an

archeological site and world heritage by the United Nations Educational,

Scientific, and Cultural Organization (UNESCO) in 1980.

● Nalanda: When Xuan Zang came to Nalanda it was called Nala, which was the

center of learning in many subjects. The students used to come here from

different parts of the country and the world to study here. Different subjects

were taught, including the Vedas, fine arts, medicine, mathematics, and

astronomy. Xuan Zang itself became the student of Yogashastra. Nalanda

which is currently situated in Rajgir, Bihar, India was also declared as a world

heritage site by UNESCO. The other famous institutes around ancient times

were Vallabhi, Vikramshila, Ujjain, and Benaras.

Medieval Education System In India

Education in medieval India was primarily based on two institutions - Madrasas and

Gurukuls. Madrasas were Islamic schools that were established during the 11th

century. They were mainly focused on teaching Arabic and Islamic law. These

schools were supported by Muslim rulers and wealthy merchants. Gurukuls, on the

other hand, were traditional Hindu schools that had existed since ancient times.

They were residential schools where students lived with their gurus (teachers) and

learned various subjects.

○ The curriculum in Madrasas included the study of the Quran, Hadith (sayings

of the Prophet), Arabic language, and Islamic law. Students were also taught

astronomy, mathematics, and medicine. In Gurukuls, the curriculum included

the study of the Vedas, Upanishads, and other Hindu scriptures. Students

were also taught Sanskrit, mathematics, astronomy, and philosophy.

○ Another important aspect of education in medieval india was free education.

Both Madrasas and Gurukuls were free of cost. However, students had to

follow strict rules and regulations. They had to lead a simple and disciplined

life and were expected to obey their teachers. The teaching methods in

Madrasas and Gurukuls were quite different. In Madrasas, students learn

through memorization and repetition. In Gurukuls, students learn through

oral recitation and discussions.

○ Madrasas and Gurukuls played an important role in the preservation and

spread of knowledge in medieval India. They produced many scholars and

intellectuals who contributed to the development of Indian culture and

civilization.

○ Education in medieval India was dominated by Madrasas and Gurukuls. These

institutions provided free education to students and produced many scholars

 and intellectuals. While the education system was mostly focused on religious

teachings, some subjects such as medicine, astronomy, and mathematics

were also taught.

Subjects Taught
In medieval India, the subjects taught were diverse. Education was mostly in

religious centres, madrasas, and gurukuls.

○ The focus was on religious texts, philosophy, and mathematics. The Vedas,

Upanishads, and Puranas were the primary religious texts taught. Sanskrit

was the primary language of instruction.

○ Philosophy was an important subject taught in medieval India. Logic,

metaphysics, and ethics were some of the areas of study. The works of great

philosophers such as Shankaracharya and Ramanuja were studied

extensively.

○ Mathematics was a crucial subject in medieval India. The decimal system was

invented in India, and arithmetic, geometry, and algebra were taught. The

concept of zero and the use of Arabic numerals were introduced in India.

○ Medicine was also taught in medieval India. Ayurveda, an ancient Indian

medical system, was the primary focus. Students learned about herbal

medicine, surgery, and medical procedures.

○ Art and music were also taught in medieval India. Dance, drama, and music

were considered sacred and were taught in religious centres. The

Natyashastra, a treatise on performing arts, was written during this period.

○ Astronomy was an important subject taught in medieval India. The study of

celestial bodies was closely linked to religious beliefs. The position of stars

and planets was used to determine auspicious times for various events.
 ○ History and literature were also taught in medieval India. Students learned

about Indian epics such as the Ramayana and the Mahabharata. Sanskrit

literature, such as the works of Kalidasa and Bhartrihari, was also studied.

Education in medieval India was primarily focused on religion, philosophy,

mathematics, medicine, art, and astronomy. The emphasis was on the spiritual and

intellectual development of the individual. Students learned practical skills as well

as theoretical knowledge. The education system of medieval India was highly

advanced and paved the way for modern education in India.

Women's Education In Medieval India

The status of women's education in medieval India was limited. Girls were not given

the same opportunities as boys. Education for girls was seen as a waste of time and

resources. They were expected to focus on domestic duties. However, some

exceptions existed. The Mughal Empress Nur Jahan was educated and influential.

○ Religious texts also encouraged women's education. The Bhakti movement

promoted education for women. In the 11th century, Al-Biruni documented

women's education in India. Women studied medicine, astrology, and other

subjects. In the 12th century, the Chola dynasty supported women's

education. Queen Sembiyan Mahadevi was a patron of learning. In the 14th

century, the Vijayanagara Empire had women scholars. Bhuvanaikabahu's

daughter was a scholar and poet.

○ In the 16th century, Akbar encouraged education for women. He established

schools for girls. However, these examples were exceptions. Women's

education was limited to the elite. In general, society did not value women's

education. Women were seen as inferior to men. Education for boys was a

priority. They were expected to carry on the family name and traditions.
 Women's education was seen as a threat to traditional gender roles. It was

thought that educated women would neglect their duties.

○ As a result, women's education in medieval india was limited to

homeschooling. They were taught by family members or private tutors. The

status of women's education in medieval India was limited. There were some

exceptions, but women's education was not valued by society. It was thought

that education would threaten traditional gender roles. As a result, girls were

not given the same opportunities as boys.

Scholars Of Medieval Period

Medieval India was a period of rich intellectual and cultural development. During

this time, many scholars emerged who made significant contributions to fields such

as philosophy, literature, and science. Here are some of the most notable scholars

who contributed to the education in medieval india.

○ Alberuni: A polymath who made significant contributions to the fields of

astronomy, mathematics, and geography.

○ Ibn Battuta: A traveller and writer who documented his experiences in India

during the 14th century.

○ Amir Khusrau: A poet and musician who is known for his contributions to

the development of Urdu and Persian literature.

○ Bhaskara II: A mathematician and astronomer who made important

contributions to the study of trigonometry and calculus.

○ Abul Fazl: A historian and scholar who wrote the Akbarnama, a detailed

account of the reign of Akbar the Great.

○ Ramanuja: A philosopher who developed the Vishishtadvaita school of Hindu

philosophy.

○ Shankara: A philosopher who founded the Advaita school of Hindu

philosophy.
 ○ Kabir: A poet and saint of medieval India who is revered by both Hindus and

Muslims.

○ Tulsidas: A poet and saint who is best known for his epic work, the

Ramcharitmanas.

○ Malik Muhammad Jayasi: A poet who wrote the epic poem Padmavat.

These scholars were instrumental in shaping the intellectual and cultural landscape

of medieval India. Their works continue to be studied and revered to this day, and

their contributions have left an indelible mark on Indian culture.

Modern Education System In India

Three agents of modern education in India

1. The British Government (East India Company)

2. Christian missionaries

3. Indian intellectuals and reformers

Development of Modern Education

● The company wanted some educated Indians who could assist them in the

administration of the land.

● Also, they wanted to understand the local customs and laws well.

● For this purpose, Warren Hastings established the Calcutta Madrassa in 1781

for the teaching of Muslim law.

● In 1791, a Sanskrit College was started in Varanasi by Jonathan Duncan for

the study of Hindu philosophy and laws.

● The missionaries supported the spread of Western education in India

primarily for their proselytising activities. They established many schools with
 education only being a means to an end which was Christianising and

‘civilising’ the natives.

● The Baptist missionary William Carey had come to India in 1793 and by 1800

there was a Baptist Mission in Serampore, Bengal, and also a number of

primary schools there and in nearby areas.

● The Indian reformers believed that to keep up with times, a modern

educational system was needed to spread rational thinking and scientific

principles.

● The Charter Act of 1813 was the first step towards education being made an

objective of the government.

● The act sanctioned a sum of Rs.1 lakh towards the education of Indians in

British ruled India. This act also gave an impetus to the missionaries who

were given official permission to come to India.

● But there was a split in the government over what kind of education was to

be offered to the Indians.

● The orientalists preferred Indians to be given traditional Indian education.

Some others, however, wanted Indians to be educated in the western style of

education and be taught western subjects.

● There was also another difficulty regarding the language of instruction. Some

wanted the use of Indian languages (called vernaculars) while others

preferred English.

● Due to these issues, the sum of money allotted was not given until 1823

when the General Committee of Public Instruction decided to impart oriental

education.

● In 1835, it was decided that western sciences and literature would be

imparted to Indians through the medium of English by Lord William

Bentinck’s government.
 ● Bentinck had appointed Thomas Babington Macaulay as the Chairman of the

General Committee of Public Instruction.

● Macaulay was an ardent anglicist who had absolute contempt for Indian

learning of any kind. He was supported by Reverend Alexander Duff, JR

Colvin, etc.

● On the side of the orientalists were James Prinsep, Henry Thomas

Colebrooke, etc.

● Macaulay minutes refer to his proposal of education for the Indians.

● According to him:

● English education should be imparted in place of traditional Indian

learning because the oriental culture was ‘defective’ and ‘unholy’.

● He believed in education a few upper and middle-class students.

● In the course of time, education would trickle down to the masses.

This was called the infiltration theory.

● He wished to create a class of Indians who were Indian in colour and

appearance but English in taste and affiliation.

● In 1835, the Elphinstone College (Bombay) and the Calcutta Medical College

were established.

Wood’s Despatch (1854)

● Sir Charles Wood was the President of the Board of Control of the company in

1854 when he sent a despatch to the then Governor-General of India, Lord

Dalhousie.

● This is called the ‘Magna Carta of English education in India.’

● Recommendations of the Wood’s Despatch:

● Regularise education system from the primary to the university levels.

● Indians were to be educated in English and their native language.

● The education system was to be set up in every province.

 ● Every district should have at least one government school.

● Affiliated private schools could be granted aids.

● Education of women should be emphasised.

● Universities of Madras, Calcutta and Bombay were set up by 1857.

● University of Punjab – 1882; University of Allahabad – 1887

● This despatch asked the government to take up the responsibility of

education of the people.

Development in the Indian Education System During

British Rule
Developments Before 1857

The Charter Act Of 1813

In 1813, there was an important law called the Charter Act. It was a big deal

because it helped make education better in India. The British government set aside

a specific amount of money, Rs.1 lakh every year, just to educate Indian people. At

that time, Christian missionaries played a big role in educating the people. However,

their main focus was on teaching religion and trying to convert people to

Christianity.

Macauley's Minutes And The English Education Act Of 1835

In 1835, a man named Thomas Macauley made some important recommendations

for education. He didn't think highly of Indian and Oriental literature and believed

Western science was better. He once said that a single shelf of a good European

library was worth more than all the literature of India and Arabia combined.

Here are the main ideas from his recommendations:

○ The government should use resources to teach Western science and literature

in English only.
 ○ English should be the language used for teaching in schools and colleges.

○ More schools and colleges should be established at the district level, but

elementary schools were not given much attention.

○ The British decided to educate a selected group of upper and middle-class

Indians who would help communicate Western education to the wider

population.

○ A report by a man named Adam showed the problems with the vernacular

education system in Bengal and Bihar.

What Is Orientalism?
Orientalism was an ideology prevalent among British rulers and academics who

argued that India should be governed according to its own customs and laws, as

opposed to the "Anglicanism" of those who claimed that India should be controlled

according to British traditions and laws.

Orientalism In India
The government of the Company under Warren Hastings adopted policies that were

early examples of Orientalism. This tradition's guiding idea was that the conquered

people should be governed according to their own laws, and British rule needed to

"legitimise itself in an Indian idiom."

In order to do this, it had to develop what Gauri Viswanathan would refer to as

"reverse acculturation"—knowledge about Indian society. It provided information

about local laws and customs to the European kings in order to assimilate them into

the target society for more effective rule.

Fort William College in Calcutta was founded in 1800 with the goal of educating civil

officers in Indian languages and customs.

However, as Thomas Trautmann (1997) argued, the Orientalist discourse had a

second political goal. It was also morally tying the Indians to colonial rule through a

language of "love" by giving credence to the idea of kindred between the British and

them that dates back to classical times.

Although the Orientalist discourse was founded on a respect for ancient Indian

traditions, it ultimately led to the knowledge of the subject society and laid the

groundwork for its rejection as a form of government policy. These researchers

emphasise the Aryan civilisation's eventual decline in addition to the classical

splendour of India, which was created by these people, who were distant relatives

of the Europeans.

This supported the authoritarian rule because India needed to be extricated from

the mess it had made for itself and brought to the same level of development as

Europe.

Orientalist-Anglicism Controversy
Regarding the nature of education and the medium of instruction in schools and

colleges, there was considerable debate during the first quarter of the nineteenth

century. Sanskrit, Arabic, and Persian were promoted as the preferred languages for

instruction by the Orientalists, who were led by Drs. H.H. Wilson and H.T. Princep.

○ The firm officials first supported oriental education. The founding of the

Benares Sanskrit College by Jonathan Duncan in 1791, the Asiatic Society of

Bengal by William Jones in 1784, and the Calcutta Madrasa by Warren

Hastings in 1781 are notable in this context. Orientalists were those who

supported maintaining the current institutions of Eastern education and

promoting the Indian classical legacy. Some practical factors served as the

direction for orientalists.

○ To help British officials do their jobs more effectively, they intended to teach

them the local language and culture. The Fort William College was founded in
 Calcutta in 1800 with this as its main goal. The other goal was to get along

with the elites of the indigenous community and learn about their way of life.

The Calcutta Madrassa and the Benaras Sanskrit College were founded

primarily for this purpose. The Anglicists, who were led by Charles Trevelyan

and Elphinstone, favoured teaching Western education in English.

○ Most intellectual Indians at the time backed the Anglicists, like Raja Ram

Mohan Roy, who argued that learning about Western education was the "key

to the treasures of scientific and democratic thought of the modern West."

They were unable to abandon the plan to graft modern Western knowledge

upon traditional Oriental knowledge. They debated the concept of introducing

English-speaking Indians to Western sciences and literature.

○ They wanted to use the full educational fund to spread Western education

since they were adamant about their position. There was considerable

opposition to these Orientalists in England, led by various organisations like

the Evangelicals, Liberals, and Utilitarians.

○ The Evangelicals were adamant that Western institutions and Christian

principles were superior.

○ Charles Grant and William Wilberforce were two prominent Evangelical

thinkers. Additionally, those who did not adhere to the Evangelical faith were

also persuaded of the superiority of Western knowledge; Macaulay was one

of the main proponents of this viewpoint.

Conclusion
Some people, like James Mill, actively oppose the concept of Orientalism. According

to him, Indians need to receive an advanced technical and scientific education

comparable to that of the West. The Middle East, in particular, is seen by the

Occident as mysterious yet ultimately inferior to the West. This colonialist mentality,

which still affects Western sociocultural and economic policies towards non-Western

continents, frequently results in the exploitation of the natural and people resources
of those other places. The English education act went into effect in the year 1835.

It was designed to make English the only language that students had to master in

order to pursue higher education. It also aimed to discourage efforts to build

oriental institutions in the nation.

Wood's Despatch Of 1854

Wood's Despatch, also known as the 'Magna Carta of English education in India,'

was a big plan for education in 1854. It asked the government to take responsibility

for education and suggested giving grants to encourage private investment in

education.

Here are the main ideas from this plan:

○ Use Indian languages in primary schools in villages.

○ Establish schools that teach both English and Indian languages.

○ Have colleges at the district level.

○ Create universities in important cities.

○ Encourage education for girls and vocational training.

○ Government schools should provide non-religious education.

○ During the time of Viceroy Mayo, Rajkot College and Mayo College were

established to provide political training to Indian princes and elites.

○ According to Woods Despatch, Indian education needed a grant-in-aid

system.

○ Woods Despatch suggested opening teacher training programmes in every

province.

Developments After 1857

Hunter Commission
The Hunter Commission suggested that the government should work harder to

improve mass education using Indian languages. Some of the ideas they had were:

○ Give control of primary education to new district and municipal boards.

○ Encourage education for girls in places outside of big cities.

○ Divide secondary education into two categories: one leading to university and

the other for commercial jobs.

Raleigh Commission
Viceroy Curzon was worried that universities were producing students with

revolutionary ideas. So, he set up the Raleigh Commission to review the university

education system in India. Here are some of their recommendations:

○ Focus on studying and doing research at universities, not on political

activities.

○ Reduce the number of fellows and let the government choose them.

○ Give the government the power to decide on important university matters.

○ Make affiliation rules stricter.

Benefits of the British Education System in India

○ British education introduced Indians to Western science, literature,

philosophy, and technology. This helped to modernize Indian thought and

culture.

○ The new system of education produced a growing Indian middle class that

was familiar with Western culture and values. This middle class played a key

role in the development of the Indian independence movement.

○ British education led to a significant increase in literacy rates in India.

 ○ British education exposed Indians to new ideas and concepts. This includes

democracy, individual rights, and scientific inquiry. This helped to broaden

their horizons and challenge traditional ways of thinking.

○ British education provided Indians with the skills and knowledge they needed

to succeed in the modern economy.

Different Committees and Commissions of Higher

Education in India

Difference Between Commission and Committee

The differences have been stated below.

Commission

○ A commission is typically a formal and official body established by law or

executive order with a specific mandate or purpose.

○ Commissions often have a broader scope of authority and may be

empowered to conduct investigations, make recommendations, and

implement policies or reforms.

○ Commissions are often composed of members appointed by government

authorities or elected officials, and they may have quasi-judicial powers.

○ Examples include statutory bodies like the Election Commission, Human

Rights Commission, or the National Commission for Women.

Committee

○ A committee is a smaller, more specialized group formed within a larger

organization or legislative body to address specific issues or tasks.

○ Committees are often created to study or analyze particular topics, draft

proposals, and provide advice or recommendations to the parent

organization.
 ○ Committees may be temporary or permanent, depending on the duration of

their assigned responsibilities.

○ Members of committees are typically drawn from the parent organization and

may include experts, stakeholders, or representatives with relevant

expertise.

○ Examples include parliamentary committees, academic committees, or

advisory committees formed by government agencies or non-profit

organizations.

Major contributions of Report in Bristish period.

Act, Committee, Board, Report, Minute Major Outcome

Charter Act (1813) Grant of Rupees 1,00,000 for education

Mountstuart Elphinstone Minutes (1823) English and Western Science

Lord Macaulay Minutes (1835) English, Western science and Need of public

Wood’s Despatch (1854) Teacher training, Scholarship, University

establishment

Hunter Commission (1882) Hierarchial education, private philanthropic,

governance

Lord Curzon conference (1901) Primary education, Curriculum reform,

Government recognition for secondary
school

Indian University Act (1904) Government control over higher education,

Grant of rupees 5,00,000 for education

Gokhale resolution (1913) Compulsory primary education, Private

Philanthropic

Salder University Commission (1917-19) 12 year school scheme , 3 year degree,

Women education, Teacher training
institute, Affiliations, 7 new univeristies

Hartog Committee (1929) Vocational education, Minority education

Wardha scheme (1937) Vocational, mother tongue & hindi medium,

 Service & community learniing

Sapru committee (1934) Vocational Education

Abbot-Wood report (1936-37) Hierarchy of Vocational education

Dr. Zakir Hussain committee (1937) Activity based education, Basic craft

Sargent report (1944) Covered all aspects of education, reforms in

education level, skill training for working
professionals, Establishment of
employment bureaus, libraries, higher
remuneration to teachers to attract good
talents.

BHORE Committee (1946) Primary Health centres, Three months

training in social medicine

Radhakrishnan Commission (1948–1949)

○ This was the first education commission post-independence that was

commissioned in 1948.

○ It was commissioned under the able leadership of Dr. Sarvepalli

Radhekrishnan.

○ Radhakrishnan Commission is also known as University Education

Commission.

○ It suggested the integration of secondary education and higher

education by setting up UGC.

○ It was set up to inquire into the requirements of higher education in

India.

○ To develop democratic values, peace and harmony.

○ Put forward recommendations for the reorganization of University

education in the light of the requirements of the country and its

traditions.

○ To develop great personalities who can give their contributions in

politics, administration, industry and commerce.

 ○ This commission was formed mainly to address the issues faced by the

colleges and universities.

Kothari Commission (1964-1966)

○ National Education Commission (1964-1966), popularly known as

Kothari Commission, was an ad hoc commission set up by the

Government of India to examine all aspects of the educational sector

in India, to evolve a general pattern of education, and to advise

guidelines and policies for the development of education in India.

○ It was formed on 14 July 1964 under the chairmanship of Daulat Singh

Kothari, then chairman of the University Grants Commission.

○ The terms of reference of the commission were to formulate the

general principles and guidelines for the development of education

from the primary level to the highest and advise the government on a

standardized national pattern of education in India. However, the

medical and legal studies were excluded from the purview of the

commission.

○ The Kothari commission’s report focused on education and national

development. The tenancy of the commission was from 1964 to 1966

and the report was submitted by the Commission on 29 June 1966.

Acharya Narendra Deva Committee

○ This was concerned with education and its organization in relation to

political and constitutional conditions and potentialities of progress.

The terms of reference imposed serious limitations on the Committee

and narrowed down the scope of its inquiry.

○ The Committee, however, actually surveyed the educational policy of

the Government, studied the salient facts of the present system of

education, examined the cognate problems and the effect of political

reforms on the educational progress of the country, pointed out the

 defects and weaknesses of the system and made recommendations for

its improvement.

○ The Committee submitted its report to his Majesty’s Government in

1929. The report is a valuable document- and being the first in the

field.

Mudaliar Commission
○ The Secondary Education commission known as Mudaliar Commission

was appointed by the government of India in terms of their Resolution

to bring changes in the present education system and make it better

for the Nation. Dr. A. Lakshmanswami Mudaliar was the

Vice-Chancellor of Madras University.

The National Policy on Education (1986):

○ In 1986, a new National Policy on Education was introduced by Prime

Minister Rajiv Gandhi.

○ This policy called for special emphasis on the removal of disparities

and to equalize educational opportunity, especially for Indian women,

ST, and SC communities.

○ The policy introduced an open university system in order to expand the

opportunity of access to higher education with the Indira Gandhi

National Open University, which had been created in 1985.

○ The NPE called for a “child-centered approach” in primary education

and launched “Operation Blackboard” to improve primary schools

nationwide.

Knowledge commission:
○ The Knowledge commission was also known as the “National

knowledge commission”, was a think-tank of policies that aimed to

improve the knowledge-intensive service sectors. This commission was

 created on 13th June 2005 by the former Prime Minister of India,

Manmohan Singh.

○ The main recommendations of this commission were:

○ Creation of Universities:

○ The commission aimed to expand the Indian education system, it suggested

the creation of approximately 1500 universities by the year 2015 by partly

restructuring the existing universities.

○ The committee recommended the establishment of 50 new national

universities and a nationalization of higher education.

○ These national universities will give admission to eligible students of India.

○ Achieve excellence:

○ There should be efforts to retain talented faculty members with better

working conditions and incentives according to the performance.

○ It is important to keep a standard preference to promote and achieve

excellence.

○ Creation of Regulatory institutions:

○ The commission recommended the creation of IRAHE (an Independent

regulatory authority for higher education).

○ The National Knowledge Commission has recommended setting up IRAHE

which would help to reduce current barriers to entry.

National Educational Policy 2020

○ The objective of New Education Policy 2020 (NEP) announced by the Ministry

of Human Resource Development is to bring in changes in the current, dying

34-year-old policy in schools and higher education systems in the country.

○ The new policy is more practical in approach and is based on the ground

reality of the country’s education scenario that puts more emphasis on the

creativity and innovation as well as personality development of the students

 rather than expecting them to score high and mock up the content without

getting a basic grasp of concepts.

○ Some of the important features of NEP:

○ The idea of a 10+2 board examination structure has been dropped and it will

reduce the dropout rates of students from the schools.

○ The new structures that will be implemented in place of point 1 will be

5+3+3+4, which comes as a big relief and would prove revolutionary.

○ The levels of studies have been put in simple and focused categories:

○ Pre-school: Upto Class 5

○ Middle School: Class 6 to 8 (as before)

○ High school: Class 9 to 12

○ Degree: Class 12 onwards

○ The vocational training will start from Class 6 and will give more exposure to

the students from an early age.

○ The students can choose their respective favourite subjects from Class 8 to

12 and it will provide them with a platform to do specialisation in subjects

they have chosen.

○ The duration of all graduation courses would be four years, thus giving ample

time for students to master their respective subjects.