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Colonial power
Guided
Shaped
Similarity between interests of Colonizers For utilizing the resources of the colonies
Why?
Not necessary for fulfillment of their trade interest Traditional education system
Gurukul Madarsa Maktabs Sufi centers Private Mosques/Khanqahs Houses
Financial difficulties expenditures on Salary of English Officers Need of skilled Expansion of Indian emploies Empire who know English Need of Administrator
As a growing Market
First Phase
The British East India Company showed very little interest in the education of its subjects during this period, the 2 minor exceptions being : 1. The Calcutta Madrsah set up by Warren Hastings in 1781 for the study and teaching of Muslim law and subjects.
2. The Sanskrit college at Varanasi by Jonathan Duncan in 1792 for the study of Hindu Law and Philosophy. Both were designed to provide a regular supply of qualified Indians to help the administration of law in the courts of Co.
pressurized
British Parliament
Munaro, Elphistonson
Controversies settled in 1835, when William Bentinck applied english medium on the suggestions of macualay
In 1844, Lord Hardinge decided to give government, employment to Indians educated in English Schools. The success was thus assured (of English education). It made good progress in the 3 presidencies of Bengals, Bombay and Madras where the number of schools and colleges increased.
Three other developments were : A great upsurge in the activities of the missionaries who did pioneer
work in quite a few fields of modern education.
Establishment of medical, engineering and law colleges, which marked a beginning in professional education. Official sanction accorded to education of girls (Lord Dalhousie, in fact, offered the open support of government).
Need
Government policy of opening a few english school and colleges instead of a large number of elementary schools for fulfill their needs
education and modern ideas were supposed to filter or radiate downward from the upper classes. This policy continued till the very end of British rule, although it was officially abandoned in 1854.
Rejected
Secularism in Education. Improvement of Local languages Bombay Madras Bengal N.W. Provinces Punjab
local bodies should be Government should maintain entrusted with the only a few schools and management of primary colleges; others to be left to schools. private hands. Calcutta (January 1857) Bombay (July 1857) Establishment Madras (September 1857) of universities, Punjab (1882) In third Phase Allahabad (1887)
Growing awareness among British officials Political dangers of English education Limited jobs opportunity for the educated
2.
3. 4. 5. 6. 7. 8.
The undergraduate work should be left to affiliated colleges and only advanced courses should be provided in the university campus.
The number of Senators should also be reduced and the period of their tenure should be 5 years at the most. University and college teachers, renowned scholars and Government officials should get adequate representation in the senate. The territorial jurisdiction of a university should be defined. The number of members on the Syndicate should be reduced to 9 and to 15 in exceptional cases. All members should be elected. 8. Rules of affiliation should be strict and affiliation should not be granted to second grade colleges. Every affiliated college should be under the control of a Governing Body which should pay attention to staff, library, hostel and buildings.
Universities Act of 1904 was criticized by nationalists for its tightening government, control over universities.
All the teaching resources in Calcutta should be organized so that the Calcutta University may become entirely a teaching university. For improving the administration of the university, The senate and the syndicate should be replaced by the Court and the Executive Council respectively. The government interference in the academic matters should stop. An Academic Council should be set up in each university to deal with all academic questions.
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Provisions should be made for imparting instruction in engineering education, medicine, law, agriculture and technology.
Seven new universities (Banaras, Mysore, Patna, Aligarh, Lucknow, Dhaka and Osmania) should be established and the older ones are recognized as teaching and residential.
Economic SelfBetterment
Men from lower castes could raise their social status by acquiring Western education. People joined educational institutions for entering government service and professions such as law, medicine, teaching or journalism.
Who were the Indians who avail the new schools and colleges?
Resident of Three Presidencies (Madras, Bengal, Bombay) Traditional Literate Castes (Brahmins in Madras and Maharshtra, the Kayasthas, Baidyas and Brahmins in Bengal or the Kayasthas and Sayeeds in U.P.) Urban People (Agarwals, Khatris and Aroras in Punjab and U.P. Where Muslims were more urbanized) mostly Traders (Vanis) in Gujrat Some Religious communities (Parsis, Jews, Jains)
Establishment of Diversified affiliated Colleges Curriculum Quality Development Improved the salary Universities appointed and service teachers for affiliated Four years Duration conditions colleges Liberalised Curriculum More advanced Improved teachers Regular Salaries Honours Course standard of teachers Opened Employment Bureau Government inspection Improved Training Central Library in Rural Centres facilities of the Each University Teacher
(ii) The intermediate stage be abolished and the secondary stage be extended by one year
(iii) The vocational training and education should begin after the lower secondary stage (iv) The Degree course at the University should extend over a period of three years.
The conference appointed a committee under the chairmanship of Dr. Zakir Hussain. The Committee submitted its report on December 2, 1937, and the scheme of education suggested by it is popularly known as the "Wardha Scheme", the main features of which are as follows A Basic Craft is to serve as the centre of instruction. The idea is not to teach some handicraft side by side with liberal education, but the entire education is to be imparted through some industry or vocation. The scheme is to be self-supporting to the extent of covering teachers salaries and aims at making pupils self-supporting after the completion of their course. Manual labour is insisted on so that every individual may learn to earn his living. It is also considered non-violent, since an individual does not snatch away the living of others with the help of a machine. Instruction is closely coordinated with the child's life, i.e., his home and village crafts and occupations.
Universal and compulsory education for all children between the ages of 6 11
In the private sector, The employment opportunities for qualified and highly trained Indians were very few.
As regards content, there was an over-emphasis on the study of languages and humanities. So much time in a school boys life was spent on mastering a foreign language that often the main purpose of education was missed.
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