History of education in India

India has a long history of organized education. The Gurukul system of education is one of the oldest on earth but before that the guru shishya system was extant, in which students were taught orally and the data would be passed from one generation to the next. Gurukuls were traditional Hindu residential schools of learning; typically the teacher's house or a monastery. Education was free (and often limited to the higher castes), but students from well-to-do families paid Gurudakshina, a voluntary contribution after the completion of their studies. At the Gurukuls, the teacher imparted knowledge of Religion, Scriptures, Philosophy, Literature, Warfare, Statecraft, mathematics, Medicine, Astrology and "History" ("Itihaas"). Only students belonging to Brahmin and Kshatriya communities were taught in these Gurukuls.

However, the advent of Buddhism and Jainism brought fundamental changes in access to education with their democratic character. The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshashila University, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, mathematics, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak.

[http://www.infinityfoundation.com/mandala/t_es/t_es_goyal_education.htm British records] show that education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society. Traditional structures were not recognized by the British government and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during the British rule. [http://links.jstor.org/sici?sici=0010-4086%28198502%2929%3A1%3C137%3ATBTIEI%3E2.0.CO%3B2-G]

Up to the 17th century

The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshila, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, mathematics, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak.

Education under British Rule

[http://www.infinityfoundation.com/mandala/t_es/t_es_goyal_education.htm British records] show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society. Printed books were introduced in India by 1579. [ [http://www.printingindia.com/history/indianhistory.htm Printing India ] ] Pre-British schools and colleges were maintained by grants of revenue-free land. The East India Company, with its policy of maximizing land revenue, stopped this and thus starved the Indian education system of its financial resources.

The current system of education, with its western style and content, was introduced & funded by the British in the 19th century, following recommendations by Macaulay. Traditional structures were not recognized by the British government and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during British rule.

The British established many colleges like St. Xavier's College, Sydenham College, Wilson College and Elphinstone College in India.

After Independence

After independence, education became the responsibility of the states. The Central Government's only obligation was to co-ordinate in technical and higher education and specify standards. This continued till 1976, when the education became a joint responsibility of the state and the Centre.

Education Commission

The Education Commission under the Chairmanship of Dr. D. S. Kothari, the then Chairman, University Grants Commission, began its task on October 2,1964. It consisted of sixteen members, eleven being Indians and five foreign experts. In addition, the Commission had the benefit of discussion with a number of internationally known as consultants in the educational as well as scientific field.

After 1976

In 1976, education was made a joint responsibility of the states and the Centre, through a constitutional amendment. The center is represented by Ministry of Human Resource Development's Department of Education and together with the states, it is jointly responsible for the formulation of education policy and planning.

Chronology

* 1935: Central Advisory Board of Education (CABE) set up.
* 1976: Education made a joint responsibility of the states and the Centre.
* 1986: National Policy on Education (NPE) and Programme of Action (PoA)
* 1992: Revised National Policy on Education (NPE) and Programme of Action (PoA)
* December 17, 1998: The Assam Government enacts a law making ragging in educational institutions a criminal offence.
* November 1998: Prime Minister Atal Behari Vajpayee announces setting up of "Vidya Vahini" Network to link up universities, UGC and CSIR.

ee also

* Speech on by Keshub Chandra Sen delivered at London on 24th May 1870.

Notes

External links

* [http://www.chaf.lib.latrobe.edu.au/dcd/hunter.htm Hunter Education Commission Report (1884)] - Fascinating report detailing the history of education in India (from the coloniser's perspective of course)