Education in India

Vedic Period (1500 BC to 500 BC)
Buddhist Period (600 B.C and last for about 1200 years till 600A.D)
Medieval Period (Mughal Era)
Policy Framework of Education in Pre-Independent Period (British Era 1835 to 1948)
Policy Framework of Education in Post Independent Period

1. Education in India Prepared by Ms. Shery Asthana Asst. Prof. (Greater Noida Institute of Management)

2. Vedic Period (1500 BC to 500 BC) Buddhist Period (600 B.C and last for about 1200 years till 600A.D) Medieval Period (Mughal Era) Policy Framework of Education in Pre-Independent Period (British Era 1835 to 1948) Policy Framework of Education in Post Independent Period Ed Education Period in India Gurukul to Modern Day School

3. The aim of  Vedic education  was to realize the supreme and achieve Supreme Consciousness (Brahman) Preservation and spread of ancient culture was one of the aims of ancient  educational  system The chief aim was to unfold the spiritual and moral powers of the individual during  Vedic  period Ed Vedic Education Vedic Age Education in India

4. The system of education during the vedic period was totally different from Today's education system. The student life in vedic period was began with Upanayana ceremony. This was performed for 3 days. And the students go to this chosen teacher, called as Acharya. The place of learning was called Gurukul and after the Upanayana ceremony the pupils was called as Brahmachari. The home of the teacher or Acharya was the centre of learning, which was situated in natural surrounding. The age limit of upanayan was 8 years, 11 years and 12 years respectively for Brahmins, Kshatriya and Vaishyas. but the Shudra castle's people were denied to study the holy scripture. The curriculum during Vedic period was dominated by the teaching of Vedas and Vedic literature, spiritual and moral lessons. The other subject like philosophy, astrology, logic, language, grammar were teaching during Vedic period. Also physical education was included in the curriculum student were learned archery, wrestling, hunting, dancing, etc. Some professional and Technical Education like astronomy, chikisha, Ayurveda, arthasastra were the student learned in the curriculum. Vedic Education

5. Sacrifice of Material comforts and luxuries was of prime importance under the buddhist system of education Viharas of Buddhist monasteries were the centres of education Students underwent an ordination ceremony (pabbajja) after which they had to lead a novitiate life for 12 years. Ed Buddhist Period Buddhist Education in India

6. No doubt, many principles of ‘Hinduism’ are included in ‘Buddhism’. It is also true that ‘Buddhism’ was the result of the prevailing circumstance of life. Gautam Buddha taught the principle of a religion which was based on the analysis of actual problem of life. In fact, he gave a new form to the religion. Pabbaja was an accepted ceremony of the Buddihist monastery. According to this ceremony the student after being admitted to a monastery had to renounce all his worldly and family relationship. For the pabbaja ceremony the minimum age was eight years. For this the individual had to get his head full shaved and put on yellow clothes. UPASAMPADA is also another ceremony held in Buddhist monastery In Buddhist education primary, higher and Bhikshu education were organized in Maths and Vihars and as they were under the control of Buddhist Sanghs. In Buddhism there were two systems of education—one for the common people and another for those who desired to live in the Viharas and to renounce the world and accept the life of a ‘bhikshu’. Ed Buddhist Period

7. Education in medieval India flourished mostly during the Mughal rule from the beginning of 1526 until the end of Mughal political presence in 1848 Education in medieval India also experienced a new perspective. The Mughal rulers came to India and established their rule. In the 11th century the Muslims established elementary and secondary schools. Ed Medieval Period Medieval Education in India

8. The period of 10th century A.D was the period of constant Muslim attacks on India. They established dynasties in India and some permanently settled here. But most of the rulers except Akbar the great, the Mughal emperor were not much aware of the development of education and so no interest was taken. They were engaged in constant wars to enlarge their kingdoms and strengthen their power. The scope of education was limited to religion dominated studies, strictly orthodox in nature. Muslim rulers promoted urban education by bestowing libraries and literary societies. They founded primary schools (Maktabs) in which students learned reading, writing, and basic Islamic prayers, and secondary schools (madrasas) to teach advanced language skills In India. Several Madrasahs were set up by Sultans, nobles, and their influential ladies. The main objective of these Madrasas was to train and educate scholar who would become eligible for the civil service . The system of Education in medieval India was under the control of Ulama who were in favour of curriculum as laid down by Akbar. During those days education was related to religious training. Ed Medieval Period

9. Macaulay’s, Minutes (1835) Woods Despatch (1854) Hunter Commission (1882) and Indianisation of Education National Education Movement Lord Curzon Policy (1902) Gokhle Bill (1910) Sadler Commission (1917) Hartog Committee (1929) Basic Education (1937) Sargent Report (1944) Ed Policy Framework of Education in Pre-Independent India Education in British Era

10. In the beginning the East India Company felt no responsibility for educating the Indians. Many madarsa , library established,The company itself was not interested in them. Macaulay’s, Minutes (1835):- According to him, “single shelf of a good European library was worth native literature of India and Arabia.” Lord Macaulay is known to introduce British education system in India . He was not a big fan of Indian traditional educational system . English should be used as the medium of instruction in schools of India . Woods Despatch (1854):- The main objective of the Despatch was to impart Western knowledge to the Indian people and also to develop their intellect and moral character. For the first time in India, the Wood's Despatch recommended the creation of a Department of Public Instruction Hunter Commission (1882) :- Major Recommendations of Hunter Commission of 1882 on Primary Education were. Primary education should be regarded as education of the masses. Education should be able to train the people for self-dependence. Medium of Instruction in primary education should e the mother tongue. Lord Curzon Policy (1902):- Lord Curzon set up a University Education Commission in 1902 to enquire into the condition of the universities and improving their constitution and working. On the basis of the recommendations of the commission the Indian Universities Act of 1904 was passed. Ed Policy Framework of Education in Pre-Independent India

11. Gokhle Bill (1910):- The important clauses of Gokhale's Bill of 1911 were— a) Compulsory primary education should be introduced in those areas where a certain percentage of boys and girls were already attending schools. b) Local bodies should be given the right to levy educational cess to meet the cost of compulsory primary education. Sadler Commission (1917):- 1917 the government appointed the Sadler Commission to inquire into the “conditions and prospects of the University of Calcutta,” an inquiry that was in reality nationwide in scope. Hartog Committee (1929):- Sir Philip Joseph Hartog committee was appointed by the British Indian government to survey on the growth of education in India. The Hartog committee on education submitted its report in 1929. ... The Hartog committee highlighted the problem of wastage and stagnation in education at the primary level. Basic Education (1937) (Wardha Scheme): - Wardha conference, a committee under Dr. Zakir Hussain was appointed to formulate the scheme of the basic education. The aim of the basic education was to develop the qualities of the ideal citizenship and more aspect should be give to the Indian culture than the literacy. Sargent Report (1944):- The Sargent Scheme, formally known as the Report of the Sargent Commission on Post-War Education Development in India, was a 1944 memorandum (as claimed by British) prepared at the behest of the British-run Government of India that outlined the future development of literacy and education in India.

12. University Education Commission (1948-49) Secondary Education Commission (1952-53) Indian Education Commission (1964-66) in the context of Industrialisation National Policy of Education (1986) and its review (1992) in the context of Liberalization and Globalization of Indian Economy National Curriculum Framework (2005) National Knowledge Commission (2007) Ed Policy Framework of Education in Post-Independent of India Education After Independence India

13. University Education Commission (1948-49) :- The universities have to provide leadership in politics, administration, education, industry and commerce. The aim of university education should be to produce intellectual adventures. Secondary Education Commission (1952-53) :- Develop and consolidate habits like effort, studying hard, individual and group work, and discipline as a fundamental basis for effective learning and to achieve balanced personal development: Responsible Students. Value and respect gender differences and equal rights and opportunities between them. Indian Education Commission (1964-66) :- In the context of Industrialisation commission was to formulate the general principles and guidelines for the development of education from primary level to the highest and advise the government on a standardized national pattern of education in India. Ed Policy Framework of Education in Post-Independent of India

14. National Policy of Education (1986):- The main objective of the National Policy of Education of 1986 and Programme of Action, 1992 was to establish a national system of education implies that all students irrespective of caste; creed, sex, and religion have access to education of a comparable quality. National Curriculum Framework (2005) :- The goals of the NCF are to provide a coherent framework for the planning and delivery of school curricula and to ensure consistency and balance between the intended, experienced and achieved curriculam. Its main objectives are to: - Establish the principles on which decisions regarding school curriculum are based. National Knowledge Commission (2007):- Build excellence in the educational system to meet the knowledge challenges of the 21st century and increase India's competitive advantage in fields of knowledge. Promote creation of knowledge in S&T laboratories. Improve the management of institutions engaged in intellectual property rights. Ed Policy Framework of Education in Post-Independent of India

15. University autonomy, privatisation of education, commercialization of education Education of marginalized groups-women, scheduled caste, tribes, minorities Medium of schooling- Three Language Formula Population Education. Ed Current Issues

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