Education System Before Independence
British Rule-Macaulay’s Minute
Introduction:
Education System in Buddhist Period The Buddhist system of education was
practiced in the 5th Century B.C., when the Buddhist started establishing
educational monasteries to counter the Vedic system of education. The teacher or the monk had prominent role in
the Buddhist system of education. Primarily,
the Buddhist.monasteries provided education only to the Buddhist. Later on the education was imparted to all
classes in the society.
Basically the education was spiritual, but
other disciplines like arts, handicrafts, history, science, arithmetic,
geology, archery, etc., were also taught in course of time. A number of important educational centers
emerged during this period at Thakshashila, Nalanda, Vallabhi, Vikramashila,
Jagadpala, Mithila, Nadia and Vodantapura of which institutions at Thakshashila
and Nalanda were famous. These two
institutions earned international fame and attracted scholars not only from the
different parts of India but also from China,
Japan, Tibet and several other Countries. The Buddhist education system was in a sense
far more democratic than the Brahmanical system.
EDUCATION UNDER BRITISH RULE:
In the
beginning the Christian missionaries established schools for the East India
Company employee’s children. Later on they started evangelization, preaching
Christianity, conducting trade with Indians.
Admission was given also to Indians.
Three types of schools came into existence. They were Vernacular Schools, Missionary
Schools and Government Schools; Teaching was either in English or in the
vernacular language. In 1781, Lord
Warren Hastings founded the Calcutta Madarasa to produce Muslim officers to
work in law courts.
The
British ruler Lord Cornwallis established Sanskrit College at Benaras. These Colleges survived with the patronage of
one Lakh rupees as annual grant. Indian
education gained momentum when the social reformist Raja Ram Mohan Roy founded
a college at Calcutta in 1816-1817 which later became the Presidency College in
1855. Some other committed Christian
missionaries from abroad also started colleges in India for propagating western
education.
The most important and worth remembering
event in the evolution of education system in India was the introduction of
English as medium of education by Lord Macaulay in 1835. The system of
education recommended by ‘Lord Macaulay’ received great encouragement from Lord
William Bentic and Lord Auckland. This modern system of education in India was
mainly responsible for the transmission of western culture and civilization”.
Lord Macaulay’s Minute:
Thomas Babington Macaulay, who is generally
regarded as the architect of the system of education in India during the
British rule, was a great essayist, historian, linguist, orator, politician,
statesman and thinker. He was regarded as one of the first rate literary figure
of his times. As a parliamentarian, he made his mark in British parliament. He
came to India in 1838 and joined as the law member of the executive council of
the governor-General. He was also appointed as the president of the general committee
on Public instruction by governor general Lord William Bentinck.Macaulay wrote
his famous minute on Feb. 2, 1835 in which he criticized almost everything
Indian: astronomy, culture, history, philosophy, religion etc., and praised
everything western. On this basis he advocated the national system of education
for India which could best serve the interest of the British Empire. His
minutes was accepted and Lord William Bentinck issued his proclamation inn
march 1935 which set at rest all the controversies and led to the formulation
of a policy which became the corner stone of all educational programmes during
the British period in India.
MAIN
AIM OF INTRODUCING ENGLISH SYSTEM OF EDUCATION IN INDIA
Macaulay wrote in his minute “we must at
present do our best to form a class of persons Indian in blood and colour and
English in taste, opinions in morals and in intellect,” Macaulay’s arguments in
favour of English: Macaulay rejected the claims of Arabic and Sanskrit as
against English, because he considered that English was better than either of
them. His arguments in favour of English were
1. It is the key to modern knowledge and is
therefore more useful than Arabic or Sanskrit.
2. It
stand pre eminent even among the language of the west in India, English is the
language sponsored by the ruling class. It is likely to become the language of
commerce throughout the seas of the east.
3. It would bring about renaissance in India,
just as Greek or Latin’s did in England
or just as the languages of western Europe in civilized Russia
4.The natives are desirous of being taught
English and are not eager to learn Sanskrit or Arabic.
5. It is possible to make the natives of this
country good English scholars, and to that end our efforts ought to be directed
6.It was impossible to educate the body of
people but it was possible through English education to bring about “a class of
persons Indian in blood and colour and English in taste , opinions in morals
and in intellect”, and that education was to filter down from them to the
masses
Acceptance of minute by lord William
Bentinck: lord William Bentinck endorsed the minute by writing one line beneath
it “I give my entire concurrence to the sentiments expressed in the minutes
“.he passed the resolution of march 1835 which determined the age, content and
medium of instruction in India
NET RESULT OF MACAULAY’S MINUTE
MERITS
1. A clear cut picture of the national system
of education in India emerged
2. The system proved very helpful in
promoting the objectives for which it was planned
3 English schools began to be established.
4. English became the medium of instruction.
5. Western arts and sciences became popular.
6. Filtration theory of education emerged
DEMERITS
1. Indian culture and philosophy receded to
the background
2. Vernacular languages began to be neglected
3. Mass education was neglected
4 Western culture made rapid strives.
5. Arabic and Sanskrit languages found very
few takers
6. Arabic, maktabs and Sanskrit pathshalas
saw gradual disappearance
WOODS DISPATCH OF 1854 :
Sir Charles Wood, the President of the Board of Control of the English East India Company, had an important effect on spreading
english learning and female education in India .When in 1854 he sent a despatch
to Lord Dalhousie, the then Governor-General of India.Wood suggested that primary schools
must adopt vernacular languages, high schools must adopt Anglo vernacular
language and on college level English medium for education. This is known as
Wood's despatch. Vocational and women's education were stressed upon. One of
the most favourable step taken by EIC was to create English class in Indian
people to be used as workforce in company's administration.
Sir
Charles Wood’s Dispatch to the court of Directors has been described as, “the
Magna Carta of English Education in India”.
It set forth a scheme of education for wider and more comprehensive than
any one which had suggested so far. It
enunciated the aim of education as the diffusion of Arts, Science, Philosophy
and the literature of Europe. The study
of Indian languages was to be encouraged.
The English language was to be taught wherever there was a demand for
it.
Both the English language and the Indian
languages were to be regarded as the media for the diffusion of European
Knowledge. It was felt that the time had
come for the establishment of universities in India which might encourage a
regular and liberal course of education by conferring academic degrees as
evidence of attainment in the different branches of science and Art. It was decided to establish universities on
the model of the London University. Each
University consists of a chancellor, ViceChancellor and senate. The senate was to manage the University funds
and frame regulations for the holding of examinations. Calcutta and Bombay were
to have the first Universities.
The
Dispatch also recommended the establishment of institutions for training
teachers for all classes of schools. More attention was to be given to
elementary Education. Female education
was to be encouraged by the government.
Recommendatios:
1. An education department was to be set up in every
province.
2. Universities on the model of the London university
be established in big cities such as Bombay, Calcutta and Madras.
3. At least one government
school be opened in every district.
4. Affiliated private schools should be given grant in
aid.
5. The Indian natives should be given training in
their mother tongue also.
6. Provision was made for a systematic method of
education from primary level to the university level.
7. The government should always support education for
women.
8. The medium of instruction at the primary level was
to be vernacular while at the higher levels it would be english.
9. it strongly criticised the literature of the east
In accordance with Wood's
despatch, Education Departments were established in every province and
the University of Calcutta, the University of Bombay and the University of Madras in 1857 as well as the University of the Punjab in 1882 and the University of Allahabad in 1887.For its great impact and
influence on western education in India it was known as "Magna
Carta". In which education for commerce was also added.
Aims
and Objectives of Educational Policy:
Wood‘s Dispatch is
a long document of 100 paragraphs and deals with the various aspects of great
educational importance.The Dispatch first throws light on the aims and
objectives of educational policy of the Company in India. It gave highest
priority to the responsibility of Indian Education and other responsibilities
of the Company. The Dispatch had the following objectives in view:
- To impart Western knowledge and information about the western culture to the Indians
- To make people of India familiar with the works of European authors
- To educate the natives of India so that a class of public servants could be created
- To promote intellectual development and also raise the moral character of the young generation
- To develop practical and vocational skills of the Indians people so that more and more articles could be produced and also to create a good market for consumption of those goods
Recommendations
of the Wood’s Dispatch
Department
of Education:
The Wood‘s
Dispatch, for the first time, recommended the creation of a Department of
Public Instruction (D.P.I.) in each of the five provinces of Bengal, Bombay,
Madras, the Punjab and the North Western provinces. The head of the Department
would be called the Director and he was to be assisted by a number of
inspectors. The D.P.I. had to submit an annual report to the government about
the educational progress in his province.
Expansion
of Mass Education: The Dispatch
admitted that mass education has been totally neglected. Therefore, the
Dispatch directed that useful and practical knowledge should be conveyed to
masses. To achieve this purpose, the Dispatch recommended the establishment of
increased number of High Schools, Middle Schools and Primary Schools. The
indigenous primary schools were regarded as the foundation upon which the
superstructure of education could be constructed.. The downward filtration
Theory as proposed earlier was discarded and in its place importance to primary
education was given. Elementary education was considered to be the foundation
of the education system
.
Establishment
of Universities: The
Dispatch recommended the establishment of universities in the three Presidency
towns of Calcutta, Bombay and Madras. The universities were to be modeled after
the London University and these were to have a senate comprising of a
Chancellor, a Vice-Chancellor, and fellows who were nominated by the
Government. The Universities would confer degrees to the successful candidates
after passing the examinations, (of Science or Arts Streams) conducted by the
Senate. The universities were to organize departments not only of English but
also of Arabic, Sanskrit and Persian, as well as law and civil engineering.
Training
of Teachers: -
Wood‘s Dispatch
recommended the establishment of teacher training schools in each of the
provinces. There should be training schools for teachers of engineering,
medicine and law. The qualified teachers should be given better pay scales. The
Dispatch further emphasized on the provision of scholarships to the teachers
during their training period.
Professional
Education: -
Wood‘s Dispatch
encouraged professional education. It recommended the establishment of medical,
engineering law and other institutes of professional education. The Dispatch
stated that in order to develop vocational efficiency of people and to
make people realize that the British rule was progressive. Another reason for
the encouragement of vocational education was to control the problem of
unemployment.
Introduction
of network of Graded Schools all over India: -
The Dispatch
recommended that there should be graded schools all over the country as
follows:
- · Universities
- · Colleges
- · High Schools
- · Middle Schools
- · Primary Schools
Wood‘s Dispatch
recommended the establishment of a network of graded schools all over the
country. At one end were the universities and the colleges, then the high
schools followed by the middle schools and the bottom of the middle schools and
at the bottom of the network were the primary schools, both government and
indigenous. Both the Anglo-vernacular and vernacular schools were to be
included in the same class. This system was recommended in order to enable an
individual to receive higher education after completing the different levels of
schools education
Grant
in-aid system: The Wood’s
Dispatch recommended the sanction of a grant-in-aid system in the Indian
educational system. To educate the large number of people of India was a
difficult task and so the grant-in-aid system was adopted by the government.
Grants were given to those schools and colleges which satisfied the conditions
given below :-
- The schools must provide secular education.
- The school management should run the school well.
- The school should agree to state inspection from time to time.
- The schools should follow any rule prescribed by the government for the regulation of the grant.
- The school must charge fees from the students.
Grants were given
to the schools for increasing the salaries teachers, construction of school
buildings, granting scholarships to students, improving conditions of
literates, opening of science department etc.
Teaching
of Language: – The
Dispatch emphasized the importance of Oriental languages. Mr. Wood had
recognized the usefulness of Sanskrit, Arabic and Persian and recommended them
as subjects of study in regular institutions. Like Macaulay, he also recognized
the usefulness of western knowledge for Indians. The Wood’s Dispatch gave
importance to teaching of English, but at the same time, it also stressed on
the teaching of Indian languages. The Dispatch realized that any acquaintance
of European knowledge could be communicated to the common people and that could
be conveyed to them only through learning their own mother tongue. Therefore
the Dispatch clearly stated that Indian languages as well as English should be
used as media of instruction.
Education
of Women: In Wood’s Dispatch,
much emphasis was given upon women education. The Dispatch recommended that the
education ladder would be incomplete without women education. It appreciated
the work of enlightened Indians engaged in this sacred job The Dispatch
recommended that the government should always support education for women. The
wood’s Dispatch stated, “The importance of female education in India cannot be
over rated; and we have observed with pleasure the evidence which is now
afforded of an increased desire on the part of many of the natives of India to
give a good education to their daughters. By this means a far greater
proportional impulse is imparted to the educational and moral tone of the
people than by the education of men”. The Despatch also encouraged the private
enterprises to promote women education. The schools for girls were to be
included among those to which grants-in-aid would be given.
Medium
of instruction: The Dispatch
recommended that owing to the shortage of books in Indian languages, the medium
of instruction should be English. But English should be needed for those people
who have proper knowledge and taste for English and are able to understand
European knowledge through this language. For other Indian languages should be
used.
Muslim
Education: Concerning Muslim Education,
Mr. Wood found that Muslims in this country were educationally backward and
hence they should be encouraged to gain more education and efforts should be
made in this direction.
Vocational
Education: The Dispatch pointed out the
need of starting vocational schools and colleges for imparting instructions in
different vocations. Vocational education may be considered as a necessity in
order to prepare children for future life.
Education
for Employment: The Dispatch
recommended that academically and highly qualified person should be preferred
more than the others for Government services.
Policy
of religious neutrality: The Dispatch
directed the company to follow a policy of religious neutrality. No man’s
religion was to stand in the way of securing an appointment under the Government.
Moreover no religious instruction should be imparted in educational
institutions. They were to be exclusively secular.
Merits
of Wood’s Dispatch:
Educational
Policy: Through Wood’s Dispatch,
British Parliament, for the first time made an attempt to decide the
educational policy of India and made it constitutional. Before this, there was
no policy of education for Indians. Through this Dispatch they decided for the
first time their policy about education system in India. Wood‘s Dispatch
started a new era in Indian education system by clearly defining objectives of
education. It made the Government realize the importance of education for the
people and presented a comprehensive scheme of education embracing primary,
secondary and higher education.
Grant-in-aid
system: By the grant-in-aid
system many schools were benefited, the quality of education improved, and
private organisations were encouraged to open new schools.
Educational
Responsibility: This Dispatch
brought about a revolutionary change in the educational policy of the British
Government. It declared that Indian education was the duty and responsibility
of the British government. The Dispatch recommended scholarship for the poor
and deserving students.
Importance
of Indian literature and culture:
The Dispatch recognized the importance and utility of Indian literature,
culture and knowledge. It recommended the inclusion of Sanskrit, Arabic and
Persian language and literature in the curriculum along with the western
knowledge.
Indian
languages as medium of instruction:
Charles Wood also recognized Indian languages as the medium of instruction
along with English. Wood‘s Dispatch encouraged Language teaching. As a result,
regional languages and classical languages were taught in the schools.
Department
of Public Instruction: It
recommended the creation of a separate Department of Public Instruction in five
provinces and appointment of a Director to head the Department To run properly
the education schemes of India, the Dispatch suggested for setting up
Department of Public Instruction in each province with the Director of Public
Instruction, Deputy Directors etc. Thus it prepared an administrative set up
for education.
Establishment
of Universities: The Dispatch
encouraged higher education by recommending the establishment of universities
in Calcutta, Bombay and Madras and emphasized on the necessity of vocational
education. Thus education got a good stride.
Expansion
of Mass Education: The principle of
Downward Filtration Theory was discarded by the Wood‘s Dispatch and it
encouraged the promotion of mass education. It recommended the establishment of
indigenous schools. By giving a universal character to education, the Dispatch
abolished the filtration theory. Thus education was not confined to higher class
of people alone, instead its doors was opened for all.
Solution
of unemployment: Wood’s
Dispatch also paid attention to solve the problem of unemployment by
encouraging vocational education. Arrangements for vocational education were
made. Thus the public got an opportunity for becoming self-dependent.
Training
of teachers: The Dispatch
recommended the training of teachers The Despatch recommended the importance of
establishing teacher-training institutes to improve the quality of teachers and
their conditions of salaries.
Responsibility
of women education: The Dispatch
revived and recognized the need of development of women education as the duty
and responsibility.
Demerits
of Wood’s Dispatch
- Wood‘s Dispatch could not remove the imbalance in Indian education system. The rich people sent their children to English medium schools, and the government gradually stopped financial aid to the indigenous schools and so the existence of these schools became jeopardized. It failed to develop character initiative and leadership among students.
- The Dispatch, in reality promoted Western literature and knowledge and government offices showed preferences for persons educated in English. The education planning and management schemes remained only in black and white.
- The system of grant-in-aid did not operate in proper sense, i.e., there was always the paucity of funds, the irregularity of their release and biased attitude towards the privately managed schools.
- It neglected general education. Only the privileged class received education.
- Indigenous schools remained neglected. Priority was given to people educated on English pattern with regard to government posts. M. R. Paranjpe stated that, ―the authors did not aim at education for leadership, education for the industrial regeneration of India, education for the defense of the motherland, in short, education required by the people of a self- governing nation.
- Departments of Education were opened in the five provinces but they could not promote the real interest of education
- The Dispatch had said that the government should follow a policy of secularism, but regarding the Christian missionaries the Dispatch showed a soft corner
- The Wood‘s Dispatch had a partial attitude towards the Christian missionaries; Christian religious books were easily made available to the students, in the libraries.
- The three universities were modeled on the London University and the Government‘s policy of nominating members to the senate was biased. Therefore higher education was not related to Indian conditions
The Dispatch
succeeded in only producing a class of clerks and accountants.
In conclusion it
has been observed that however, it must be noted that in spite of all the
limitations, the Wood’s Dispatch was recognized as the Magna Carta of Indian
Education.’ The objective of the Dispatch was very sincere but the government
could not implement the various suggestions and recommendations. The main
provisions of the document were of great historical importance. It provided a
boost to secondary education and to some extent to primary education also. It
was however observed that some of the most important recommendations of the
Dispatch were not carried out for a long time and some were given effect in a
distorted form. During the first thirty years after the Dispatch, government
institutions gradually increased and beside the Christian Missionaries other
private enterprise were not encouraged.
Consisting of a
hundred paragraphs the document dealt with several issues of great educational
importance. Accepting ‘the improvement and far wider extension of education
both English and vernacular’ as the ‘sacred duty’ of the Government of India
the dispatch recommend the following measures for the realization of the
desired aims:
(1) The
establishment of a separate department of education for its administration;
(2) The foundation
of universities at the three Presidency towns;
(3) The
establishment of institutions for training of teachers for all types of
schools;
(4) The
maintenance of the existing government colleges and high schools and
establishment of new ones if and when necessary;
(5) The
establishment of new middle schools;
(6) Greater
attention to vernacular schools, indigenous and others, for expansion of
elementary education, and
(7) The introduction
of a system of grants-in aid to help support a rising number of privately
managed educational institutions.
The dispatch drew
special attention of the government ‘to the importance of placing the means of
acquiring useful and practical knowledge within reach of the great mass of the
people’. English was to be the medium of instruction in the higher branches,
and the vernacular in the lower. English was to be taught wherever there was a
demand for it, but it was not to be substituted for the vernacular. The system
of grants-in-aid was to be based on the principle of perfect religious
neutrality. A properly graded system of scholarships was to be introduced and
female education was to receive the frank and cordial support of the
government.
The dispatch
concluded with the comment that in course of time, government institutions,
especially those of the higher order, might safely be closed, or transferred to
the management of local bodies under the control of, and aided by, the state.
On the basis of these recommendations the new system of education in India
gradually evolved. No doubt, with the progress of time the system underwent
changes, but the original blue-print was framed by the system underwent
changes, but the original blue-print was framed by the Dispatch of 1854.
Sergeant Report
1944 In 1944, the Central Advisory Board of
Education drew up a Scheme. As sir John Sargeant was the educational advisor of
the Government of India at that time, it is known as the Sargeant plan. The objective which the Board set itself was
to create in India, in a period of not less than forty years, the same standard
of educational attainment on had already been admitted in England. With this
end in view, the Report provides for:
1.
Pre primary
education for children between 3 and 6 years of age.
2.
Universal,
compulsory and free primary or basic education for all children between ages of
6 and 14.
3.
High
school education for 6 years beginning after the higher secondary examination,
for selected students.
4.
A
university course of 3 years beginning after the higher secondary examination
for selected students.
5.
Liquidation
of adult illiteracy and the development of a public libraries system in about
20 years.
6.
Full
provision for the proper training of teachers required for the implementation
and continuation of the scheme.
7.
Creation
of employment bureaus.
8.
Education
of the physically and mentally handicapped children. The Sargeant plan was bold
in concept and went much further than any other official scheme published until
then. It was comprehensive in scope and tried to meet almost every problem of
Indian education. It promised higher remuneration to teachers with a view to
attracting a better type of person and raising the social status of the
profession.
The Committee has offered the following
suggestions for the improvement of university education—
1.
The
duration of degree course should be of 3 years.
2.
The
present intermediate course should be abolished. The first year of the course
should be transferred to high school and the second year to the universities.
3.
The
standard of university education must be raised. The condition of admission
must be revised so that capable students can take the advantage of the
university course.
4.
Competent
teachers should be appointed in the university and steps should be taken to
improve the conditions of service including remuneration.
5.
The
tutorial system should be widely extended for closer personal contacts between
teachers and students.
6.
Adequate
financial assistance must be provided for poor students.
7.
Emphasis
should be given on establishing a high standard in post-graduate studies and in
pure applied research.
8.
For
coordination in the activities of the different universities an All India
Organisation like University Grants Committee of England should be set up.
Sargent Committee laid a good deal of stress on technical and vocational
education. It suggested for the full time and part time instructions in order
to fulfil the requirement of all the different categories of the skilled hands.
The report divides the workers into four categories—
Higher Category of Workers :
According to the Sargent Report there was a need for higher category of
workers for the industrial and vocational fields. They will have their
preliminary training in a Technical high school and then will pass from
Technological Department of some university or from full time Technological
Institute and will serve as Chief Executive, Research Workers etc.
Lower Category of Workers :
This category includes foreman, charge-hand and other ordinary executive
and administrative officers. They should be given training in the Technical
high school for Diploma or Certificate Course.
Skilled Craftsman:
Skilled craftsman are very much needed for successful execution of
industrial and occupational schemes. Students should have passed Technical high
school course or Senior basic or Junior Technical or Industrial school course.
Semi skilled or unskilled workers :
Students who have studied in Senior basic middle schools with some basic
craft, shall be admitted to this category of workers. These persons should get
facilities both for continuing their general education and for improving their
skill.
The report has touched some other branches of education also. These are
as follows:
1. Adult Education :
The role of adult education, according to report is to make every
possible member of a state an effective and efficient citizen. It is very much
essential for the success of the ideal democratic way of life. The problem of
adult education in India connotes adult literacy. The normal age range of adult
education should be 10 plus to 40.
This scheme envisaged two types of education for adults— general
education and technical or vocational education. Separate classes should be
organised for boys and girls between ten to sixteen years of age. In order to
make adult education interesting, it is necessary to use visual aids,
mechanical aids such as pictures, charts, cinema, gramophone, radio, folk
dancing, music etc.
2. Training of the teachers :
There should be an army of trained teachers for the rapid progress of
education and the successful execution of the plans of education. For graduate
teachers Sargent Committee recommended to impart training to them by training
colleges. For the training of undergraduate teachers, there should be three
types of training institutions— pre-primary, basic and high school.
Teachers for technical and industrial education may be taken to the
institutions for the purpose and other industrial courses. Refresher courses
should be started for all the categories of teachers. Free training should be
provided in training colleges and schools. In order to attract proper type of
persons to the teaching profession, the report proposes to revise the scales of
pay to be given to all grades of teachers, particularly to the teachers at the
primary stage who are paid very low salaries at present.
3. Health Education :
The Sargent report suggested that in order to look after the health of
school Children health committee should be set up in schools. Every student
should be medically checked up and if any defect is found appropriate follow-up
measures should be taken. Minor treatment can be provided in school clinics.
Physical training should be compulsory.
4. Education of the Physically Handicapped :
Provision for special education should be made for physically
handicapped and mentally retarded children. Here the educands may engage
themselves in such productive activities that may be of use to them in the
future life.
5. Employment Bureaus :
The scheme made the following recommendations in this regard in order to
provide the students with requisite employment—
(i)Under the control of the education department a number of employment
bureaus should be established.
(ii)Universities should have their own employment bureaus.
(iii) These bureaus should
discharge the following functions—
(a) contact with educational institutions,
(b) advise the outgoing students about openings for employment,
(c) contact with employers and arrangement for trade apprentices.
6. Administration of Education:
For proper implementation of the new schemes of education at all India
level a strong department of education should be set at the centre. The state
should also have their department of education. More cooperation and
coordination needed between the centre and the states for successful
implementation of a National System of Education.
The report indicated that the implementation of the whole scheme would
involve a total expenditure of Rs. three hundred crores every year.
IMPLEMENTATION OF THE RECOMMENDATION
1.
It is
necessary for us to see how the recommendations of the Sargent Committee was
implemented.
2.
The
Government of India accepted the recommendations of the report in principle and
tried to implement some of them in the following manner—
3.
In 1945
an education department was established at the centre to increase
administrative efficiency.
4.
According
to the recommendations of the committee 40 crores of rupees were given to the
provincial Governments for implementing certain aspects of the scheme in their
areas.
5.
The
Provincial Governments were advised to make five year plans for education. In
1946 these plans were made in some provinces.
6.
It was
decided that the scheme should be implemented within 16 years instead of 40
year.
7.
According
to the recommendations of the committee University Grants Committee was constituted
in 1945 which later on became University Grants Commission in 1956.
8.
The aim
of providing compulsory and free education to children between 6—11 years of
age was accepted.
9.
Efforts
were made for adult education and also for improving the economic condition of
teachers.
10. The committee of polytechnic school and the
All India Technical Education Committee were established in Delhi.
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