CONTENTS

PART I-EDUCATION IN ANICIENT INDIA

Page
3
1. Education in the Vedic Period

Education.
Education in the Post Vedic Period
t1
Main Features of the Post Vedic Education'
19
The hrddhist SYstem of Education
Salient Features and comparison with Brahmanical System
of
Education.
23
Education and Religion
lnfluence of Religion on Education in Ancient and Medieval
India.
dx

PART II-MUSLM EDUCATION

Main Features of Muslim Education 35
Maktaba, Madrasa and Crntnes of Higherlrarning-Agra' Bihar'
Delhi, Jaunpur, Malwa.

PART III-MODERN INDIAN EDUCATION A}ID

DEVELOPMENT
Indigenous System of Education in India 45
Elphilstone Minute; Adasr's Reports; Charactcristics of
- Early //
'/'
Mission Schools.
Bentick's Prcclamatioel835
50
Bentick's Proclamationas Turning Pointin the Historyof Indian
Edueation.
 (iv)
Page

9. Oriental-Occidental Contrnversy and Macaulay's Minutes 52

10. Filtration Theory of Education 56

l.'\
11' 57
na J*" of Indian Education.
12. F'irst Indian Education Commision or Hunter Commission, . - -
= (1E82) !, a!
Main Recommendations and Impact . ".
'/'
13. Gokhale's Resolution on Primary Education (191&1a) 65
I{ain Suggestions of Gokhale and Their Lnpact.

14. Indian University Commipsion, 1902 and Saddler

\r'- CbmmissionlglT 67
Main Recominendations of Indi an University Commissio n 1902;
Terrrs of Reference, Main Recommendations and Evaluation of
Saddler or Calcutta University Commission.
15. The Hartog Committee Report (1929) 70
Recommendations on Wastage and Stagnation of Primary Edn
16. Abbot and Wood Report (193G37) 72
Recommendations and Observations Thereon.
17. Post-War Education Scheme or Sargent Repoft (1944) 74
Report of the Cental Advisory Board and its Evaluation.
18. Nagative and Positive Effects of English Education.in India 81
Brief Description and the Impact of English Education in India.
19. National Universities 82
Aligarh, Banaras, Banaras Sanskit College, Gurukul Kangri,
Kashi Vidyapith, Jarnia Millia, Delhi.

PART IV-CURRENT PROBLEMS OF EDUCATION

IN INDIA
20. ConstitutionalPrcvisions Regarding Education 87
Education in the Concurrent List, Centre-State Partnership;
' National Policy, 1986 on Constitutional Provisions.
21. Nursery or PrePrimary Education
Need and Importance of Nursety Education; E:rpansion and
Causes of Slow Progress in India; Solutions; Curriculum, Equip-
ment and Methods of Teaching in a Nursery School.
 (v)
Page

22. Universalisation of Elementary Education 104

Non-Fulfilment of Constitutional hovisions ; Achievements and
Targets; Problems and their Solutions; History of Cc"'mpulsory
Education in India.
23. Imbalances in Elementary Education 111
Education of the Backward Sections of Population; Equalisation
of Educational Gpportunity.
24. Wastage and Stagndionin Education (Retention of Students) 155
Meaning, Extent, Causes and Remedies.

25. Qualitative Improvement in Elementaly Education 118

Qu alitative Exp ansion and Qualitative lnprovement.
26. Single Teacher School 122
Indispensability of Single Teacher Schools, Problems and Solu-
tions.
27. Basic Education 125
". Concept, Meaning and Characteristics, Kothari Commission and
. Basic Education in Modern India.
28. Ctreap Housing for Rural Schools 133
Schools,for All-A Challenging Task; Recommendations of the
Kothari Commission on School Buildings.
..,.,\
'
'l;.'rt 29. Restructuring Secondarl
Education 140
, \' Secondary Education Comnission 1952-53.
30. I(othari Commission and Reconstructing Secondary Educa-
tion f45
Major Recommendations of the Commission; Evaluation of the
Recommendation s ; lO+2+3 and Kothari Commission.
31. National Policy on Education 1968 155
Main Features. t t

32. Qualitative Improvement and Curriculum Reconstmction 160

Secondary Education and Kothari.Cornmission on Curriculum
Reforrr.
33. New Pattem of Education 166
Salient Features of the Pattern; Merits and Limitations.
34. Ishwar Bhai Patel Review Committee 173
Salient Recommendations (1977 -7 8).

35. Vocationalisation of Education and Adiseshiah Committee

(1e7S) 176
Meaning, Concept, Slow Progress and Remedies for the Promo-
 (vi)
Page

tion of Vocational Couses; Recommendations of the Review

Committee (Plus Two).

36. Public Schools 183

Ch ai.acteristics and Merits of hrblic Schools ; Education
Commis -'
sion on Public Schools; Place of Public Schools in a Democratic
Country; Common School SYstem'
187
37. Women Education
F,xpansion, Problems and Methods of Popularisation of women
'
Education, Co-Education and Curriculum'

38. Modem System of Teacher Education 195

Need, Significance and Type of Teacher Education, National
council for Teacher Education; Major Developments; Drawbacks
and Remedies ; In-Service Education of Teachers ; National
Com-
mission on Teachers 1983-85.
214
39. Sociat and Adult Education
Functional Literacy and National Development; Slow Progress
and Adult Education and Suitable Measgres; National Policy
(NAEP);
Statement and Nationat Adult Education Programme
National Policy on Education, 1986; Gram shikshan Mohim in
Maharashtra.
40. Language Prcbtem 225
Working of the Three l-anguage Forrrula'
41. National and Emotional Integration 228
signifrcance; Role of Education; Recommendations ofthe com-
Recent Developments; Review of Textbooks'
^ittr";
42. Socially Useful Productive Work (SUPW) and Work
223
Experiencc
Meaning; ConcePt and Contents.
Education and EmPloyment
238
43.
Gravity of the Situation; Future Strategy of Educational Develop-
,'lrrrentand Employment Opportunities.
42
s of Teaching; Medium of In-
CorresPondence Facilities; En-
rolment and Institutions of Higher Education'
45. Strrdent Unrest
u9
Student Unrest-A Global Phenomenon; Causes and Remedial
Measures.
 (vii)
Page
6. Education for Intemational Understanding 252
Meaning of International Understanding; Role of Education for
International Understanding; Ways and Means; Role of the Teacher.
47. Population Education 259
Need, Scope, Problems and hograurme; Population Education
Curriculum; Promoting Population Education in India and IJNFPA.
48. Education of the Eandicapped Children 269
Significance; Magnitude and Prograurme; Handicapped Children
and National Poliry on Education, 1986.

49. Modemisation and Indian Education 273

Meaning; Magnitude and Prograrnme.
50. Educational Planning-hJndia 276
Obj ectives; Principles ; History; Financial Allocations; Achieve-
ments at Different [rvels; Drawbacks; Guidelines.
51. Religious and Moral Education 285
True lVleaning; Conflicting Views; Sri Prakasa Committee; Edu-
cation Commission.
52. Science Education . 287
, Significance, Science at Different Stages, Out of School Science
Education.
53. Examination and Evaluation 291
Modern Concept; Evaluation and E:rarnination; Objective hased
Evaluation.
54. Correspondence Courses 295
Rationale; Problems and Challenges.
56. Standards, Qtrali$ and Constrainh in Education 305
Conflicting Views Regarding Quality and Standards; Financial
Constraints ; Educational Reforms.

57. Imbalances in Education 308

Various Imbalances and Their Removal.

l, 5E. Educational Technolory 310

I, Meaning and Impact of Educational Technology; Educational
Technology in India; Role of T.V. and Radio in Education.
59. National and State Bodies in Education 320
C.B.S.E.; KV.S.; U.G.C.; N.I.E.P.A.; N.C.E.R.T., N.C.T.E.,
and State Boards.
 (vut)

Page

60. GoalsofNationalDevetopment 326

Goals ofEducation in Historical Context; Goals ofEducation in
Independent India and their Fulfilment.
61. NationalPolicyof Education (NPE),1986 330
Main Issues in Educational Reforms; Major Recommendations;
Evaluation of the NPE: National system ofEducation;NPE and
Nursery/pre-Primary anil Early CtritdtrooA Care and Education
(ECCE) ; Operation B lackboard.
342
62. Education forthe2lstCentury
state of Education in the2lst century; Suggested Educational
Model; Explosion inthe Field ofEducation'
63. Ratnamurti Report, 1990 (Review Committee) on
National Policyon Education, 1986 345
Reasons for theAppointment of the committee; Major Recom-
mendations; Evaluation of the Report'
3s8
64. Heavy School Bags (Yash Pal Committee Report)
Heavy Load on Student andAppointment ofYash Pal Committee;
Maj br Recommendation s ; Evaluation of the Recommendations.
65. Decentralised Managementof Education 360
Constitutional Provisions regarding Panchayati Raj. Educati on
unde r Parchayati Raj I nstitutio n s. Important Recommend
ati on s

of the MoilY Cornmittee.

Modified National Policy on Educat ion 1992
66. Recent DeveloPment in UEE
(Universalisation of Elementary Education)
l. compulsory Education as a Fundamental!.ight (2002)
2. District Primary Education Programme @ppp)
3. Sarva Shiksha AbhiYan
4. Education Guarantee Scheme andAlternative and
Innovative Education
5. National Programme ofNutritional Support to
Primary Education (Mid day Meal Scheme)
6. National Programmc for Education of girls at
ElementarY Level (NPEG EL)
7. Kasturbal Gandhi Balika Vidhyalaya Scheme
8. Prathmik Shiksha Kosh
g. Restructioning Teacher Education
67 , Curriculum Reconstruction in India: National Curriculum 37
|
Framework(2005)
 I
EDUCATION IN THE VEDIC PERIOD
Q. t. Describe the main features of the educational system in
the Veilic Period.
Or
"EducatioD was considered as the third eye of mtn." . Discuss
this statement and bring out the salient featuies of the system of
education in ancient India.

Ans. Importance of Education in Ancient India

Accor-4ioe to anc the third eye
of- man, which gives h teaches him
how to.act. Nothing ht as ,Vidya',
in the spiritual sphere; the,mundlne
sphere it leads us to all-round progress and prosperity. The illumi-
nation given to us by Vidya shatters illujion,-removes difficulties
and enables us to realize the true va.lue of life. A person who does
not possess the light of educarion, may bc really deicribed as blind.
The correct insight, which men and wonren get from vidya,
naturally increases t
Indians havc empha
retined by Vidya, in
are too diverse to
like the mothe-r; directs us to the proper path like the father; and
gives us delight and comfort like ihe-wife. lt increases our flame;
and' makes us pure and more cultured. When we are in the solitude
of a journey, or of a fbreign country, it serves us as a valued
companion. It is thus a veritable desire-yielding tree.
The following verse is a common saying in India
Swadesh pujyate raja,
Vidvan sarvatra pujyate.
A- lingis respected in his own Kingdom while a learned man
is worshipped Everywhere. The llindu law-givers even go lortu.,
and lay down that the very sight >f a rearned Lan is sacrJd.
F.w. Thomas has observed, "Education is no exotic in India.
There is no country where the love of learning bad ro ,uitiuo -'
origin or has exercised- so lasting and powerful an i-nfiuence .i,---
4 HIsroRY oF INDIAN EDUCATIoN

According to [,ord Meston, "At no. period of its history has

India been an altogether un-enlightened bountry. Inscriptions, on
stone and copper, the palm-leaf records of the temples, and in tater
days, the wide-spread manufacture of paper, all alike indicate not
only the great knowledge, but also the common use of the art of
writing. F'rom the earliest times the caste of Brahmans has pre-
served by oral tradition as well as in nranuscript; a literature
unrivalled alike in its qantiuity and in intellectual subtlety of its
contents."

Notable Features of Education in Ancient Inilia

1. Free and Accessible. Education was free and accessible to
all who sought it.
2.No State Control on Education. Rulers of the country had
nothing dire Private affair of the
people, man of the countrY could
subiidise it, grants of land or
money, but control on teachers
affecting their freedom of work.
3. ers. Teachers were a highly honoured
class gs. Kings rose flrom their thrones to
-
receive Narada, Vashishtha and Vishwamitra.
A well'known Sanskrit verse goes so lhr as to say:

The teacher is Brahma. The teacher is Vishnu. The teacher is

the Great God Shiva. The teacher is the Great Brahman (Supreme
Divine Soul) incarnate. Bow to,that teacher!
4. Teacher as Parents. Teachers behaved as parents to their
pupils and pupils behaved as members of the teachers' family. The
ittitu,Je of tnd pupil was to be one of complete submission.
5. Residential Scbools. Teachers and pupils lived together
and so identified themselves with one another as to able to pray as'
follows:
i'May both of us be of us protected!
Ir{ay both of us work study of-be
_both of us be
successful (vibrant with p ght)! May wepot be
rivals to each other! Om, ".
?
6. Aim of Education - Self-Rerlisation. The ultimate aim of
education in ancient Iodia was not knowledge as preparation fOr
life in this word or for life beyond, but for complete realisation of
self -- for liberation of the soul from fetters of life, both present and
future. That knowledge was real, which led to eman-cipation-led
from umeality to reality, from darkness to light, from death to
immortality.
BDUCATION IN Ai\CIBNT TNDIA 5

7. Immeiliate Aim-Vocational. The imrnediate aim of erlu-

cation, however, was to prepare the different castes of people for
their actual needs of life.
8. Curriculum. The subjects of instruction varietl accolding
to the vocational needs of the dilferent castes frona the Vedas and
Vedangas in the case of Brahmans, to the art of warfare in the case
of Kshatriyas, and to agriculture and trade, arts and e rafts in the
case of Vaishyas

9. Me method of instruction generally

consistedof er and repetition by the pupil,
followed by acher, questioning by the pupil,
and discussi and the pupil.
10. Individual Teaching. Pupils were taught, individually, not
. ,Where pupils tvere many, the rnoni-
more advanced pupils being appointed

11. Method of Study. The method of study consisted in

listening to the teacher, reflection on what has been listened to and
its constant revision.
12. Role of Travel in Education. Travel was regarded as
necessary to give a finishing touch to education.

14. Forests as centres of Education. The place of education

was generally the forest "far from the niaddiirg crowd'rignoble
strife".
15. sanskrit as the Medium of rnstruction. The medium of
instruction in institutions conducted by Brahmans was Sanskrit.
16. self-control aod self-Discipline. There was, generally,
cor-poral punishment. Self-control or-self-discipline was considered
to be the best discipline
In the iarlier Vedic
rough the Upauayana
Vedas, Vedangas and
6. HISTORY OF INDIAN EDUCATTON

Merits of the Vedic System of Education

curriculum was quite comprehensive. Though mainry rerigious

yet it provided for vocations also.

Shortcomings of the Vedic System of Education

l. There was rigidity in instruction.
2. Discipline was very strict.
3. It did not encourage self-expression of the pupils.
4, Instruction primarily depended on verbal instructions. It
required repetition and encorirageO rote learning.
5. Female education was not,widely prevalent though there
wrJre many women scholars of emrnence.