Evolution of Education in India

Evolution of Education in India – Complete Timeline

Pre-British Background (before 1757)

  • Indigenous systems of learning flourished: Gurukuls, Madrasas, Pathshalas, Tols.
  • Education was mostly religious and philosophical, with Sanskrit, Persian, and Arabic as major languages.
  • Community-supported schools in villages, but limited access for lower castes and women.

British Period

1781 – Establishment of Calcutta Madrasa

  • Founded by Warren Hastings to promote Arabic and Persian studies.
  • Early British policy was to promote oriental learning.

1791 – Sanskrit College at Benaras

  • Founded by Jonathan Duncan to encourage traditional Hindu learning.

1813 – Charter Act

  • First official step: Company set aside ₹1 lakh per year for education.
  • Debate: Whether to promote Oriental (Indian) learning or Western (English) learning.

1823 – General Committee of Public Instruction

  • Set up to guide educational spending.
  • Initially favored Oriental learning.

1835 – Macaulay’s Minute on Education

  • Famous statement: Create “a class of persons Indian in blood and colour, but English in taste.”
  • Advocated English as medium of instruction.
  • Shifted policy firmly towards Western education.

1835 – Lord William Bentinck’s Resolution

  • Accepted Macaulay’s recommendation.
  • English became the medium for higher education.

1854 – Wood’s Despatch (Magna Carta of English Education in India)

  • Systematic framework:
    • Emphasized secular and Western education.
    • Creation of universities in Calcutta, Bombay, and Madras (1857).
    • Mass education stressed but largely remained elitist.
    • Teacher training institutions recommended.

1882 – Hunter Commission

  • Recommended expansion of primary education.
  • Advocated transfer of primary education to local bodies.
  • Highlighted need for vocational education.

1902 – Indian Universities Commission

  • Examined functioning of universities.
  • Called for better teaching and research.

1904 – Indian Universities Act

  • Curbed autonomy of universities.
  • Strengthened government control.

1913 – Government Resolution on Education Policy

  • Accepted responsibility for providing education.
  • Stressed need for compulsory education for children between 6–14 years.

1920 – Saddler Commission (Calcutta University Commission, 1917–19)

  • Criticized existing university system.
  • Suggested:
    • Two years of university education after school (intermediate).
    • Greater autonomy to universities.
    • Emphasis on vocational and teacher training.

1935 – Government of India Act

  • Education made a provincial subject.
  • Provinces got more freedom to design education policies.

1944 – Sargent Plan (Post-War Education Development Plan)

  • Recommended:
    • Universal free and compulsory education for children (6–14 years) within 40 years.
    • Expansion of higher, technical, and vocational education.
  • Very ambitious, but limited implementation.

Post-Independence Period

1948 – Radhakrishnan Commission (University Education Commission)

  • Emphasized quality in higher education.
  • Suggested UGC (University Grants Commission) creation.

1952 – Mudaliar Commission (Secondary Education Commission)

  • Highlighted importance of diversified courses at secondary level.
  • Vocationalization recommended.

1964–66 – Kothari Commission (Education Commission)

  • Comprehensive review of Indian education.
  • Recommendations:
    • Common school system.
    • 10+2+3 structure.
    • Emphasis on science and research.
    • Education linked to national development.
  • Guided the National Policy on Education (1968).

1968 – National Policy on Education (NPE)

  • Based on Kothari Commission.
  • Advocated:
    • Three-language formula.
    • Equalization of educational opportunities.
    • Emphasis on regional languages.

1986 – National Policy on Education (NPE 1986)

  • Focused on access, equity, and quality.
  • Stressed removal of disparities.
  • Expansion of open universities (IGNOU established in 1985).
  • Revised in 1992: greater stress on vocational and technical education.

2002 – 86th Constitutional Amendment

  • Made education a fundamental right (Article 21A) for children 6–14 years.

2009 – Right to Education Act (RTE)

  • Implemented from 2010.
  • Free and compulsory education for children 6–14 years.
  • Minimum norms for schools.
  • 25% reservation for weaker sections in private schools.

2020 – National Education Policy (NEP 2020)

  • Radical restructuring.
  • Key features:
    • 5+3+3+4 curricular structure replacing 10+2.
    • Multidisciplinary education.
    • Emphasis on skill-based and holistic learning.
    • Flexibility and multiple entry-exit options in higher education.
    • Push for digital and vocational education.