Key Developments of Modern Education System

Key Developments of Modern Education System

CHARTER ACT (1813):- The objective was to spread scientific knowledge in British India. The Christian missionaries were allowed in the country to preach their religion. In 1817, Hindu College was established in Calcutta which later became Presidency College in 1855 and Presidency University in 2010. 

ELPHINSTONE REPORT (1823):- It recommended the appointment of district Examination officers, School supervisors, and training to teachers. 
Elphinstone Institution was set up in 1834 in Bombay which marked the beginning of new developments in the field of higher education. It is one of the oldest colleges of Bombay University. 

MACAULAY'S MINUTES (1835):- It suggested the diffusion of English education in the country. However, these initiatives were mainly directed at elementary and secondary education. Lord Macaulay wanted to build an education system that was secular and scientific, free of age-old prejudices and at par with the Western world. In this way, he played his part in building modern India. 

WOOD DISPATCH (1854):- It was the first policy measure regarding higher education. It recommended the setting up of three universities namely at Madras, Calcutta and Bombay which were set up in 1857.

HUNTER COMMISSION (1882-1883):- It emphasized the segregation of primary education and higher education. It proposed that universities would have to manage the affiliated colleges. 

UNIVERSITIES COMMISSION (1902):- Lord Curzon was the first person to appoint a commission on university education. On January 27, 1902, the Indian Universities Act, 1904- India University Commission was appointed under the Chairmanship of Sir Thomas Raleigh to enquire into conditions and prospects of the universities established in British India and to consider and report upon the proposals of the universities established in British India and to consider and report upon the proposals for improving their constitution and working. 
The Indian Universities Act of 1904, passed on March 21 was formulated on the basis of the recommendations of the India University commission of 1902.

NATIONAL COUNCIL OF EDUCATION:- After the partition of Bengal in 1905, the national council of education was set up by swadeshi nationalist leaders, which developed into Jadavpur University after independence.  

RESOLUTION ON EDUCATIONS POLICY (1913):- This policy recommended that a university should be established for each province the teaching activities of universities should be encouraged and that the colleges located in mofussil towns should be developed into teaching universities in due course. 

SADDLER COMMISSION (1917):- It is also popular as the Calcutta University commission
  1. It recommended the separation of intermediate education from Degree College and suggested a special selection committee for the selection of university teachers.
  2. Calcutta university commission suggested the setting up of the Central Advisory Board of Education (CASE) CABE was set up in 1920 but was abolished in 1993 due to financial crisis. 
  3. Under the Government of India Act, 1919 education was made a provincial subject so as to minimize the control of the central government in the education system. 
HARTOG COMMITTEE (1929):- The committee focused on improving the quality and standard of university-level education. It again recommended the setting up of CABE, which was again established in 1935 and has been in existence since. 

SAPRU COMMITTEE:- the committee appointed in 1934 by the United province (largely present Uttar Pradesh) Government to enquire into the causes of unemployment in U.P came to the conclusion that the system of education commonly prevalent prepared pupils only for examination and degrees and not for any avocation in life. 

ABBOT WOOD REPORT (1937):- It proposed the English should be the medium of instruction at the university level. It recommended vocational training through polytechnics and setting up of vocational teacher's training colleges. 

WARDHA SCHEME OF EDUCATION (1937):- It is also known as Nai Talim or Basic Education or buniyadi Talim (Shiksha) or basic Shiksha. The scheme is an outcome of the philosophy of Gandhi ji. It was given a definite shape by the committee under the chairmanship of Dr Zakir Hussain who later on become the president of India. 

SARGENT REPORT (1944):- The Sargent report is also called the scheme of post-war Educational development in India. 

HIGHER EDUCATION AFTER INDEPENDENCE:- Government of India took several initiatives to improve and promote higher education in the country after independence. 

RADHAKRISHNAN COMMISSION (1948-1949):- Radhakrishnan commission also known as the university Education commission suggested the integration of secondary education and higher education by setting up UGC. It also recommended the setting up of rural universities. 

MUDALIAR COMMISSION (1952-1953):- It is also popular as the Secondary Education Commission. It recommended introducing a three year secondary and a four year higher education system. I also advocated setting up multipurpose schools and vocational training institutes. 

COMMITTEE ON EMOTIONAL INTEGRATION (1961):- It was set up under the chairmanship of Dr Sampurnanand to study the role of educational programmer for youth, in general, and students in schools and colleges, in particular in order to strengthen the process of emotional integration. 

KOTHARI COMMISSION (1964-1966):- The commission was titled as Education and National Development report. This is a very progressive report. It proposed a three-year degree course and a four-year honour degree course. Establishment course and a four-year honour degree course. The establishment of the Indian Education Service (IES)to improve the quality of Indian higher education with an emphasis on quality teaching faculties to vocational secondary education was recommended. It recommended the 6% of the national income should be spent on education. 

EDUCATION SUBJECT IN CONCURRENT LIST (1976):- India has a federal setup and education is the concurrent responsibility of both the centre as well of states. Post-independence, education (including university education) was the responsibility of the states, while the centre was given the function of coordination and determination of standards. However, in 1976, through Entry 25 (42nd list of the constitutional Amendment) in the concurrent list of the responsibility along with the states for all levels of education.

SAM PITRAODA COMMITTEE (1917):- It was set up in 2007. It is also popularly known as the national knowledge commission (NKC). It recommended restructuring of curricula to meet the demand for multidisciplinary professionals and criteria based resource allocation to ensure maintenance of standards and strategic preferences to promote excellence in higher education. 

YASH PAL COMMITTEE:- It suggested scrapping of all higher education, regulatory or monitoring bodies and creation of a super-regulator, that is a seven-member commission for higher education and Research (CHER). State Higher Education councils would form the second tier of the system. 
It also recommended that the deemed university statues be abandoned and that all deserving deemed varsities be either converted into full-fledged universities or scrapped. The committee stressed the need for more attention to undergraduate programs and a multidisciplinary approach to learning. Yashpal Committee also strongly recommended reducing the burden of affiliation of colleges on the universities and a GRE like test be evolved for university education.

SHARMA COMMITTEE:- Set up under Prof MM Sharma, it deliberated upon the development of science and technology education in India. The committee suggested the establishment of the India Institute of Science, Education, and Research (IISER). It also recommended expansion of technical education, assuring quality and providing access and affordability for technical education. 
 
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