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Indian National Education Policy-2020

2020, PPT on NEP-2020 India

The PPT is based on National Education Policy-2020, launched in India after 34 years. The earlier one was in 1986, followed by POA in 1992. I tried to highlight salient features of the Policy.

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Education System in India

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• Indian Educational System

Indian Educational System An Overview of Medieval & Modern Education (Pre-independence Period) By Dr. Rashmi Soni Education in the Muslim Period The beginning of the ... – PowerPoint PPT presentation

• An Overview
• Medieval Modern Education
• (Pre-independence Period)
• Dr. Rashmi Soni
• Muslim Period
• The beginning of the 8th century A.D. witnessed a large number of Mohammedan invasions.
• Mahmud Ghaznavi invaded the country and established a large number of schools and libraries in his own country by the looted wealth.
• Later on when the Muslim rulers established permanent empire in India, they introduced a new system of education.
• Aim of Education
• The aim of education during Muslim period was the illumination and extension of knowledge and the propagation of Islam.
• The education of this period was imparted for the propagation of Islamic principles, laws and social conventions.
• Education was based on religion and its aim was to make persons religious-minded.
• The Muslim education aimed also at the achievement of material prosperity.
• Organization of Education
• In the Muslim period, education was organized in Maktabs and Madrasas.
• Primary education was given in Maktabs and Higher Education in Madrasas.
• In Maktabs the children were made to remember the Ayats of Quran. They were also imparted the education of reading, writing and primary arithmetic. Children were given the education of Persian language and script.
• After completing the primary education, children were sent to Madrasas to receive higher education. Special emphasis was also given to the education of religious education of secular subjects, which was imparted in Madrasas.
• Chief characteristics of education in Muslim period
• Lack of University education,
• Neglect of Vernaculars,
• Decline in teacher- pupil relationship and
• Problem of discipline.
• Corporal punishment was started.
• System of examination depended upon the will of the teacher to send pupils to higher classes or not.
• Degree was given after the completion of education.
• Military education was also considered compulsory in order to establish supremacy over the Hindu kings.
• Organization
• Islamic Education
• In a Maktab children of general people were given primary education.
• Along with religious education they were also taught reading, writing and arithmetic.
• He was also taught some romantic literature of Persian e.g. Laila Majnu, Yusuf- Julekha etc.
• General practical education was also given in Maktabs.
• Letter writing applications and accountancy were taught in them.
• After completing the education in a Maktab, one could come to a Madrasa for Higher Education.
• In Madrasa, along with religious objective education, practical affairs of life were also attended to.
• Akbar did a great deal in this direction and tried to give a practical shape also to education in a unprecedented manner. Islamic religion was compulsorily taught to all the students. Akbar provided study of Hindu religion and philosophy also in many Madrasas.
• He introduced the study of medicine, history, geography, economics, political science, philosophy, astrology, law and mathematics. He made the study of Vedanta, Jurisprudence and Patanjali compulsory for Sanskrit students.
• Law in those days was based on religious practices. So the study of religious principles was in a way education in law.
• Oral education and memorization of the assigned lesson were the chief methods of teaching in the Maktabs.
• Akbar encouraged writing and tried to reform the scripts. He urged that the student should be given the knowledge of alphabets, then word-knowledge and afterwards sentence knowledge.
• Practical education was given much importance.
• There was no half-yearly or annual examination fixed for students. But the students were examined from time to time in practical situations of life.
• Military training, development of fine arts, crafts and women education were given much importance in this period.
• The Muslim educational system inspite of having both merits and demerits led by its religious practice to the destruction of the old ancient Indian educational institutions also helped the expansion of Indian culture to Europe and Central Asia.
• This educational pattern was a veritable boon for presenting the unity among the Muslims. It was also helpful in strengthening the ties of equality and brotherhood among the neo-Muslims of India who were Hindu converts.
• Thus, this education while propagating Muslim culture succeeded in unifying into a complete unit, the whole of the Muslim society.
• Modern Education
• Education under
• East India Company Rule
• Though the East India Company came to India for exploring business possibilities but it ultimately thought to establish its own empire in the country.
• Towards the achievement of this goal, at first they mingled with the Bengal politics successfully. They obtained the Diwani powers in Bengal and acquired full control over the Nawabs.
• A Madrasa in 1780 at Calcutta and a Sanskrit College in 1791 at Benaras were established for pleasing the Muslim and Hindu population.
• Charles Grant drew the attention of the British public towards the deplorable condition of education in India.
• As a result in the Charter of 1813, the British Parliament made the company responsible for education of the Indian people.
• This Charter indirectly helped the Missionaries to preach their religion in the grab of education and brought education under the control of the administration.
• There was some progress of education during the period between 1813 and 1833 in the atmosphere of uncertainty about a definite policy.
• In 1814, the Board of Directors clarified the educational policy. The rise of liberal group in England had its impact on carving out a more liberal policy of education in India.
• Occidental - Oriental Controversy
• The period of nineteen years between 1835 and 1853 had been very important in Indian education.
• Lord Macaulay played a leading role. He tried to close the occidental and oriental controversy.
• Macaulay advocated the occidental approach and laid down the educational policy accordingly. He ridiculed the oriental languages and literatures and vehemently opposed the oriental policy. Both Bentick and Aukland supported Macaulay.
• Bentick issued a declaration on the basis of Macaulays views. The declaration decided in favour of English education as advocated by the Occidentalists. Thus, the Oriental- Occidental controversy ended with Benticks declaration.
• Downward Filtration Theory
• The Filtration theory in education meant coming down of education or knowledge from the top to the bottom i.e. from the higher-class people to the lower classes or the general people.
• The main aim was to educate only the high-class people in order to give them higher posts in the administration to strengthen the roots of British Empire.
• During the Companys rule Missionaries were encouraged to work in the field of education and they opened a number of schools and colleges for educating children of the higher-class family.
• The purpose of this theory could not be fully achieved. It could have only partial achievement in the sense that the British Government got a few educated Indians who could help in running the administration.
• Education became concentrated only to those who had money.
• However private enterprises engaged in the field of education did a lot towards educating the people and creating in them a love for freedom.
• Thus, the work of national regeneration and educational expansion began.
• By the end of the period between 1835 and 1853 the government had realized that the question of the education of India could not further be postponed or avoided and that there was an urgent need of some definite plan in that direction.
• The Government of India, therefore, wanted to take a definite step in the direction of Indian education by framing some comprehensive plan for the purpose.
• Ultimately, it came in the form of Woods Despatch in the year 1854.
• Woods Despatch
• A Committee was formed in 1854 for studying the problems of education.
• Charles Wood was its chairman. Hence, the Despatch is famous after his name.
• The Despatch contained 100 principal clauses.
• The Despatch contained some major recommendations
• 1.  The Aim of Education- The aim should be impart useful knowledge to the Indian people in such a way as to raise their intellectual, moral and economic status.
• 2. The Curriculum- Sanskrit, Arabic and Persian should be included in the curriculum along with English, Western literature and science. Education in Law was also recommended.
• 3. The Medium of Instruction- The Despatch recommended that along with English, Indian languages should also be accepted as the media of instruction.
• 4. Department of Public Instruction- The Despatch recommended that a department of public instruction should be constituted in each province. The Director of Public Instruction should be the Chairman of this Department.
• 5. University Education- For development of higher education two Universities should be established, one each at Calcutta and Bombay on the pattern of the London University. The Despatch also recommended for a university at Madras and other places if a need was felt.
• 6. Importance of Graded Education- For receiving higher education, one should get education from the lower stage. The Despatch urged the Company to establish graded institutions.
• 7. Expansion of general education- Education should be made available to all. It recommended for education of the Indian people in all directions.
• 8. Grant-in-Aid for Education- The Despatch advised the Provincial Government to formulate its own rules of grant-in-aid system. The rules should be accepted for all categories of educational institutions, primary or higher.
• 9.Teachers Training - Despatch recommended that there should be at least one training college in each province for training of teachers.
• 10.Womens Education- Despatch recognized the importance of private enterprises in this area and advised that they should be further encouraged and women should be given education in all the provinces.
• 11.Education and Employment- Despatch stated that the purpose of education was to develop human qualities for success in life. So education should be obtained with a wider outlook and not only to obtain services.
• 12.Vocational Education- Despatch suggested for Vocational education of the people through schools and colleges to be established for the purpose.
• 1854-1884- primary education was neglected and the recommendations of Woods Despatch in its favour had no impact. The Companys attention was primarily diverted towards university education. The Despatch made the Company responsible for primary education.
• The number of secondary schools increased during the period between 1854 and 1882. Missionaries played a leading role in the field.
• Four Universities were opened in the country, one each at Lahore, Calcutta, Madras and Bombay. The administration was under the Senate fully controlled by the government. These universities were only the examining bodies and used to award degrees to successful candidates.
• The Indian Education Commission
• Lord Ripon appointed, on 3rd February 1882, the Indian Education Commission under the Chairmanship of William Hunter, a member of the Executive Council of the Viceroy.
• The Commission is also popularly known as Hunter Commission.
• It was required to look into the condition of primary education alone, but it studied the problems of secondary and higher education also.
• The Commission was required to consider whether the government schools should remain under the control of the government or should they be transferred to Indian hands.
• Missionaries were influenced by this measure as they found the government as their rival in the field of education.
• The Commission ultimately recommended that the Government should withdraw itself completely from the field of education and schools should be entrusted to private enterprises. Hence the commission encouraged Indian private enterprises a great deal.
• Thus, the recommendations of the Commission gave a direction to Indian education, which was in a bad shape.
• The establishing of Indian National Congress in 1885 led to the regeneration of national spirit in the field of education. Maharishi Dayanand Saraswati, Mrs. Annie Besant and Sir Surendra Nath Banerji and Gopal Krishna Gokhale strove hard for all the development of education. Their services in the field of education will ever remain immortal in our country.
• 20th century is a very important period in the history of Indian education. During this period the spirit of nationalism was generated and the people successfully fought for their freedom. During 1905 and 1920 the Swadeshi movement and the appointment of Calcutta University Commission were such events, which immensely influenced the field of education.
• The sole purpose of the Swadeshi movement was to discard foreign goods of all types and to use in their place the things that are prepared within the country.
• The capacity to produce the needed materials could be developed only through vocational education.
• For this the leaders urged that the efforts in the field of education should be diverted towards industrial and vocational channels.
• Thus was established the National Council of Education at Calcutta which tried to give the desired direction to education. This council made a comprehensive scheme of education from the primary to the university stage.
• In 1917 the Calcutta University Commission was appointed in 1917 under the chairmanship of Sir. M.E. Sadler.
• The Commission was appointed for the reforms of Calcutta University.
• The recommendations of this Commission improved the condition of Calcutta University and general nature of higher education in the country.
• Secondary education was accepted as the foundation of university education. So the Commission gave a number of suggestions for its improvement.
• The commission also gave suggestions for administration, functions and organization of the university.
• It also emphasized women education, Teachers Training and Vocational education.
• The recommendations of the Commission were regarded much ahead of the time. They were patterned on the Oxford and Cambridge universities.
• Due to the suggestions of this commission a number of new universities were opened in the country. Of these the Universities at Patna, Lucknow, Aligarh, Agra, Dacca, Delhi, Nagpur, Hyderabad and Mysore may be mentioned.
• Development
• (1937-1947)
• After 1937, the conditions were changed again due to the introduction of the Government of India Act, 1935.
• Due to this introduction Indian Ministries were formed in the various provinces and the Central Government again started to take active interest in educational affairs.
• The Central Education Department was now called Central Ministry for Education.
• Maulana Abdul Kalam Azad was made the first Education Minister of the Government of India.
• The interim Government took special interest in educational matters and many new departments and schemes were started. As a result the University Grants Commission, Central Advisory Board for Education, the Central Bureau of Education was established.
• Three plans were made for primary education- Basic Education Scheme, Vidya Mandir Scheme and the Voluntary School Scheme.
• Abbott and Wood were invited to reorganize vocational education in the country. The report gave many important suggestions such as Organization of Vocational Education Council, to consider vocational education at par with literary and science education, to open vocational schools separately etc.
• In 1937 Congress ministries were formed in many provinces of India, according to the Government of India Act, 1935. Mahatma Gandhi was the leading figure of the Indian political scene.
• The Sargent Report
• John Sargent who was them the Educational Adviser to the Government of India was asked to draft such a memorandum as might contain an outline of the plan for post-war educational expansion.
• The Central Advisory board of Education accepted this memorandum during the course of their meetings in 1943 and 1944.
• The Report is of great historical importance as it contains a detailed account of education from nursery stage to University level. To the credit of this report, it must be admitted that all-round development of the child has been its major goal.
• Women Education
• From Ancient times
• Pre-Independence period
• Vedic period
• During the Vedic Age women were given full status with men. They were honoured and respected in society.
• Women education was at its peak at that time. In those days there have been many great women who due to their deep scholarship and penance were regarded as Women-sages.
• Women were regarded as perfectly eligible for the privilege of studying the Vedic literature and performing the sacrifices enjoined in it down to about 200 B.C. Women were then admitted to fulfill religious rites and consequently to complete educational facilities.
• Later Vedic Period
• There was fall of women education during the post-Vedic period.
• Now the women were deprived of the social and religious rights.
• They were not allowed to participate in social functions.
• They did not enjoy the same status as in Vedic age.
• Ultimately the position of women fell down so low that the birth of a girl was regarded as accurse on the family.
• But an upward trend again appeared during the Upanishadic period. Now the women were given social and educational rights again. Many women became Acharyas in Ashrams.
• Age of Sutras and Epics
• In the period of Sutras too women were not prohibited from receiving education. They studied and were well versed in Vedic literature. Women teachers were called Upadhyaya and Acharya. Women seem also to have been admitted to military training.
• Again we come across in the Epic age too many illustrious examples of women of profound learning and unquestionable high moral character.
• Study of the Vedas was the prescribed course of education for women but the extent of their study was restricted only to those hymns, which were necessary for the Yajna or other ritualistic operations.
• The age of Upanishads produced many learned women philosophers.
• Buddhist Period
• Women education during the Buddhist the Buddhist period was at its lowest ebb, as the women folk were despised in the sense that Lord Buddha had regarded them as the source of all evils. So he had advised during his lifetime not to admit women in monasteries.
• But after the insistence of his dear pupil Anand, Buddha had permitted about 500 women for admission in the Vihars with many restrictions and reservations.
• It was believed that a womans place was the home and her primary responsibility was to bear sons and ensure the continuity of the family lineage.
• During the Muslim rule in India, this system was observed quite strictly.
• There was no arrangement from the Government for female education. Therefore, girls were not allowed to go to a Madarsa for receiving higher education. However, they were allowed to go to a Maktab for primary education.
• So the girls could learn only reading, writing and arithmetic. But there have been exceptions. Even during the Muslim period, there have been some very learned women who have made unique contributions to the development of literature.
• Women Education in the Modern Period
• The modern period began with the onset of the 19th century.
• Woods Despatch of 1854 advocated the cause of women education and gave suggestions for encouraging the same.
• The dispatch recognized the importance of private enterprises in this area and advised that they should be further encouraged.
• It suggested that women should be given education in all provinces.
• Indian Education Commission of 1882
• - suggestions for women education
• 1. Education in special subjects- The Commission said that the curriculum for girls should be different from that of boys, because of the different nature of their life duties. They should be given education in subjects useful in their life.
• 2. Education by Local Boards- The local boards should be made responsible for womens education. In its absence the Government should take over the responsibility for the same.
• 3. Women Teachers- The Commission recommended that only lady teachers should be appointed in girls schools.
• 4.  Inspectress- Inspectress for girls schools should be appointed.
• During 1905-1920 the Calcutta University Commission advocated that a Board for women education should be constituted for preparing useful curriculum for women education.
• Women should be given education in medicine and teachers training.
• Also that co-education should be started in universities and women should be encouraged to benefit themselves by the same.
• After India became independent, the Constitution of India conferred equal rights on women and men with a view to abolish gender discrimination.
• The Government of India implemented a number of laws for liberating women from oppressive social customs.
• Improved access to education has helped many women overcome the obstacles to their illiteracy. An increasing number of women are now getting opportunities for not only acquiring skills but also enhancing their income earning capacities.
• Commercial Vocational Education
• from Ancient times
• Pre-Independence Age
• The ancient Indian education was not merely theoretical but was related to the realities of life.
• The ancient students received a valuable training in the occupations of animal husbandry, agriculture and dairy farming by tending his teachers cows and serving him in diverse ways.
• There was arrangement for secular educational and vocational education for the masses in the Rigvedic education. The agriculture, trade and commerce were in a fairly developed state.
• The people would receive training in diverse arts and crafts for material gain. Also there was training in handicrafts.
• In ancient India secular vocational training was essentially a practical and useful education.
• People would undertake industrial occupation and carry it on, being inspired by religious sentiments as in other walks of life.
• Vocational education was not ignored during the Buddhist system of education.
• The monks of a Vihar were taught spinning, weaving and sewing in order that they meet their clothing requirements.
• Education in architecture enabled them to build up new Vihars or repair the old ones.
• The Mohammedans adopted popular Hindu handicrafts in the sphere of crafts of a general nature.
• Ivory-work, jewellery, embroidery, muslin, shipbuilding, manufacture of chariots and ammunitions of war etc. were the main industries, which were followed both for art and earning livelihood.
• Woods Despatch of 1854 during the East India Company Rule, suggested for Vocational education of the people through schools and colleges to be established for the purpose. So arrangements were made for the same and the pubic got an opportunity to be self-dependent.
• The British government thought that vocational education to Indians would ultimately adversely affect their trade prospects. So it was profitable for it to neglect it.
• Moreover, vocational education entailed heavy expenditure, which the Government was not prepared to incur.
• The Indian people too did not show enough enthusiasm for it. Their major attention was on receiving higher education for procuring good Government service.
• Only one Agriculture College was being run in Bombay in 1882 and there was no other vocational institution in the country.
• The Calcutta University Commission 1917 suggested that vocational education should be started at the intermediate stage.
• The measure would facilitate the beginning of vocational education at the university stage.
• According to the recommendations of the Hunter Commission some sort of vocational education was also started in high schools.
• The absence of adequate and proper vocational education was being felt in India and the public was raising its demand for it since long.
• Therefore, the Government of India invited Abbott and Wood to India in 1936-37 to prepare a plan for vocational education in the country.
• On the basis of its report the Sargent Report of 1944 was published.
• The Sargent Report presented a more detailed plan of vocational education than the Abbott Report did.

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