About the Book

The book traces the development of education from the Vedic, Buddhist and mediaeval times to the present centuries. The educational developments during the colonial period have been analysed for their contributions and limitations. The impact of reports by commissions and committees in the post-independence era has been evaluated with a view to identifying the evolution of a system of education.

The book presents a panoramic view of education developments of centuries together. It is hoped that, in addition to the teachers-in-training, the book will appeal to all those interested in knowing about the stream of educational consciousness which has been flowing for over 5000 years.
 

About Author

A.S. Thakur is a distinguished teacher, researcher and administrator. He has taught in universities overseas and in India and written over twenty books on various aspects of education, published by Indian and British publishers. He has been the chairman of committees on education of the adult and the gifted and nomadic children. He was the Dean of Education, University of Maidnguri, Nigeria. He has been actively involved in guiding the private enterprise in establishing colleges of Education in Himachal Pradesh.

Sandeep Berwal, lecturer in Directorate of Distance Education, Kurukshetra University, He has been contributing articles and research papers on problems of education in journals of repute. He is closely associated with programmes pertaining to rehabilitation and empowerment of the disabled. Providing guidance to UGC-NET/SLET aspirants has been a passion for him.

Contents

Preface
Introduction

Section-I
VEDIC-BUDDHIST-MEDIEVAL PERIODS
(Here and Hereafter)

1 Development of Education in the Vedic Period
Aims / 12; Institutions of Learning / 13; The Learners / 14; The Teachers / 15; The Curriculum / 16; Later Vedic Education / 16; Evaluation / 18; Conclusion / 19; Points to Remember / 19; Exercises / 20

2 Education in the Buddhist Period
Buddhist Philosophy / 21; Aims of Buddhist Education /22; Institutions of Learning / 23; The Pupils / 24; The Teachers / 25; The Curriculum / 25; Evaluation / 27;Contributions of Buddhist Education / 27; Limitations of Buddhist Education / 28; Conclusion / 28; Points to Remember / 29; Exercises / 29

3 Education During the Mediaeval Period
Muslim Education: Historical Background / 30; Objectives of Muslim Education / 31; The Learners / 32; The Teachers / 33; Institutions of Learning / 33; The Curriculum / 34; Evaluation / 34; Conclusion / 36; Points to Remember / 36; Exercises / 36

Section-II
COLONIAL PERIOD
(Hide and Seek)

4 Western Education: Macaulay's Minute, Bentinck's Resolution and Adam's Reports
Christian Missions / 39; The East India Company / 40; Initial British Concern / 40; Macaulay's Minute / 41; Bentinck's Resolution, 1853 / 44; Downward Filtration Policy of Education / 45; Adam's Reports on Education / 46; Conclusion / 49; Points to Remember / 49; Exercises / 49

5 The Wood's Despatch, 1854
The Despatch: Essence and Declaration / 50; Declaration in the Despatch / 51; Educational Objectives / 51; An Analysis of the Objectives / 51; Other Recommendations / 52; Indigenous Education / 52; Primary Education / 52; Secondary Education / 52; University Education / 53; Private Education Institutions / 53; Medium of Instruction / 54; Grants-in-Aid / 54; Teacher Training / 55; Women Education / 55; Mass Education /55;Religious Educaton/56; Vocational Education 56; Administration of Education / 56; Impact of the Despatch / 56; Evaluation / 57; Conclusion / 59; Points to Remember / 59; Exercises / 60

6 Lord Curzon's Education Policy
Curzon's Education Policy: The Background / 61; Indian University Commission, 1902 / 62; Recommendations / 63; Indian University Act (1904): Main Provision / 64; Education Policy, 1904 / 65; Evaluation of Curzon's Contribution / 67; Conclusion / 67; Points to Remember / 68; Exercises / 60

7 National Consciousness and National Education Movement
National Consciousness / 69; National Education Movement / 70; Impact of Movement / 70; Government Resolution on Educational Policy, 1913 / 71; Conclusion / 72; Points to Remember / 73; Exercises / 73

8 Indian Education Commission, 1882
Terms of Reference / 74; Specific Issues for Consideration / 75; Aims of the Commission / 75; Important Recommendations / 75; Evaluation of the Hunter Commission / 77; Conclusion / 78; Points to Remember / 79; Exercises / 79

9 Calcutta University Commission, 1917-1919
Terms of Reference / 81; Secondary Education / 82; Recommendations / 82; University Education / 82; Impact of the Commission / 83; Evaluation of the Commission / 84; Conclusion / 85; Points to Remember / 85; Exercises / 86

10 Wardha Scheme of Education, 1937
Foundation of Basic Education / 88; Salient Features of Wardha Scheme / 89; Curriculum of Basic Education / 91; Other Aspects / 92; Progress of Basic Education / 92; Evaluation / 93; Conclusion / 95; Points to Remember / 96; Exercises / 97

Section-III
INDEPENDENCE AND AFTER
(Hopes and Aspirations)

11 University Education Commission, 1948-49
Sargent Report / 101; Composition of the Education Commission / 102; Terms of Reference / 103; Recommendations / 104; Evaluation / 108; Conclusion / 109; Points to Remember / 110; Exercises / 110

12 Secondary Education Commissions, 1952-53
Membership / 111; Terms of Reference / 112; Findings / 112; Recommendations / 113; Evaluation / 118; Conclusion / 120; Points to Remember / 120; Exercises / 121

13 National Education Commission, 1964-66
Composition / 122; Terms of Reference / 122; Body of the Report / 123; Major Recommendations / 124; Lower Primary Stage (Class I-IV) / 126; Higher Primary Stage (Class V-VIII) / 127; Lower Secondary Stage (Class IX-X) / 127; Higher Secondary Stage (Class XI-XII) / 127; Evaluation / 131; Conclusion / 132; Points to Remember / 132; Exercises / 133

Section-IV
MODERN DEVELOPMENTS
(Facing Realities)

14 National Policy on Education, 1986
Need for a Policy / 137; National Policy on Education, 1986/ 138; Evaluation / 147; Conclusion / 148; Points to Remember / 149; Exercises / 149

15 Revised National Policy on Education and Programme of Action, 1992
Rammurti Committee / 150; Terms of Reference / 150; Janardhan Reddy Committee / 152; Main Themes / 153; Revised Policy and Programme of Action, 1992 / 153; The Yashpal Committee, 1992-93 / 156; Task before a Group / 157; Conclusion / 158; Points to Remember / 158; Exercises / 159

16 Development of Educational System in India: A Critique
Philosophical Positions / 160; Social Issues / 163; Political Scenario / 163; Economic Considerations / 164; Administrative Situation / 164; Conclusion / 164

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