ROLE OF VARIOUS COMMISSIONS AND AGENCIES IN IMPROVING THE EDUCATIONAL SET-UP IN INDIA Abstract
Since the time of the independence, the Government has always tried to keep a vigilant eye over the educational set-up of the country. For the very purpose, it has always got various committees and agencies formed for the purpose of looking into the organizational system of the country’s educational expanse. The history of the committees and agencies being formed to look into the educational set up of the country dates back to the time of the Britishers when the committee under the leadership of Lord Macaulay offered its suggestions to improve the system in India. Since then, there have been numerous commissions formed by the Parliament to do surveys into the matter and to offer their suggestions to improve the scenario. The paper shall discuss the role of these many commissions and agencies in the light of the improvements in the picture. It shall analyze the part played by them in the developments of the system. This research paper shall be divided into three parts: Firstly, the author shall give a brief account of the commissions that have been set-up to bring improvements in the country’s educational range. Secondly, the author shall give an analysis as to up-to which level these commissions and agencies have been successful in bringing about changes in the pre-existing conditions. Thirdly, the author shall examine the roles of these commissions and will try to find out the necessity of such set-ups in the improvement or betterment of the circumstances. Thus, the paper shall be a complete evaluation of the committees, agencies, and commissions that have themselves been formed for evaluating the state of affairs concerning Education in India.
ROLE OF VARIOUS COMMISSIONS AND AGENCIES IN IMPROVING THE EDUCATIONAL SET-UP IN INDIA
I. Commissions in India
India had its relationship with education since the dawn of the civilization. Education has been one of the prime pre-requisites of societies of all ages on the sub-continent. It began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centers of learning such as Taxila (in modern-day Pakistan) and Nalanda (in India) before the common era, passing through the various dynasties and their different policies based on differences of castes, thereby receiving inputs from the British transformation period and then finally landing to the modern system of organization based on the experiences from all around the world.
Lord Macaulay’s Plan: In the modern times, however, the cycle of transformation through the chain of commissions, agencies and associations began with the ideas of Thomas Babington Macaulay who introduced English education in India, through his famous minute of February in 1835. He called an educational system that would create a class of Anglicized Indians who would serve as cultural intermediaries between the British and the Indians. Macaulay succeeded in implementing ideas previously put forward by Lord William Bentinck, the governor general since 1829. Bentinck favored the replacement of Persian by English as the official language, the use of English as the medium of instruction, and the training of English-speaking Indians as teachers. He was inspired by utilitarian ideas and called for "useful learning." However, Bentinck's ideas were rejected by the Court of Directors of the East India Company and he retired as governor general. Frykenberg examines the 1784 to 1854 period to argue that education helped integrate the diverse elements Indian society, thereby creating a new common bond from among conflicting loyalties. The native elite demanded modern education. The University of Madras, founded in 1857, became the single most important recruiting ground for generations of ever more highly trained officials. This exclusive and select leadership was almost entirely "clean-caste" and...
Please join StudyMode to read the full document