1. Education in Ancient India
Pre and Post Independence Era
by:-
Dr. Satish Kumar
Assistant Professor
Lovely school of Education
Lovely Professional University
Phagwara, Punjab, India
satishnurpur@gmail.com

2. In ancient India, during the Vedic Period from about 1500
BC to 500 BC, education was based on the Vedas-
Education was divided into two kinds of knowledge
 Apara Vidya {Knowledge of materialistic world}
 Para Vidya : Related to the intellectual pursuits which
leads to how to achieve salvation through it.
Types of Education at Vedic Period

3.  1. Ultimate objective as Moksha (Salvation)
 2. Character formation
 3. Self-realisation
 4. All Round Development of personality;
 5. To develop self-control simplicity in life & habits
 6. To develop Self-confidence
 7. Preservation and promotion of culture
Aims of Education

4.  Service of Guru
 Collection of alms
 Simple living and disciplined
 Study and learn gently
Duties of Shishyas

5.  Guardian of students
 Gurus took care of all needs of students
 Shishyas obeyed gurus and maintained cordial relation
Relation of Guru and Shishyas

6.  Knowledge of all the four VEDAS
 Knowledge of Shiksha, Vyakaran and jyotish,kalp etc
 Kalpa: Science of rituals
 Jyotish: Astronomy
 Vyakarna:Grammar
Multiple Courses of Study

7. The main subjects during Vedic Period were
 Grammar
 Public speaking: art of using language to communicate
 Astrology
 Logic-criterion for finding out the truth and untruth
 Klap (Ritual Knowledge)
 Phonetics: study of sound of human
 Nirkuti(etymological interpretation of words)
Vedang –synonym used for all these subjects taken together
Curriculum of Vedic Period

8.  Lecture method
 Maukhik: It refers to oral methods
 Chintan: Thinking and reflection
 Discussion method
 Question answer method
Method of Teaching in Vedic education

9.  System was well-organised
 Education was suited to the needs of the society
 It was aimed at the development of the personality
 Education helped in the realization of spiritual and
moral values
 It was freely available
 The relations of pupils and teachers were based on
love and affection
 Teachers status was very high
Merits

10. Education in
India During
Buddhist
Period

11. Gautama Buddha: founder of
Buddhism
 Birth Place: Lumbini near Kapila Vastu
 Birth: 563 B.C.
 Father: Shuddhodhan
 Mother: Mahamaya
 Wife: Yashodhara
 His original name was Siddharth (meaning one who
has accomplished). He was also called Sakyamuni, i.e.
the sage of the tribe of Sakya

12. EIGHT FOLD PATHS
 Right Belief- that this world is full of sufferings
 Right Resolve- to give worldly pleasure
 Right Conduct- harm to none
 Right Speech- Meaningful talks and use of soft language
 Right Occupation- earning by honest means
 Right Efforts- to leave existing evils and to follow good
qualities
 Right Thought clear observation
 Right Concentration- control of senses and mind

13. Buddhist Period
 Budhistic period in Indian education started from 600
B.C. to 600 A.D.
 Institutional organization and education to common
people was chief characteristic of Education
 Main Centers of Education: Monasteries

14. Admission in Monastery
 Student present himself and request teacher to
provide education in front of teacher.
 Pabbajja Ceromony ( first ordination): It was
accepted ceremony of Buddhist Monestory. It means
going out (from family relationship) No
discrimination on ground of Caste. Ones he enters he
had to leave caste.
 He have to shave his head and put yellow clothes. In
this shape he was presented before the presiding
Bhikshu.

15. .
After admitted the individual was called Sharaman
Then he was given ten advice.
• Non-violence,
• Speak truth,
• Don’t Steal,
• Don’t collect,
• Give up luxury,
• Renounce wealth and
• Do not use fragrant thing,
• Don’t use soft and very comfortable bed.

16. Aims of Education during Buddhist
Period
 Development of Personality: Physical, Mental, Moral
and Intellectual Development
 Formation of Character
 Religious Education: propagation and inculcation of
religious feeling
 Preparation for life
 Non-violence
 Truthful living
 Purity of thoughts, mind and taste

17. Curriculum
 Classified into two parts
 Primary: Teaching of language, reading, mathematics
 and Higher: religious philosophy, military science,
medicine
 Based on spirituality: Attainment of salvation
 Study of religious books
 Suttana, Vinaya and Dhamma were main subjects
 Spinning, weaving, printing of clothes, tailoring, sketching,
medicine, surgery

18. Methods of teaching
 Verbal education
 Discussion: To explore
 Evidences
 Prominence of Logic: development of mental power
and knowledge (controversial matters)
 Tours
 Conferences: Monks of different monasteries meet and
discuss their doubts and ideas
 Meditation in solitude

19. 01-Feb-2011
Teachers at Buddhist period
Two categories of teachers were there:
 Acharya: students lived with him in his house for a
minimum period of 12 years. He never accept any fees.
Students’ progress shows his apprenticeship (शागिर्दी)
 Upadhayaya: Imparts instructions on payment of fees.
Students comes for temporary period and seek a lesson
on particular subject

20. Features of Buddhist System of Education
 Spread of Buddhist religion and attainment of
Nirvana
 Education was imparted in Vihars, Monesteries and
monks were responsible for its management
 Educational facilities were equally provided
 Rituals were in trend while imparting education
 Teacher-taught relation was friendly and close
 Education system was dominated by religion
 Students practiced spinning, weaving and drawing,
music and medicine (Pali language was used)
 Higher education also got proper place

22. Introduction: 1100-1800 A.D.
 Basically it was period when Muslims ruled over India
 This period was known for spread of religious
education, art and music, erection of historical
buildings, dispensation of justice and Administration

23. Education at Medieval period
 After Muslims invaded, new education system was
started, i.e. Maktab-Madarsha system.
 Teacher-taught was cordial and close
 Education was imparted at religious places {Masjid}
 Teaching was imparted orally
 Medium of instruction was Arabic and Persian

24. .
 Education start at particular day
i.e. Male child enrolled in Maktab himself at the age of
Four years, four months and four days (it was a typical
feature)
Emperors encouraged educational attempts of Muslim
teachers
Huge amount of awards were given to them

25. Aims of Education at Medieval
Period
 Imparting of Knowledge
 Propagation and spread of Muslim Religion
 Character Formation
 Preparation of Future life
 Organization of Political and Social system
 Moral Development
 Preservation and spread of Muslim Culture

26. Educational System
Divided into two stages:
 Primary Education: called Maktab
 Higher education: called Madrasha
 Maktab: Primary schools for small children. Situated near
adjacent of mosques. Students attended these school in
beginning and crammed verses of Quran. Priest of the
mosque acts as teacher.
 Education at Maktab, imparted through a ritual known as
Bismillah.
 Education was free. Only single teacher system was in
trend.

27. Curriculum
 Reading writing and arithmetic
 Cramming of Quran
 Philosophy, history, Sufi religion, law, politics, military
training
 Vocational knowledge

28. Methods of teaching
 Oral method
 Only single teacher
 Monitor system
 Higher stage teaching was done by lecture and
discussion

29. Discipline and examination system
 Rigorous and Strict
 Corporal Punishment was prevalent

31. Introduction
 British Education started in India with the activities
of Christian Missionaries. Educational institutes
spread in India during 16 century.

32. East India Company and Education
 East India company was formed in 1600.
 Aim was to trade in India granted a charter by Queen
Elizabeth.
 Trading center: Masaulipattam
 For the purpose of spreading of religion and trading
ambition spread of Education was required.
 Company opened schools in every cantonment

33. Macaulay Minute on Indian education
 Lord Macaulay (Thomas Babington Macaulay) was born on
October 25, 1800, and died on December 28, 1859.
 He arrived in India (Madras) on 10th June 1834 as a member of the
Supreme Council of India.
 William Bentinck was the then Governor General.
 He criticize the eastern education system.
 He said that it was duty of England to teach Indians.
 English is key to modern knowledge (more useful then Sanskrit and Arabic)
 English language help them to hire Indian
 Educate selected Indians and thus education will reach to masses
 In above views he create Indians to carry out administrative work which
strengthened British Rule.

34. Downward Filtration theory
of education
 Education to be filtered to the common people. Drop
by drop, the education would go the common public so
that at due time it may taken the form of a vast stream
which remained water desert of the society starved for
water for a long time and high class of people would be
educated and common people would gain influence
from them.

35. Woods Despatch (1854)
 Woods Despatch (1854) was the first Milestone of Indian
education because it had suggested the various ideas and ways
for the development of Indian education.
 The Wood’s Despatch (1854) recommended the establishment
of teacher training schools in each of the provinces.
 Wood's Despatch 1854, on education find out the need for
teachers' training, as it desired.
 There should be training schools for teachers of engineering,
medicine and law.
 The qualified teachers should be given better pay scales.
 The Despatch further emphasized on the provision of
scholarships to the teachers during their training period.

36. Indian Education Commission (1882)
 Indian Education Commission (1882) was considered as second
milestone of Indian education.
 In the field of secondary teachers' training, the first institution
was established in 1886 in Madras and was known as
Government Normal School, Madras.
 The aim of the Indian University Commission (1892) was to
reorganize and strengthen the existing system.
 Almost all the dimension of education was covered by it.
 The Commission laid highlight on the establishment of a
number of normal schools for secondary teachers' training
throughout the country.
 It also recommended that an examination in the principle and
practice of teaching be instituted and only successful candidates
should be employed as teachers in any secondary school.

37. The Sadler Commission 1917
 In 1917 the Government of India appointed a
Commission to study and report on the problems
of Calcutta University. Dr. M.E. Sadler, Vice-
Chancellor of the University of Leeds, was appointed
its Chairman.
 Recommendations
 Colleges in Calcutta should be so grouped together
that they may discharge the functions of a teaching
university.
 A separate teaching and residential university should
be established at Dacca.
 Other universities should be established and the older
ones are recognized as teaching and residential.

38. The Sadler Commission 1917
 Recommendations
 Teaching work and work connected with research should
be organised under different departments and each
department should have a head.
 A full time and salaried Vice-Chancellor should be
appointed to be the administrative head of the university.
 Tutorials and superior kinds of research work should be
organised.
 Provisions should be made for imparting instruction in
engineering education, medicine, law, agriculture and
technology. Thus, university education would cover
practical and vocational studies as well as technical and
industrial courses.

39. The Wardha Scheme of Education
 In 1937 Congress ministries assumed office in seven major
provinces of India. Their main concern was to fight for the
cause of national system or education in the country. The
traditional education system or had been faulty in many
respects. It was highly academic. It produced a gulf
between the masses and the elite, the rich and the poor,
the educated and the uneducated. Education was meant
for those who could buy it. It was not everybody’s
birthright.
 Main contribution was of Mahatama Gandhi
 Also known as Basic Education

40. The Wardha Scheme of Education
 Main aspects of the Wardha Scheme
 1. A free and compulsory education for age group 6-14,
 2. Craft-centred instruction,
 3. Mother-tongue as the medium of instruction,
 4. Teaching of craft in a way that it might enable the school to
meet the cost of education,
 5. Emphasis on manual work,
 6. Co-education upto 5th class,
 7. Education to be closely related to social and physical
environment of the child,
 8. Course in a basic craft, mother-tongue, mathematics, social
studies, general science, art work,
 9. Little importance to be attached to examinations and text
books.

41. Report of the Sargent committee 1944
 Provision should be made for pre-primary education in the
form of nursery schools for the success of National Scheme of
Education.
 Children from 3—6 years of age should be admitted in these
schools.
 The basic aim of these schools should be to impart social
experience and education of general behaviour rather than
giving formal education.
 The nursery schools may be attached to junior basic schools in
the rural areas.
 In the urban areas where there are sufficient numbers of
children, nursery schools should have separate existence.
 Pre-primary education should be free.
 It was estimated that the pre-primary education will require
annually Rs. 3, 18, 40,000/- for ten lakh people.

42. University Education Commission 1948
 Also known as Radhakrishnan Commission as he was the
chairperson of the commission
 The aim of university education should be to produce able
citizens who can take up national responsibilities successfully
in various fields.
 Proper care should be taken in the selection procedure of a
teacher for the appointment as a professor.
 Each university should have some research fellows.
 In each province a large number of well-equipped and well
staffed intermediate colleges (with classes IX to XII or XI to XII)
be established;
 There should be no prescribed text-books for any courses of
study;
 Attendance at lectures be compulsory
 A large number of Scholarship should be provided for the

43. Secondary Education Commission 1952
 Dr. A. Lakshmanaswami Mudaliar, the Vice-Chancellor of the
Madras University was chaairperson of this so it is also known
as Mudaliar Commission.
 Main Recommendations
 The Commission was appointed for giving recommendations
on the various aspects of secondary education.
 Development of democratic citizenship
 Improvement of Vocational efficiency
 Education for leadership
 Development of personality
 adequate provision for practical and other kinds of activities
that should find place in curriculum.
 Trained teachers should be appointed and teacher training
institutions should be established at large scale.

44. Indian Education Commission
1964-66
Kothari Commission

45. Members
• Chairman – Dr. D.S. Kothari (Chairman of
University Grant Commission)
• Secretary – J.P. Naik, Head of the
Department of Educational Planning
• Few Foreign experts
• A total of 16 members.

46. Aims of Kothari Commission
To examine all aspects of the educational sector in India,
to evolve a general pattern of education and to advise
guidelines and policies for the development of education
in India.
To formulate the general principles and guidelines for the
development of education from primary level to the
highest and advise the government on a standardized
national pattern of education in India

47. Major Recommendations
1. National objectives of Education
2. National pattern of Education
3. On National Curriculum
4. On Text Books
5. Method of Teaching
6. Teaching Personnel and Teacher Status
7. Teacher Education
8. Guidance and Counseling
9. Evaluation and Examination

48. 1. National objectives of education
• Education and productivity:
Science education, work-experience, vocationalization of education,
application of science.
• Social and national integration:
common school system, social and national service, proper language
policy, promotion of national consciousness.
Education and modernization:
expanding knowledge, curiosity for change, creation of new social
order
• Social, moral and spiritual values: should be the integral part ,
apart periods in timetable, common course

49. 2. National pattern of Education
 • Structure
 • Pre(1-3yrs), lower primary(4-5yrs), upper primary(3
years)
 • Lower secondary or high school stage of 2- 3yrs of
general education OR (1-3)years of vocational
education.
 • High secondary stage of 2 years general OR (1-3)
years vocational Education

50. 2. National pattern of Education
 General education for ten years: (7-8 yrs primary +
2- 3yrs lower secondary) without any specialization
 • • Two types of secondary schools
 • High schools Higher secondary schools
 • (10 years course) (12 years course)
 • Upgrading only bigger high schools: (higher
schools ¼ of higher secondary )
 • To abolish pre-university course: Transfer from
college to higher secondary school

51. 3. National Curriculum
• Teaching of science: linked with
Agriculture Technology
(in rural areas) (in urban areas)
• Work experience: workshops training
• Moral education: 1-2 periods in timetable
Three language formula

52. 3. National Curriculum
 Teaching of science: linked with
Agriculture
Technology
(in rural areas) (in urban
areas)
• Work experience: workshops training
• Moral education: 1-2 periods in timetable
• Three language formula

53. Text Books
 Programmes at National level
 • Best talent for mobilised for preprinting books
 • Scientific and technical books
 • Cost less + quality more
 At State level
 • Responsibility of state education department
 • Four text books for each subject
 • Supplement text books, teacher’s guide
 • No profit no loss basis production

54. Teacher Education
 • Removing the isolation of teacher training
 • Improving professional training
 • Duration of course
 • Flexible post-graduation courses
 • Improving teacher education institutions
 • Admission to training institutions
 • In-service facilities

55. Evaluation and Examination
 Technical improvements in ‘Question Paper’
evaluation: (paper setter, Scientific procedure)
 Nature of certificates: (issued by state boards of
education, no pass or fail remarks)
 Opportunities to students to improve their
performances:(re-appear for entire subjects or separate)
 • Provision for cumulative record
 • Final examination by some selected schools
 • Internal assessment
 • Improvement in home examination
 • External examination

56. NPE 1986
 MAY 1986 - NATIONAL POLICY ON
EDUCATION (1986)
 DRAFT LAID IN PARLIAMENT
 MAY 7, 1986- LOK SABHA
 MAY 13 , 1986 - RAJYA SABHA

57. NPE 1986
 CONTENTS OF NPE, 1986
 XII PARTS
 157 PARAGRAPHS

58. NPE 1986
 The Essence and role of education
 All- round development
 Acculturating role
 Manpower development for different levels of economy
 Education is a unique investment
 Concept of national system of education
 Common educational structure (10+2+3) followed all over the country.
 Equal opportunity.
 Based on a national curricular framework
 Promotion of link and other language
 Emphasis on research and development
 Life- long education
 Institutions of national importance

59. NPE 1986
 Education at different stages
 Early childhood care and education(ECCE)
 Elementary education
 (i) universal access and enrolment,
 (ii) universal retention of children upto 14 years of age; and (iii)
improvement in the quality of education
 Secondary education
 Higher education including non - formal education
 Vocationalisation and technical education
 Open university and distance learning:
 The Indira Gandhi National Open University, established in 1985 in
fulfillment of these objectives, will be strengthened.
 The National Open School will be strengthened and open learning facilities
extended in secondary education.

60. NPE 1986
• The Teacher
- methods of recruiting teachers will be reorganised to
ensure merit and objectivity
- Code of Professional Ethics for Teachers
- Upgrading teacher training colleges
Teacher Education
- Overhauling of system of teacher education
- District Institutes of Education and Training
(DIET) to be established
- networking between universities, departments, and
teacher education institutes to be established

61. Vocationalization of Education
 Vocationalization means learning of a skill or a range of
skills through study of technology, related sciences and
practical work.
Vocationalization of Education Means-
 Design Education in such a way which will helps to
prepare skilled personal at lower level of qualification for
one or more group of occupations ,trades or jobs.
Or
 Vocation education is education given to an individual to
prepare him for a successful social living by enabling him
to realize his own potential within framework of economic
development to which the individual contribute.

62. Need for Vocationalization of Education
 Enhance employability
 To accelerate development and economic growth
 Improve quality of higher education
 Fulfill psychological needs of individuals
 Needs of elementary pass out students
 Provide manpower in different areas
 Needed for weaker sections of the society
 Control over unemployment in youth
 Need of contemporary learner

63. Integration between Education and New Technology
 Technology such as Information and Communication
Technology (ICT) is a potent force in driving economic,
social, political and educational reforms.
 Countries, particularly developing ones, cannot afford to
stay passive to ICT if they are to compete and strive in the
global economy.
 The health of the economy of any country, poor or rich,
developed or developing, depends substantially on the
level and quality of the education it provides to its
workforce.
 Education reform is occurring throughout the world and
one of the tenets of the reform is the introduction and
integration of ICT in the education system.

64. Needs of Integrating technology in Education
 An enhanced learning environment for learners.
 A powerful tool to supplement teachers’ instruction in
classroom.
 An administrative tool for teachers and administrators.
 Increased access to education and inclusive education in
the school.
 A communication platform.
 A passport to employment and to gaining competitive
edge in the global economy.

65. Technology in Classrooms
 1) If used correctly, will help prepare students for their
future careers, which will certainly include the use of
wireless technology.
 2) Integrating technology into the classroom is
definitely a great way to reach diversity in learning
styles.
 3) Technology helps the teachers prepare students for
the real world environment. As world becomes more
technology-dependent, it becomes even more
necessary to be successful citizens, students must learn
technology and its uses.

66. Technology in Classrooms
 3.) It gives students the chance to interact with their
classmates more by encouraging collaboration.
 5.) Integrating technology in education helps
students stay engaged. Today’s students love
technology so they are sure to be interested in
learning if they can use the tools they love.
 6.) With technology, the classroom is a happier place.
Students are excited about being able to use
technology and therefore are more suitable to learn.
 7.) Multisensory approach can be achieved