Education after independence:
Post 1947, there has been a significant expansion in the number of educational institutes in
India. These include those from kindergarten to post graduation. Vocational learning, open
schooling, online education etc. is also flourishing.
Education is secular, open for all sections and genders and is also subsidized for those in
need.
Enrollment numbers in schools and colleges have seen a steep rise. The number of
teachers has also increased.
Though the challenges of education have not diminished, the country is working actively to
work through them. The National Education Policy 2020 aims to overhaul education across
all levels.
Purusharthas:
According to the Hindu view, purusharthas are the four aims of life. This is because Hindus
believe in a cyclical world view and deem that salvation should be the end goal. This cyclical
world view focuses on one’s actions and the purusharthas are essentially a code that needs
to be followed to attain liberation.
Dharma: this consists in performing one’s duties by following the path of righteousness,
without the expectation of a reward.
Artha: refers to acquisition of wealth through hard work.
Kama: sensuous pleasure or sexual union through righteousness.
Moksha: salvation from the cycle of re-birth.
Colonial education:
The British set up a system of education that had a big impact on Indian society. The
medium of instruction in schools became English.
Schools and colleges were open to all individuals irrespective of their caste, religion etc. in
1857, the universities of Calcutta, Bombay and Madras were established.
The content of education was not religion oriented. It included subjects like maths, science,
philosophy etc.
This led to the rise of a new class of intelligentsia who were of Indian origins but were
trained in Western values. Some of them were pioneers in social movements. Rationality,
equality, justice etc. gained firmer ground.
Status of women in early vedic period:
Indian women enjoyed a comparatively high status in the early vedic period. It was not equal
with men as patriarchal values were in operation.
Women had access to vedic education. They were entitled to the upanayana ceremony
which granted them entry into the Gurukul. The rig veda renders the highest status to
qualified women.
Educated women were divided into two categories. Sadyavadhu- those who studied till
marriage or Brahmavadini- those who never married and continued to live in the pursuit of
education their whole lives. Vedas and vedangas were taught to women too.
Women were considered useful and productive members of society. They could participate
in social assemblies (vidath) and were permitted to choose their life partners.
Status of women in later vedic period:
The caste system and brahminic supremacy became entrenched. Women also became
oppressed. Education for girls was stopped and so was the upanayana ceremony which
initiated them into the gurukul. It was replaced with marriage (vivaha) especially child
marriage.
Later vedic period witnessed a decline in the status of women. Women were restricted to the
household and were barred from attending social assemblies.
They had a subordinate status at home because of patriarchal families. Women were subject
to three obediences. Father (before marriage), husband (while married) and son (after
husband’s death).
The birth of a daughter began to be looked down upon and the practice of dowry began at
around this time.
Islamic education in medieval period:
The Islamic system of education was open to all followers of the faith irrespective of status.
The education was mainly centered on the Quran. Education was imparted three ways
1) Maktab: had an age of admission of around 4 years. Early training focused on the r’s
of learning. Reading, writing, recitation and arithmetic. A lot of time was spent on
developing one’s writing skills. The study of the Quran would begin at 7 years of age.
2) Madarsa: included comprehensive study of the quran alongside practical subjects
like Islamic law, agriculture, mathematics etc. languages like Arabic and Persian
were also taught. Akbar enabled the study of Sanskrit and Upanishads for Hindu
students who wished to learn at the Madarsa. Students had the freedom to choose
subjects according to their interests.
3) Khanqah: can be linked to monasteries of medieval Europe. These imparted higher
theological training. They were linked to the tombs of much loved and respected
saints that are the dargahs.
Impact of colonization:
1) Education: the British set up a secular system of education that taught subjects like
mathematics, science, philosophy etc. in English. They also set up universities in
Bombay, Calcutta and Madras. Education was open to all and it led to the rise of a
new class of intelligentsia.
2) Culture: many of the educated elite took to the lifestyle of the British with respect to
customs, manners, dressing etc. this process of imitation of the British is known as
westernization according to M.N. Srinivas.
3) Economy: the economy was transformed via industrialisation and urbanisation. The
British started new revenue systems which affected peasants adversely. They also
commercialised agriculture. Subsistence economy was replaced by a profit driven
market system.
4) Administration: they set up new systems of administration. They started the system
of service like revenue services, administrative service etc. a new judiciary system
was created. The authority of feudal lords and zamindars was abolished.
5) Transport and communication: systems of railways, roadways, and post and
telegraph were set up throughout the country. Because of these, it became possible
to reach people in all parts of the country and access resources. The Suez canal
opened in 1869. Development of transportation and communication led to an
increase in market outlets for Indian raw materials.
6) Nationalist movement: use of English as the common language among the educated
elite played a significant role in networking and promoting nationalism. The
awakening among Indian masses against alien rule resulted in the expulsion of the
British from India. The 19th century witnessed the emergence of INC and Gandhi.
7) Social reforms: it was the educated Indians, often from the upper strata of society
that spearheaded the agenda for change socially. The 19th century has witnessed
many social reform movements. These groups initially operated at local levels. They
worked towards reforming obsolete and repressive religious practices. Many worked
to promote education for all.
8) Social legislation: it refers to laws passed to promote social justice, social welfare,
desirable social change, as well as protection of weaker sections of society. The
increase in the number of reformative groups exerted pressure over the British
government for passing laws against prevalent social evils. Laws themselves cannot
transform society but they provide hope to victims.