History of Protestant Missionary Education in India

2021 ◽  
pp. 307-322
Author(s):  
Parna Sengupta
Keyword(s):  
Missionary Education ◽  
Education In India ◽  
History Of

The Early Years of Republic

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Educational Development ◽  
Early Years ◽  
Modern Education ◽  
British Raj ◽  
University Development ◽  
Regulatory Policies ◽  
Education In India ◽  
History Of ◽  
Post War ◽  
The University

The chapter is a prologue to the main narrative of the book. It offers an evaluation of Macaulay’s minute which paved the way for introduction of modern education in India, the idea of National System Of Education which dominated Indian thinking on education for over sixty years from the Partition of Bengal (1905) to the Kothari Commission (1964), and the division of responsibility between the Central and Provincial Governments for educational development during British Raj. It offers a succinct account of the key recommendations of the landmark Sarjent Committee on Post-War Educational Development, the Radhakrishnan Commission on University Development, and the Mudaliar Commission on Secondary Education, of the drafting history of the provisions relating to education in the Constitution, the spectacular expansion of access after Independence, the evolution of regulatory policies and institutions like the University Grants Commission (UGC), and of the delicate compromise over language policy.

scholarly journals Critical Analysis of Development and Management of Higher Education in India

2021 ◽  
Vol 32 (1-3) ◽  
Author(s):  
Manish Rohatgi
Keyword(s):  
Higher Education ◽  
Current System ◽  
Indian Education ◽  
State Universities ◽  
State Governments ◽  
Higher Education System ◽  
State Education ◽  
Education In India ◽  
History Of ◽  
Funds Allocation

History of Indian education dates back to over 5,000 years. Education in the Vedic and Muslim periods was found to be based on religion while the Buddhist period gave world-class universities. In the British period, education oscillated between being a central subject and a provincial subject. The Constitution of India placed education as a state subject, which was later transferred to the Concurrent List in 1976. But due to lack of coordination between the centre and state governments, the higher education system is found to be in a critical state. Further, there is significant disparity in funds allocation to central and state universities by the central regulator, UGC, which further worsens the situation. The current system can work, if the centre makes the law with a broader view and leaves the states with enough power to customise it. There is need to establish State Education Councils in every state to better assess the need of state universities and recommend/allocate the funds accordingly.

National Education Systems

2019 ◽  
pp. 227-240 ◽  
Author(s):  
Peter Kallaway
Keyword(s):  
Policy Development ◽  
Educational Systems ◽  
Weak States ◽  
Welfare Policies ◽  
National Education ◽  
Missionary Education ◽  
Nation States ◽  
National Education Systems ◽  
History Of ◽  
African Context

Crafting educational systems suitable for the African context remains a challenge today, as it was for colonial administrators and educators. Despite changes from the era of missionary education to today’s secular nation-states, there are significant continuities that require the attention of researchers and policymakers. The promise of education as a bridge to modernity for rural populations through welfare policies of the postwar era has been threatened by the emphasis on market-based policies and “cost recovery” programs in economically weak states since the 1980s. A key limitation to creative policy development is to be found in the presentism of much policy development. The current challenge is for researchers and policymakers to explore the history of education in Africa in a search for approaches that promote equity through education.

History of education in India in the pedagogical concept of J.P. Naik

2020 ◽  
Vol 2020 (10-2) ◽  
pp. 248-260
Author(s):  
Dmitry Aslanov ◽  
Ilya Kolesnikov ◽  
Ekaterina Martynova
Keyword(s):  
Social Welfare ◽  
General Education ◽  
Education System ◽  
History Of Education ◽  
National Development ◽  
Indian Scientist ◽  
Education In India ◽  
History Of

The article describes in detail the process of formation, development and reform of education in India. The great scientific and practical contribution of the Indian scientist J.P. Naik is that in his works he revealed the priority directions for the development of education in India taking into account the interests of the poorest segments of the population. He believed that all general education institutions should devote more time to participation in social welfare and national development programmes. At the heart of the education system, the scientist singled out a humanistic basis.

Professionalization of social work in colonial India: Glancing at the history of social work in India before 1936

2021 ◽  
pp. 002087282110489
Author(s):  
Abhijeet Mishra
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Colonial India ◽  
Education In India ◽  
History Of ◽  
Work Education ◽  
History Of Social Work ◽  
Work Knowledge

This article discusses a brief history of ‘modern’ social work in India before 1936. I present how abstract conceptions of scientifically informed and organized social work practice were brewing in colonial India, along with attempts to assemble or organize it. I use these accounts to further present certain nuances on the modalities of imported social work knowledge that dominated social work education in India after 1936.

A Comparative Survey of Educational Aims and Methods in British India and British Tropical Africa

Africa ◽  
1933 ◽  
Vol 6 (2) ◽  
pp. 172-186 ◽  
Author(s):  
Arthur Mayhew
Keyword(s):  
International Institute ◽  
Columbia University ◽  
British India ◽  
Tropical Africa ◽  
Teachers College ◽  
Educational Aims ◽  
Colonial Policy ◽  
Education In India ◽  
History Of ◽  
The One

The fact that the Yearbooks of Education, 1932, 1933, edited by Lord Eustace Percy, devote a large portion of their space to education in British dependencies, and that the whole of the Educational Yearbook, 1931, of the International Institute of Teachers College, Columbia University, is devoted to a study of Colonial systems of education, with a liberal apportionment of space to British Colonial policy, shows the widespread interest that is now being taken in the education of the more primitive or indigenous races for which the more advanced countries are acting as trustees. The articles on British Tropical Africa and British India in the Yearbooks of Education, 1932 and 1933, and the survey of education in Tanganyika Territory in the Columbia University Yearbook, afford material for a comparison of educational aims in Africa and India, which may be of interest to the reader, as it certainly has been a source of profit to the writer of this article. The time has not yet come for passing any judgement on British educational policy in the African colonies, and it would be rash to predict the results of plans that have not yet matured and are constantly being adapted to changing conditions and newly discovered needs. But it is possible to survey as a whole the history of education in India from the date of Macaulay's Minute up to 1920, when education passed from the control of the central British Government to the charge of Ministers responsible to Provincial Legislative Councils. This history reveals risks to which tropical races brought into educational contact with western civilization are exposed, and suggests, by its record, of failure as well as success, means whereby these risks, so far as they are real in Africa, may be minimized. Sir Philip Hartog and Mr. Rivers-Smith are so well qualified for the work they have done in these Yearbooks, and have been so cautious in their presentation of the Indian and African situation, that no careful reader of their articles is likely to suppose that conclusions drawn from the one country are necessarily applicable to the other. But there is very much to be gained from a comparative study.

scholarly journals Colonial education in the Congo - a question of “uncritical” pedagogy until the bitter end?

2017 ◽  
Vol 18 ◽  
pp. 2-26 ◽  
Author(s):  
Marc Depaepe
Keyword(s):  
Local Population ◽  
History Of Education ◽  
Historical Research ◽  
Pedagogical Practices ◽  
Individual Autonomy ◽  
Colonial Education ◽  
Missionary Education ◽  
History Of ◽  
Mental Space ◽  
Belgian Congo

Our approach is a historical, and not a theoretical or a philosophical one. But such an approach might be of help to understand the complexities and ambiguities of the pedagogical mentalities in the course of the twentieth century. As is usually the case in historical research the groundwork has to precede the formulation of hypotheses, let alone theories about the nature of pedagogical practices. Therefore, since the 1990s, “we” (as a team) have been busy studying the history of education in the former Belgian Congo. Of course since then we have not only closely monitored the theoretical and methodological developments in the field of colonial historiography, but have ourselves also contributed to that history. This article tries to give an overview of some of our analyses, concentrating on the question to what extend the Belgian offensive of colonial (i.e. mainly Catholic) missionary education, which was almost exclusively targeted at “paternalism”,  contributed to the development of personal life, individual autonomy and/or emancipation of the natives. From the rear-view mirror of history we are, among other things, zooming in on the crucial 1950s, during which decade thoughts first turned to the education of a (very limited) “elite”. The thesis we are using in this respect is that the “mental space” of colonialism was not of a nature as to have a very great widening of consciousness among the local population as its effect.

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