Development of secondary education in pre -independence India

A power point presentation on

Secondary Education Paper (PGEDU2E001T)
by
Dr. Parmod Kumar
Department of Educational Studies,
Central University of Jammu
Email: pkyadav40@gmail.com

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Outline of the Presentation
Introduction
What is Secondary Education?
Importance of Secondary Education
Development of Secondary Education in Pre-
Independence India:
 Macaulay’s Minute on Education (1935)
 Wood’s Despatch (1954)
 Hunter Commission (1882)
 Calcutta University Commission (1917-19)
 Sargent Report (1944)

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Introduction
While primary education is a basic enabling factor for participation,
freedom, for leading life with dignity and overcoming basic
deprivation, secondary education is the gateway for prosperity, for
transforming the economy and establishing social justice in any
country. It opens the world of work to the youth of the country and
contributes to socio economic development of the community.
Secondary Education is a crucial stage in the educational hierarchy
as it prepares the students for higher education and also the world of
work- Ministry of Human Resource Development

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 What is Secondary Education?

 According to UNICEF, ‘Secondary education is essential for

individual children to achieve their full potential, and for nations to
advance social and economic development. Secondary education aims
to develop the intellectual, social, and moral qualities essential for
democratic citizenship, and to prepare young people for entry into the
world of work.

 According to RMSA Framework, 2009, ‘Secondary Education is a

crucial stage in the educational hierarchy as it prepares the students
for higher education and also for the world of work. Classes IX and X
constitute the secondary stage, whereas classes XI and XII are
designated as the higher secondary stage.’

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 Importance of Secondary Education

 Secondary education develops faculties of critical thinking,

abstraction, insight, skills and competence at a higher level
 Foundation for higher education
 Development of Democratic Citizenship
 Development of Capacities to Face new Challenges in life
 Development of the Self and Personality
 Education for Modernization
 Development of Social, Moral and Spiritual Values
 Development of International Understanding and
competitiveness
 Requirement for employment and labour market quality
 Critical to social and economic development

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 Development of Secondary Education Pre-
Independence India
According to the Charter of 1813, the British Parliament made the
company responsible for education of the Indian people.
Clause 43 of the Charter Act of 1813 stated, “It shall be lawful for the
Governor General-in-Council to direct that out of any surplus which may
remain of the rents, revenues and profits arising from the said territorial
acquisitions, after defraying the expenses of the military, civil and
commercial establishment and paying the interest of the debt, in manner
hereinafter provided, a sum of not less than one lack of rupees in each
year shall be set apart and applied to the revival and improvement of
literature and encouragement of the learned natives of India and for the
introduction and promotion of a knowledge of the sciences among the
inhabitants of the British territories in India”.
The development of secondary education in pre-independence India is
given in the next slides:
1. Macaulay’s Minute on Education (1835)

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Main Recommendations
 Resolve the controversy between Anglicists and
Orientalists
 Promote the European Literature and Science among
the natives of India
 Promote English Education
 Encourage Indigenous learning

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2. Wood’s Despatch (1854)

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 Cont…
The despatch observed that "Our attention should
now be directed to a consideration, if possible still
more important and one which has been hitherto, we
are bound to admit, too much neglected, namely, how
useful and practical knowledge suited to every
station of life, may be best conveyed to the great mass
of the people who are utterly incapable of obtaining
any education worthy of the name by their unaided
efforts; and we desire to see the active measures of
Government more especially directed for the future to
this object, for the attainment of which we are ready to
sanction a considerable increase of expenditure".
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 cont...

 A department of public instruction should be constituted in

each province.
 Establishment of new Universities
 Sanskrit, Arabic and Persian should be included in the
curriculum along with English, Western literature and science.
 Along with English, Indian languages should also be accepted as
the media of instruction.
 Expansion of general education
 Grant-in-Aid for all categories of educational institutions, primary
or higher.
 At least one training college in each province for training of
teachers.
 Recognize the importance of private enterprises in Education
 Provide Vocational education at school and college level.

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Some Defects in Secondary Education (during 1854-1882)
The mother-tongue was completely neglected as a
medium of instruction
The course of study became too academic and unrelated
to life
Lack of teacher training
No provision of vocational and technical courses
Dominance of Matriculation Examination

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3. Hunter Commission (1882)
 Lord Ripon appointed the Indian Education Commission under the
Chairmanship of William Hunter.
 It is popularly known as Hunter Commission.
 The following instructions regarding Secondary education were given,
"The Commission was directed to enquire into the quality and
character of the instructions Imparted in schools of this class.
The great majority of those who prosecute beyond the primary
stage will never go beyond the curriculum of the middle, or at
farthest of the high schools. It is therefore of the utmost
importance that the education they received should be as
thorough and sound as possible. There are grounds for doubting
whether there is 'not, in some provinces at any rate, much room
for improvement in this respect."

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Main Recommendations
(i) Secondary Education to be provided on the grant-in-aid
basis
(ii) Diversified courses of instruction in the secondary stage of
education
(iii) Vocational and Technical Education
(iv) Provision of two types of secondary schools i.e. one leading
to the entrance examination of the University and the
other of a more practical character intended to fit the
youth for commercial, vocational and non-literary
pursuits.
(v) Encouragement of Indigenous Education
(vi) Role of Government and Missionary enterprise in Indian
Education
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3. Calcutta University Commission (1917-19)

 Calcutta University Commission was appointment in 1917

under the Chairmanship of the late Sir Michael Sadler.
 The commission opined that the improvement of secondary
education was essential for the improvement of University
education.

 Some important recommendations:

(i) Proper division between the University and Secondary
courses
(ii) Open new type of institutions i.e. intermediate colleges

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 cont...

(iii) These colleges run as independent institutions or might be

attached to selected high schools.
(iv) The admission test for Universities should be the passing of the
intermediate Examination.
(v) A Board of Secondary and Intermediate Education consisting
of the representatives of Government, University, High Schools
and Intermediate colleges to be established and entrusted with
the administration and control of Secondary Education.

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5. Sargent Report (1944)

 In 1944, the Central Advisory Board of Education was set up

by the Government of India and submitted a comprehensive
Report on Post-War Educational Development.
 The report is popularly known as the Sargent Report (under the
Chairman of Sir John Sargent).

 Main recommendations:
(i) Visualised a system of universal, compulsory and free
education for all boys and girls between the age of 6 to 14
years
(ii) The Senior Basic or the Middle School should be final stage
in the school system

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 Cont…
(iii) Provision of variety of courses at the Middle School
stage
(iv) Prepare the pupils for Industrial and Commercial
occupations
(v) Open two types of High Schools i.e. Academic and
Technical.
(vi) Provision of good all-round education

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Conclusion
 Thus, it may be concluded that a number of commissions/committees
had been constituted before independence for the development of
secondary education in India and quite many recommendations were
given by these commissions/committees regarding various aspects of
secondary education.
 But these recommendations were not implemented with zeal and
enthusiasm in the field of secondary education.
 During that period, there were various defects in secondary education
i.e. the education was too bookish and mechanical, stereotyped and
rigid, there was stress on examinations, and did not cater to the need of
the various types of pupils.
 The standards of discipline became deplorable during that period and
a special effort needs to be made to improve the standard of secondary
education in India.
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References
Dash, B.N. (2011). History of Education in India. New Delhi: Dominant Publishers
and distributed Pvt. Ltd.
 Jena, S.S., Aggarwal, K. & Mahapatra, S.K. (2014). Quality in school education:
Issues & Concerns. New Delhi: Shipra Publications.
 Aggarwal, J.C.(2010). Landmarks in the History of Modern Indian Education.
Delhi: Vikas Publishing House Pvt. Ltd.

Web source:
www.teindia.nic.in/Files/.../ Secondary_Education_Commission_Report.p ...
www.teindia.nic.in/files/reports/ccr/KC/KC_V1.pdf .
www.mhrd.gov.in

Documents:
Mudaliar Commission Report (1953). Report of the Secondary Education
Commission. Ministry of Education: Govt. of India.

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