DEVELOPMENT OF INDIAN EDUCATION AND ITS PROBLEMS

Preface

History is studied chronologically and the history of any period is studied in a specific logical sequence. In the absence of this sequence it becomes difficult to understand and remember the historical facts. The history of Indian education is generally studied under three periods-ancient, medieval and modern. Ancient period is generally divided into two sub-periods Vedic period and Buddhist period, Medieval period is also divided into two sub-periods-Pre Mughal period and Mughal period and the Modern period is generally divided into four sub-periods-Christian Missionary period, East India Company period, British period and Post Independence period. The history and development of Indian Education, in this book, has been presented in the same chronological sequence.

The systems of education of Vedic, Buddhist and Medieval periods have been presented in a comprehensive form, therefore their sequence has been administration and finance, structure and organization, aims and ideals, curriculum, methods of teaching, discipline, teachers, students, teaching institutions and other aspects of education. This is a logical sequence.

The development of education in the Modern period has been presented on the bases of the recommendations of education commissions and committees and on the bases of proposals and policies related to education. The recommendations of the commissions and committees and the main features of the proposals and policies related to education have neither been presented in their own different sequences nor in their own languages, but have been presented in a specific logical sequence-administration and finance, structure and organization, primary education, secondary education, higher education, vocational and technical education, teacher education, women education, adult education and other aspects of education etc. and in simple and lucid language. But in some contexts certain changes have also been made. We believe that the study of history and development of Indian Education in this specific logical sequence will help the readers to understand and remember the related facts easily.

The system of education of any period, the recommendations of any commission or committee and the proposals and policies related to education in this book have been evaluated on the bases of certain basic standards. Their objectivity then becomes obvious.

The data presented in the book relate to recognised institutions only. Though these data have been taken from reliable and authentic