The book is based on the prescribed syllabus of Indian universities and offers an elaborate and chronological account of development of education in India from the Vedic to present period. The events have been narrated in a simple and lucid manner including a beautiful presentation of the history of our education since Independence.
The development of education in India has been comprehensively studied in this volume in seven chapters. The first chapter has been dedicated to the education in ancient India and covers Vedic Period, Post-Vedic Period (Upanishad Age), and Buddhist Period. It also includes Brahmanical System of education along with a study of educational centers and universities across ancient India. The second chapter studies education in India in medieval period dominated by Muslim rulers. Important educational centers of Muslim Period were also covered in this chapter. The next chapter is on education in British India and discusses topics such as missionary’s efforts in the development of education (specifically, progress of education under East India Company), efforts of non-missionaries, controversy between the Orientalists and Anglicists, Lord Macaulay’s Minutes on Indian education, filtration theory, Wood’s Despatch of 1854, the Hunter Commission, Curzon’s education policy, Gokhale’s Resolution on Indian Education, Sadler Commission, Hartog Committee Report, Abbot and Wood Report, Wardha Scheme of Education, and Sergeant Report. The fourth chapter discusses education in free India, i.e., education after Independence and includes topics such as Radhakrishnan Commission, Mudaliar Commission, Acharya Narendra Dev Committee Report, Kothari Commission, and Education under the Five-Year Plans. The next two chapters are on adult and women education which also include history and problems of women education. The final chapter of the book discusses the New Education Policy, 1986 and its modified version of 1992. It includes the recommendations of Ramamurthy Committee and Janardhana Reddy Committee along with formation of University Grants Commission and a general appraisal of education in India.
The book is based on the prescribed syllabus of Indian universities and offers an elaborate and chronological account of development of education in India from the Vedic to present period. The events have been narrated in a simple and lucid manner including a beautiful presentation of the history of our education since Independence. The development of education in India has been comprehensively studied in this volume in seven chapters. The first chapter has been dedicated to the education in ancient India and covers Vedic Period, Post-Vedic Period (Upanishad Age), and Buddhist Period. The second chapter studies education in India in medieval period dominated by Muslim rulers. The next chapter is on education in British India and discusses topics such as Lord Macaulay's Minutes on Indian education, filtration theory, Wood's Despatch of 1854, the Hunter Commission, Curzon's education policy, Gokhale's Resolution on Indian Education, Wardha Scheme of Education, Sergeant Report, etc. The fourth chapter discusses education in free India, i.e., education after Independence. The next two chapters are on adult and women education which also include history and problems of women education. The final chapter of the book discusses the New Education Policy, 1986 and its modified version of 1992.
