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17
INDIA—EDUCATION SYSTEM
Indian education in the modern era shows the influence of two traditions, British and
native Indian. Remnants of the British education system in the modern Indian system
show the durability of British influence, but while independent India has preserved much
of the British educational system, "national education," initiated by Indian nationalists
and reformers in the latter half of the twentieth century, has left its own legacy. It seeks
to revive the glorious heritage of knowledge and culture originating in India itself.
This education was available only to the higher castes, and women and the lower
classes were excluded. The teachers were mostly Brahmans. In addition to religious
lore, the Brahmans transmitted worldly knowledge of law, political science,
mathematics, astronomy, and medicine. Brahmans also invented the zero and
introduced algebra, designed calendars, and even taught martial arts. Students
specialized in such subjects and continued the tradition of their teacher. With the advent
of Muslim invasions of India (beginning c. 1000 CE), schools devoted to thePage 18 |
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In 1858 three universities were established in Mumbai (Bombay), Calcutta, and Madras
as examining institutions. These universities were initially not teaching institutions;
rather they determined the syllabi and curricula and controlled the examinations of
affiliated colleges throughout India. This standardization produced large numbers of
educated Indians imbued with the same ideas and values, and able to contribute to a
common discourse.
Under the British administration in the nineteenth and early twentieth centuries,
hundreds of primary, middle, and secondary schools were established. These schools
were most commonly run by Christian missionaries, who received some financial
support from the provincial government. The schools were important in teaching basic
literacy and numeracy.
British higher institutions focused primarily on the liberal arts, law, and medicine, with
little emphasis on engineering and technology. The Victoria Jubilee Institute in Mumbai,
which trained Indian spinning and weaving masters for the cotton textile industry, and a
school of civil engineering at Roorkee in northern India were the only exceptions. When
the great industrialist Jamsetji Nasarwanji Tata (1839–1904) donated a large sum of
money for the establishment in 1907 of the Indian Institute of Science in Bangalore, the
British did not take kindly to the idea, believing that no one would want to employ Indian
scientists. Because of the obstacles to its founding, the institute came into being only
after Tata's death. It was a testament to Tata's vision, but India had very few wealthy
visionaries of this kind.
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In the early twentieth century, two denominational universities were founded: Aligarh
Muslim University in Aligarh and Banaras Hindu University in Varanasi. The secular
principles of post-1947 independent India would not have permitted the establishment of
such universities but, because they were founded earlier, they survived as "central
universities." Their curriculums closely follow those of hundreds of other universities in
India.
There were several attempts to set up national institutions of education in the twentieth
century, for example, Gurukul Kangri at Haridwar and the university set up at
Shantiniketan by poet and Nobel laureate Rabindranath Tagore (1861–1941). There
were many varieties of "national education" that focused on indigenous rather than
English traditions. For example, Gurukul Kangri intended to revive ancient Indian
education by teaching Sanskrit texts whereas at Shantiniketan the emphasis was on
contemporary Indian literature and art. Mohandas Gandhi sponsored a scheme of basic
education closely linked to his idea of constructive work in villages. But such institutions
had a basic flaw—they did not confer degrees recognized by the government and, thus,
could not help people to find employment.
The most neglected sector of education is still primary schooling. Official statistics show
about one hundred million pupils in primary schools, but there are high dropout rates.
Approximately half of the population of India is illiterate. There are frequent complaints
that village schoolmasters take their jobs as sinecures and therefore do not teach
regularly. This deficiency at the primary level has had serious consequences. At the end
of the twentieth century, suicides occurred among peasants grieving crop losses in
southern India. Not knowing to get the soil examined, they had shifted to cotton
cultivation, although the soil was unsuitable. The fruition of Mohandas Gandhi's quest
for combined primary and practical education at the village level is still unrealized.
Dietmar Rothermund