Question

short speech about current education in india

Answer 1

Speech on ‘Education System’ in India

Speech on ‘Education System’ in India!

The modern education system that we find in India today came with Britishers. They were accompanied by Christian missionaries who established schools to impart secular education to the Indian children but also to convert them to Christianity.

If we look into the early history of Indian (Hindu) society, we find that in ancient India education was modelled on the gurukula system in which emphasis was placed on the direct relationship between the guru (teacher) and the sisya (pupil).

This system of education laid emphasis on austere life and concentrated on the teaching of Vedic literature. It was mainly devoted to the teaching of theology, philosophy and philology. Education was all compre­hensive spreading from philosophy and spirituality to the teaching of cannons of art of day-to-day life.

Education was used to be given on the varna basis. The Sudras and women both were excluded from the right to education. Vocational trainings, if any, were used to be given by old members of the family and community.

In the medieval (Muslim) period, it was the ‘madarsa’ system which ruled the educational scene. The schools (madarsas and pathsalas) were conducted almost exclusively by maulvis for Muslim students and by Brahmin priests for Hindu students.

There was really no change in the outlook of people towards education in this period also because the Muslims, like the Hindus, were tradi­tional in their outlook and laid great emphasis on religions and philosophical education rather than secular education.

Of course, one should not forget that secular education received an impetus even in Western Europe only after the 17th century, and more recently since the 19th century when the idea of scien­tific knowledge emerged.

In this period, religious leaders and priests were often the only available literate groups, using their knowledge to read and interpret sacred texts. For the vast majority of people, growing up meant learning by imitation the same social habits and work skills as their elders.

As we know, children normally began assisting in domestic farm and craft activities at a very young age. Transmission of skill of the trade used to be handed down from generation to generation. Reading was not necessary or even useful in their lives.

Education, in whatsoever form available, was limited to higher castes only. The untouchables were debarred and discouraged to receive education. There was no much specialization of professional roles as we find today.

The modern education system that we find in India today came with Britishers. They were accompanied by Christian missionaries who established schools to impart secular education to the Indian children but also to convert them to Christianity.

Britishers had planned three stages of education in India:

(1) Primary

(2) secondary, and

(3) higher education.

The main aims in the starting of the schools for children as well as the institutions for higher learning in the 18th century were to propagate Christianity, to have competent scholars in the Muslim and Hindu law and to train the British civilians in Indian languages, law and history.

The system of education that was estab­lished by Britishers had an objective to suit their own needs and further their interest of peaceful administration. They transformed the education into a commodity available to those who could afford to purchase it.

These objectives were viewed to serve the purpose of colonial Britishers. This view has been sharply contested by many quarters. Those who disagreed with this said that it is altogether wrong to think that colonial education’s sole goal was to produce clerks to serve the British administration as was widely believed. Its impact was much deeper. It had a penetrating effect and long-term consequences.


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Answer 2

If we look into the early
history of Indian (Hindu)
society, we find that in
ancient India education
was modelled on the
gurukula system in which
emphasis was placed on
the direct relationship
between the guru
(teacher) and the sisya
(pupil).
This system of education
laid emphasis on austere
life and concentrated on
the teaching of Vedic
literature. It was mainly
devoted to the teaching of
theology, philosophy and
philology. Education was
all comprehensive
spreading from
philosophy and
spirituality to the
teaching of cannons of
art of day-to-day life.

Education was used to be
given on the varna basis.
The Sudras and women
both were excluded from
the right to education.
Vocational trainings, if
any, were used to be
given by old members of
the family and
community.
In the medieval (Muslim)
period, it was the
‘madarsa’ system which
ruled the educational
scene. The schools
(madarsas and pathsalas)
were conducted almost
exclusively by maulvis for
Muslim students and by
Brahmin priests for
Hindu students.
There was really no
change in the outlook of
people towards education
in this period also
because the Muslims, like
the Hindus, were tradi­
tional in their outlook
and laid great emphasis
on religions and
philosophical education
rather than secular
education.
Of course, one should not
forget that secular
education received an
impetus even in Western
Europe only after the
17th century, and more
recently since the 19th
century when the idea of
scientific knowledge
emerged.

In this period, religious
leaders and priests were
often the only available
literate groups, using
their knowledge to read
and interpret sacred
texts. For the vast
majority of people,
growing up meant
learning by imitation the
same social habits and
work skills as their
elders.
As we know, children
normally began assisting
in domestic farm and
craft activities at a very
young age. Transmission
of skill of the trade used
to be handed down from
generation to generation.
Reading was not
necessary or even useful
in their lives.
Education, in whatsoever
form available, was
limited to higher castes
only. The untouchables
were debarred and
discouraged to receive
education. There was no
much specialization of
professional roles as we
find today.
The modern education
system that we find in
India today came with
Britishers. They were
accompanied by Christian
missionaries who
established schools to
impart secular education
to the Indian children but
also to convert them to
Christianity.