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भारतीय विश्वविद्यालय आयोग 1902 की नियुक्ति के क्या कारण थे ?

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by October 2, 2019 Railway, REASONING, SSC

What were the reasons for the appointment of the University Commission of India 1902?

3. The study of Indian languages ​​instead of classical languages ​​should not be permitted for any examination above the Entrance Examination.
4. MA Indian languages ​​can be studied in
5. B.A. Vernacular composition should be made compulsory in the curriculum of
6. Teaching of Indian languages ​​in schools should be elevated.

9.6.4 Education of English

1. Students who know good English in universities can be there only when there is good English education in schools.
2. To teach English in schools, only those teachers whose mother tongue is English should be appointed.
3. Teachers whose mother tongue is not English should be sent for training in training schools.

9.7 Evaluation of the Commission

The Commission had two main problems
1. Determining the organization of the university, which can be developed in India.
2. To make suggestions which can be adopted for some time to reach the final goal.

The Commission did not consider any of these two problems. It wanted to strengthen the prevailing system of university-education only by strengthening it. He did not pay any attention to whether there should be any change in the method of associating colleges with universities.

The Commission greatly hurt Indian languages ​​and banned its development. He said that special attention should be paid to education of English from schools. The result was that the Indian public strongly opposed the commission. Despite this, the Curzon government prepared the Indian University Act based on the recommendations of the Commission.

9.8 Summary

Lord Curzon came as Viceroy of India in 1899 and stressed the need to reform Indian universities. As a result, Curzon appointed the University Commission of India on 27 January 1902.

The Commission mainly made recommendations and suggestions to the universities on subjects like restructuring, accredited and affiliated colleges, curriculum and education, study of Indian languages, education of English etc. The Indians opposed it due to the commission of Indian languages, special emphasis on English education, and the opposition to the promotion of university education, but they kept quiet.

9.9 Evaluation Questions

1. What were the reasons for the appointment of the University Commission of India 1902?
2. Mention the scope of University Commission of India.
3. What were the suggestions of the Commission regarding the reorganization of universities?
4. Explain any two of the suggestions made by the Commission regarding the study of Indian languages. .

9.10 Reference Books

1. Pathak, P.D. – Indian Education and its Problems, Vinod Book Temple, Agra
2. Pandey Ram Shakal – Document of Modern Education in India, R. Lall Book Depot, Meerut

Unit 10 Hartog Committee
Structure of the unit
10.0 Objectives
10.1 Background of appointment
10.2 Primary education
10.3 Secondary education
10.4 University education
10.5 Female education
10.6 Summary
10.7 References

10.0 Objectives

After studying this unit, you
will be aware of the background of the appointment of Hartag Committee.
• Will be able to state the need for the formation of Hertag Committee.
• be able to represent the problems related to primary education.
Analyze the priorities for secondary education.
• Can give suggestions for secondary education.
• Universities will be able to evaluate the expansion of education.

10.1 Appointment Background

Indians started sending their children to schools in 1917, recognizing the importance of education. But after that he faced a serious situation which caused him a great shock. The First World War ended and commodity prices skyrocketed. The country was suffering from plague and contagious fever. Such a situation brought about a tremendous change in the field of education. In 1917 both Secretary of State for India Lai Montague and Governor General of India Chelmsford visited the whole of India and presented the report in the joint name of Montague Chelmsford. In which suggestions were given for improving the administrative machinery. All the recommendations made by him in the British Parliament were accepted. In 1921, based on Montague Chelmsford, a Dowed rule or a two-man-ruled state was established. Under this system, the subjects of the provinces were divided into two parts.
1) Reserved and 2) Transferred.

Education was placed in the transferred subjects and as a result, the responsibility of education came in the hands of Indian ministers. The education of Europeans and some centrally administered areas of Ajmer, Seemaprant, Merwara, Coorg, Bangalore, Balochistan, Secunderabad etc. remained under the control of the center. Some difficulties. Due to the establishment of the Vedh regime, education was kept in the transferred subjects, but the finance minister was often British because the finance department was safe. These British finance ministers were responsible to the governor, so they did not pay attention to the talks of the education ministers. Indian ministers used to make good education schemes, money was required to implement these schemes which they did not have. On this, the education schemes were kept on paper only.

The Center stopped providing financial assistance to the provincial governments to spend on education. As a result, the provincial governments could not spend enough on education due to lack of funds. Education ministers were not able to exercise any kind of control over the high officials of the Indian Civil Services because the officers had more powers than the ministers, which created a deep gap between the two. Therefore, the government felt the need of Indian education policy. They used to call them good and bad because the governor had unlimited powers.


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