Explanation:

Explanation :

1. Hunter Commission, 1882

Major recommendations by the Hunter Commission of 1882 resulted in the following changes in the education system of British India:

• Preference was given to literate candidates for government jobs in the lower levels, along with expansion of primary schools in backward districts.
• District and municipal boards were entrusted with the management of primary education under the Local Self Government Act. The funds were separated for rural and urban areas to avoid funds earmarked for rural schools being misappropriated by urban schools.
• Secondary schools were to be established by private parties with funds provided by the government. Model schools fully run by the government were to be opened in each district to guide such private schools.
• Secondary school curriculum was also revised with academic and vocational courses diversified into different branches.
• Missionary schools were discouraged, and Indian participation in the private school system was solicited by the raj. Special care was supposed to be taken in advancing the education of girls and women.

2. Raleigh Commission,1902

• Sir Thomas Raleigh established the Raleigh Commission on January 27, 1902, with the goal of examining the present and future of Indian institutions and making suggestions for enhancing their organization and performance.
• A report on either primary or secondary education was not possible for the Commission.
• The main objective of the Act was to raise the bar for the system and improve the standard of education in India.
• The Indian Universities Act was enacted in 1904 as a result of the Commission’s report and recommendations.

3. Indian Universities Act, 1904

• To develop and make changes in the education system and the universities, several new commissions, acts, and reforms were introduced mainly in the beginning of the 20th century. One such reform that was introduced is the Hunter Commission that failed to bring the Indian education system within track.
• When Lord Curzon became the Indian viceroy, he decided to change the propositions of the Hunter Commission. This led to the formulation and adoption of The Indian Universities Act, 1904.
• This Act was passed in an attempt to improve the situation of university education in India. It worked to bring all universities under the control of the Government of india. 

Provisions

• The Indian University Act 1904 provides power to universities to conduct their private teaching and other activities. 
• Teaching and supervision for examinations were the responsibility of the university itself.
• Universities must focus on research. Laboratories were permitted to set up laboratories for different disciplines.
• Universities can appoint new staff, recruit professionals, and set up libraries in order to expand knowledge in students.
• One of the main amendments in The University Act 1904 was the reduction of the number of fellows from 100 to 50. Universities with greater than 50 fellows would be held accountable
• Each fellow will have an office period of six months instead of a lifetime.
• This act introduced the process of Senate election in different universities. For Madras, Bombay, and Calcutta, the number of elected fellows was 20, whereas for other universities, it was 15.
• The government gained the power to change the rules provided by the senate when the senate failed to frame them.
• Under the provision of The University Act 1904, the Syndicates received recognition in the Indian education system. Apart from this, all the teachers working at a university received representation in the university Senate.
• To ensure a stronger relationship between the colleges and universities, every college needed to be affiliated with a particular university. The affiliated university may or may not be within the jurisdiction of the local area.
• A grant of INR 5 lakhs was offered throughout the span of five years to fellows for further studies and research work. 
• The Governor-General Council was given the power to handle all the jurisdictional matters of any university regarding the territory on which it is located.

Impact

• The Sadler Commission 1917 criticised the Act for making universities largely governmental.
• The nationalists further considered this act to strengthen imperialism and used this to subjugate the nationalist feeling. In addition, Gopal Krishna Gokhale named it as the “retrograde measure.” Correct answer
• After this, Lord Curzon used the reform to improve the area of Primary education. Most schools were provided with a generous amount of financial aid- from 40 Lakhs to 75 Lakhs- over the years of 1905-1912.
• Perhaps the most helpful result of the Indian Universities Act 1904 was the introduction of the concept of government grants, which continues to be implemented  till now.

Conclusion

The Universities Act of 1904 was successful in achieving a significant change in the nature of university education while allowing the government to retain significant control over the universities, thereby making them, as the Sadler commission would put it thirteen years later, "the most completely governmental universities in the world." This Act gave the Government of India the authority to make the first grants to Indian universities.

4. Saddler University Commission (1917-19)

• The Saddler University Commission was established as a result of Calcutta University students’ subpar academic performance. Maybe it ended up examining all the Indian universities recently. The following are the Saddler University Commission’s main concerns:
• The emphasis was on secondary education. It adheres to the philosophy that secondary education must be improved in order for university education to advance.
• The Commission estimates that the school should be finished in 12 years.
• It proposed the notion of establishing distinct boards for intermediate and secondary education.
• It placed a strong emphasis on educating women, teacher preparation, technical education, and the application of science.
• It highlights the need for all institutions to operate independently as centralised resident teaching bodies.