In India the education system has various aspects and it has evolved since ancient time. The unique things about Indian education system are diversity in fundamentals like language, culture and dialect etc. An interactive learning environment has always been the norm in India. If we go back in history, it is this ‘interaction’ which the sages had with their students that provided the base for the rich heritage which we have inherited today
Education in India has a rich history: whether orally or in the form of letters written on palm leaves and barks of trees, ‘information’ was passed on to students from their “gurus’’ or scholars. Students and Gurus ‘interacted’ spending fruitful hours in residential schools which were called the Gurukuls. The homes of the Gurus were the Gurukuls and often temples, monasteries and community meeting places became centres of learning.
The Guru or ‘thinker’ realized that knowledge was the need of the hour and to acquire knowledge, the Gurukuls were essential. Although education was free and the Gurus never demanded fees, the students felt it was only respectful to pay Gurudakshina to the teacher. This was an acknowledgment for the knowledge he had received on various aspects spanning religion, the scriptures, philosophy and literature. The understanding needed to create medicines with ‘jari butties’ or learning about the Arthashastra (warfare) or astrology – the horizon was unlimited –was to be acquired in the residential Gurukuls.
The “Gurukul System” believed in the training of the mind which was done by three simple processes: Shravana, Manana and Niddhyaasana.

1. Shravana: Listening to the words of wisdom which the teacher spoke.
2. Manana: Interpreting the meaning of the lessons
3. Niddhyaasana: The complete comprehension of knowledge

The centres of education were spread across the country but some flourished in knowledge than the others. The centres of learning which recognized in the first millennium were at: Nalanda, Takshashila University, Ujjain and Vikramshila Universities and they were popular for their teaching of art, architecture, painting, logic, grammar, philosophy, astronomy, literature, Buddhism, Hinduism, Arthashastra, law and medicine.

Some Important Facts on Ancient Indian Education:

• The First University of the world which was established in 700 B.C. was Takshila Nalanda University.
• Probably the biggest centre in the world at that time, Nalanda had all the branches of knowledge, and housed up to 10,000 students at its peak.
• The popular subjects of learning dealt with arithmetic, theology, metaphysics, law and astronomy. But it was the study of medical science that made Nalanda famous.
• Sometimes a particular university was well known for its specialisation in a particular field of study. For instance:
  • Takshila specialized in the study of medicine,
  • Ujjain laid emphasis on astronomy.
• The earliest school of medicine known to the world is Ayurveda ‘Charaka’ is known as the father of Ayurveda. He developed this 2500 years ago.

HISTORY OF MODERN EDUCATION DURING BRITISH INDIA

The British East India Company came to India as a trader, but socio-political conditions of Indian subcontinent drives them to become ruler. This resulted in the need of subordinates and to achieve this goal, they instituted a number of acts to pour Indians into English colour through the education system. Here, we are giving “Summary of the History of Modern Education during British India” which can be used as a revision capsule.

Some Important Points on the History of Modern Education during British India

• Warren Hastings set up the Calcutta Madrasa in 1781 for the study and learning of Persian and Arabic.
• In 1791, the efforts of Jonathan Duncan opened Sanskrit College at Banaras for understanding of the laws, literature and religion of the Hindus.
• The Fort William College was set up by Lord Wellesley in 1800 for the training of the civil servants of the company in vernacular languages and customs of India.
• The College published an English-Hindustani dictionary, a Hindustani grammar and some other books.
• However to impart training to civil servants a East India College at Hailebury, England was established in 1807.

CHARTER ACT, (1813):

• Charles Grant and William Wilberforce, who was missionary activists, compelled the East India Company to give up its non-invention policy and make way for spreading education through English in order to teach western literature and preach Christianity.
• Consequently, aclause was added in the 1813 Charter Act by British Parliament.
• It provided for an annual expenditure of one lakh of rupees: "for the revival and promotion of literature and the encouragement of then learned natives of India and for the introduction and promotion of knowledge of the science among the inhabitants of the British territories."
• It was first instance that British East India Company acknowledged for the promotion of education in India.
• Result of this act:
  
  • With the efforts of R.R.M Roy, the Calcutta College was established for imparting Western education.
  • Three Sanskrit colleges were set up at Calcutta.

GENERAL COMMITTEE OF PUBLIC INSTRUCTION, 1823

• This committee was formed to look after the development of education in India
• The General Committee of Public Instruction had two groups viz. Orientalists and Anglicists; having differing opinion on the issue of the Development of Education of India.
• The Orientalists group was led by H T Princep, who promoted the teaching of the “Oriental Subjects” in India’s vernacular Languages.
• As a result, spread of education in India got discursive between Orientalist-Anglicist Controversy.
• The controversy was later resolved by virtue of Lord Macaulay’s Resolution (in favor of Anglican).

LORD MACAULAY’S EDUCATION POLICY, 1835

• This policy was an attempt to create that system of education which educates only upper strata of society through English.
• English become court language and Persian was abolished as court language.
• Printings of English books were made free and available at very low price.
• English education gets more fund as compare to oriental learning.
• In 1849, JED Bethune founded Bethune School, and even before that English was first introduced in the college of Delhi in 1828.
• Agriculture Institute was established at Pusa (Bihar)
• Engineering Institute was established at Roorkee. 

 SIR CHARLES WOOD'S DESPATCH ON EDUCATION, 1854:

• It is considered as the Magna Carta of English Education in India and contained a comprehensive plan for spreading education in India.
• It declared that the aim of the Government's educational policy was the teaching of Western Education.
• The three universities of Calcutta, Madras and Bombay came into existence in 1857.
• It recommended English as a medium of instruction for higher studies and vernacular at school level
• It recommended the hierarchy education level:

1. At bottom, vernacular primary school;
2. At district, Anglo-vernacular High Schools
3. Affiliated college, and Affiliated universities of Calcutta, Bombay and Madras Presidency

THE HUNTER EDUCATION COMMISSION, 1882-83:

• It was formed to evaluate the achievements of Wood Dispatch of 1854 under W.W Hunter in 1882.
• The principal object of the enquiry of the commission was to present the state of elementary education throughout the Indian Empire and the means by which this can be extended and improved.
• It underlined the state’s role in the extension and improvement of primary education and secondary education.
• It underlined the transfer of control to district and municipal boards.
• It recommended two division of secondary education- Literary up to university; Vocational for commercial career. 

LIST OF VARIOUS EDUCATIONAL COMMITTEES DURING BRITISH INDIA

THE INDIAN UNIVERSITIES ACT, 1904:

• The act increased university control over private colleges by laying down stringent conditions of affiliation and periodical inspection by the Syndicate.
• The private colleges were required to keep a proper standard of efficiency. The Government approval was necessary for grant of affiliation or disaffiliation of colleges.

THE SADLER UNIVERSITY COMMISSION, 1917-19:

• It was formed to study on the problems Calcutta University and their recommendations were applicable to other universities also.
• It made following recommendations for education curriculum:

1. 12-year school course
2. 3-years degree after the intermediate stage
3. Centralised functioning of Universities, unitary residential-teaching autonomous body.

• It recommended extended facilities for applied scientific and technological education, teacher’s training and female education.

WARDHA SCHEME OF BASIC EDUCATION (1937):

• The main principle of basic education (better known as Wardha Scheme) is 'learning through activity'.
• The Zakir Hussain Committee worked out the details of the scheme and prepared detailed syllabi for a number of crafts and made suggestions concerning training of teachers, supervision, examination and administration.

SARGEANT PLAN OF EDUCATION (1944):

• This plan envisaged the establishment of elementary schools and high schools (junior and senior basic schools) and the introduction of universal free and compulsory education for children between the ages of 6 and 14.

Note: The British Modern Education was injected in Indian society not for education but to imparting Christianity to the people and creating a class of Anglo-Indian

SOME IMPORTANT REGULATORY BODIES FOR EDUCATION IN INDIA

Central Board of Secondary Education:

• On 23rd October 1921, the “United Provinces Board of High School and Intermediate Education" was set up with jurisdictions over Rajputanta, Central India and Gwalior
• It was the first ever board setup for Education.
• In February 1929 it was renamed to “Board of High School and Intermediate Education, Rajputana” and was made as a joint board with an expanded jurisdiction
• In 1952, the constitution of the board was amended wherein its jurisdiction was extended to part-C and part-D territories and board was given its present nomenclature i.e. CBSE.
• It is a self financing body which meets recurring and non recurring expenditures without any grant-in-aid either from Central Government or from any other source.
• It meets its financial requirements from annual examination charges, affiliation fee, admission fee for PMT, and sale of board’s publications.

University Grants Commission:

The University Grants Commission (UGC) is a statutory organization established by an Act of Parliament in 1956 for the coordination, determination and maintenance of standards of university education.

Important Functions of UGC:

• Apart from providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures which are necessary for the development of Higher Education.
• It functions from New Delhi as well as its six Regional offices located in Bangalore, Bhopal, Guwahati, Hyderabad, Kolkata and Pune.
• UGC approves universities in the country. It provides funds for affiliated universities and colleges. When talking about the function of the University Grants Commission, the UGC ACT says that, the first function is to look into the financial needs of universities. It then allocates and disburses grants to these universities. Well, the other academic functions come only after these functions.
• UGC, along with CSIR currently conducts NET for appointments of teachers in colleges and universities. It has made NET qualification mandatory for teaching at Graduation level and at Post Graduation level since July 2009. However, those with Ph.D are given five percent relaxation. 

 Contemporary Issues with UGC:
Discussed in Article: "Higher Education in Peril" (abhimanuias.com/blogs/Important-Issues-DetailedArticle/8135/Frontline-Aug2018-Higher-Education-in-Peril--HECI-Bill--Education-Social-Issues-General-Studies--Paper-I-By-abhimanu)

All India Council for Technical Education (AICTE)

• Established in November 1945 first as an advisory body and later on in 1987 given statutory status by an Act of Parliament.
• It is the statutory body and a national-level council for technical education, under Department of Higher Education, Ministry of Human Resource Development (HRD).
• The AICTE is only a statutory body, which deals with co-ordinated development and proper planning of the technical education system in the country. All the Engineering, MBA and Pharmacy colleges are affiliated with the All India Council for Technical Education.
• AICTE is responsible for proper planning and coordinated development of the technical education and management education system in India. The AICTE accredits postgraduate and graduate programs under specific categories at Indian institutions as per its charter.
• The AICTE ACT gives priority to undertaking surveys in various fields of technical education at all levels. The funds’ allocation and disbursement comes second to this.
• It is assisted by 10 other Statutory Boards of Studies, namely, UG Studies in Eng. & Tech., PG and Research in Eng. and Tech., Management Studies, Vocational Education, Technical Education, Pharmaceutical Education, Architecture, Hotel Management and Catering Technology, Information Technology, Town and Country Planning.
• The AICTE has its new headquarters building in Delhi which has the offices of the chairman, vice-chairman and the member secretary, plus it has regional offices at Kanpur, Chandigarh, Gurgaon, Mumbai, Bhopal, Baroda, Kolkata, Guwahati, Bangalore, Hyderabad, Chennai and Thiruvananthapuram.

Some Recent Reforms in AICTE:

In 2016 three important initiatives were taken up by AICTE:

1. A responsibility given by MHRD to evolve a national MOOCs platform ‘SWAYAM’.
2. Launching a Smart India Hackathon-2017 challenging the young bright talented students of technical colleges to solve the 598 problems of 29 different Government departments.
3. Launching of an AICTE’s Student Start up Policy by Hon. President on November 16, during visitors conference from ‘Rashtrapati Bhavan’.