Government Resolution on Education Policy 1913
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Combating Illiteracy through Provincial Initiatives
In Government Resolution on Education Policy 1913 passed a resolution where it declined to take on the burden of mandatory education, but it adopted the objective of eradicating illiteracy. It advised provincial governments to move quickly to offer free basic education to the more underprivileged and backward sectors This resolution is known as Government Resolution on Education Policy 1913.
Government Resolution on Education Policy 1913: Advocacy, Rejection, and Establishment
- In 1906, Baroda introduced compulsory primary education in its territories, prompting national leaders to urge the government to do the same for British India.
- Gokhale, a member of the imperial legislative council, raised the issue in 1910, calling for compulsory education in areas where at least 35% of 6-7-year-old boys were receiving instruction.
- The government established a separate Department of Education under the central government to implement compulsory education, but the main demand for free and compulsory primary education was ignored.
- Gokhale then introduced a bill in 1911 advocating for free and compulsory primary education but was rejected by a Select Committee. The government later established a resolution on Government Resolution on Education Policy 1913.
The Resolution endorsed the following principles of educational policy:
Primary: Enhancing Primary Schools for Holistic Growth
- Lower primary schools should be expanded to include drawing, map reading, nature study, and physical exercise.
- New upper primary schools should be established in suitable locations. Individual efforts should be encouraged in areas where local bodies cannot open schools.
- Primary schools should be hygienic and constructed in low-cost buildings.
- Indigenous schools, such as makatabs and pathsalas, should receive grants liberally.
- Inspections should be made for all types of primary schools, and primary teachers should have at least a middle pass and one year of training.
Secondary: Strengthening Secondary Education Standards
- The State should not be free from secondary education responsibility.
- The government should establish schools in areas where voluntary efforts are not forthcoming, acting as a model for non-government secondary schools.
- Grant-in-aid should be given liberally to non-government secondary schools, and regular inspections should be conducted.
- High school curriculums should include handicrafts, science, and physical science education.
- Only graduates and trained teachers should be appointed in secondary schools, and hostels should be arranged in government secondary schools.
Higher Education: Advancing Higher Education Access
- The university’s jurisdiction should be reduced, with at least one in each province.
- Teaching work should be organized, with Dacca as the first, followed by Aligarh, Banaras, and Lucknow.
- The responsibility for high school recognition should be transferred to Provincial Governments and Indian States.
- The university curriculum should be updated and extensive, creating an appropriate environment for youth character formation.
- Teachers should have residences and hostels should be arranged for students.
Women: Empowering Girls with Inclusive Initiatives
- Establishment of separate schools for girls.
- Less stringent requirements should be placed on the grant-in-aid for female schools.
- Girls’ needs should be taken into account while developing the curriculum.
- Increased female inspector and female teacher representation is necessary.
Evaluation Of The Government Resolution on Education Policy 1913: Progress and Pitfalls in Evaluation
The 1913 Education Policy was a reiteration of previous policies but with more sophisticated terminology.
- To establish the primary school teachers’ remuneration and minimal educational requirements.
- To ascertain the number of pupils enrolled in each primary school class.
- To establish the minimum educational requirements and pay scale for instructors in secondary schools.
- To raise the bar of higher education, construct certain universities just for instructional purposes.
- To lessen the universities’ authority and workload.
Its negatives: Critiques on Language and Salary Bias
- The continuation of English as the secondary school language
- Higher salaries to English instructors than to teachers of other courses.
Conclusion
The resolution laid the foundation for subsequent educational reforms in India and contributed to the growth and modernization of the education system. However, it’s important to note that education policies and reforms during the British colonial period were primarily designed to serve the interests of the colonial administration rather than cater to the needs of the Indian population as a whole.
