Reforming Education: Impact of Indian Universities Act 1904

Impact of Indian Universities Act 1904:  Shaping Indian Institutions

The British Viceroy, Lord Curzon, approved the Indian Universities Act 1904, which expanded oversight of Indian institutions. Curzon wanted to quell India’s rising nationalism. India failed to put the Hunter Commission’s recommendations for a strong educational system into practice. As a result, after being named governor-general of India, Lord Curzon worked to implement changes in all facets of governance.

Background Of Indian Universities Act 1904: Shaping Indian Universities 1904

• The first decades of the twentieth century were marked by political instability. The official narrative was that under private ownership, educational institutions had degraded and had become factories for the production of political revolutionaries.
• The Raleigh Commission was subsequently constituted in 1902 with the aim of assessing the present and future of Indian universities and making recommendations to improve their governance and operations.

Key Provisions Of The Indian Universities Act 1904: Transforming Education

The Indian Universities Act 1904 introduced significant reforms in British India’s university governance and administration, including key features and provisions which are as follows:

• Centralized Control: The act introduced a centralized system of control over universities by establishing a central authority known as the Senate. The Senate, composed of university officials and representatives, had the power to regulate and administer the universities.
• Affiliation System: The act introduced the concept of affiliating colleges with universities. Colleges could seek affiliation with a university, which allowed them to offer university-level courses and examinations. This system facilitated the expansion of higher education by increasing the number of institutions offering recognized degrees.
• Statutory Recognition: The act provided statutory recognition to universities, granting them legal status and the authority to confer degrees. It standardized the qualifications and degrees offered by universities, ensuring their credibility and acceptance.
• Examination and Evaluation: The act established rules and procedures for conducting examinations and evaluating students. It set guidelines for examination patterns, marking schemes, and the awarding of degrees and certificates.
• Advisory Functions: The act empowered universities to provide advisory opinions to the government on matters related to higher education. Universities could make recommendations on curriculum, regulations, and other educational policies.
• Faculty Appointments: The act laid down regulations regarding the appointment of faculty members in universities. It specified the qualifications and criteria for the selection and appointment of professors, lecturers, and other teaching staff.
• University Grants Commission: Although not a direct provision of the Indian Universities Act 1904, the act laid the foundation for the establishment of the University Grants Commission (UGC) in 1956. The UGC was responsible for allocating grants to universities and overseeing their financial support and development.

Impact Indian Universities Act, 1904: Shaping Higher Education in British India

The Indian Universities Act 1904 had a significant impact on the higher education system in British India. Here are some of the key impacts of the Act:

• This law gave the government the authority to choose the majority of university fellows.
• The Governor-General now has the power to decide on the affiliation of universities and colleges as well as the territorial boundaries of universities.
• It was adopted to bolster governmental oversight of institutions.
• It intended to establish minimum college costs and entrusted to government representatives the ability to make final decisions about college affiliation and school recognition.
• The Act required universities to perform instructional duties. As a result, honors courses in a variety of areas were offered at Bombay University and postgraduate teaching was introduced at Calcutta University.
• Special attention was paid to scientific, economic, and experimental psychological research.
• In the guise of effectiveness and quality, Curzon justified tighter oversight of universities, but in practice, he aimed to curtail learning and regulate the education to be subservient to the state.
• It was perceived by nationalists as a move to uphold imperialism and erode nationalist spirit. Gokhale referred to it as a “retrograde measure”.

Conclusion

The Indian Universities Act 1904 played a significant role in shaping the structure and governance of universities in British India. While it introduced some positive changes, such as standardized degrees and the affiliation system, it also maintained centralized control, limiting the autonomy of universities. The act set the stage for subsequent developments in the higher education sector in India and influenced discussions on university reforms in the post-independence era.

Indian Universities Act 1904 FAQs

Q1. The Indian Universities Act 1904 was passed by which viceroy?

Ans. Lord Curzon

Q2. The Indian Universities Act 1904 introduced a centralized system of control over universities.

Ans. It also introduced an affiliation system, statutory recognition, examination and evaluation rules, advisory functions, faculty appointments, and the establishment of the University Grants Commission in 1956.

Q3. Which act laid the foundation of the University Grant Commission?

Ans. Indian Universities Act 1904

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