HED4806
Assignment 4
(Detailed Response)
Due 2025
, HED4806
Assignment 4 (Detailed Response)
Due 2025
SECTION A: Education in India
2. Difference in the Aims and Objectives of Education in India During the Colonial
Period and After Independence
Colonial Period:
Under British rule, the education system was primarily structured to serve imperial
economic and administrative interests. Rooted in Thomas Macaulay’s 1835 Minute on
Education, the colonial objective was to produce a small, English-speaking elite capable
of assisting in governance and facilitating colonial economic exploitation (Seroto et al.,
2020). The curricula emphasized rote memorization of Western literature, sciences, and
history, deliberately marginalizing indigenous knowledge systems such as Sanskrit,
regional languages, and traditional practices. Education was elitist, urban-centric, and
inaccessible to the vast majority of Indians, especially rural and marginalized
communities. This system reinforced social stratification and cultural alienation,
perpetuating dependence on colonial structures and epistemologies. It also fostered
“double consciousness” among educated Indians—balancing colonial values with their
indigenous identities (Mignolo & Ennis, 1999).
Post-Independence:
After 1947, India’s educational aims shifted toward fostering national unity, socio-
economic development, and cultural revival. The new objectives prioritized inclusive
growth, democratization of education, and the promotion of indigenous languages and
histories. The 1968 National Policy on Education aimed to expand access, promote
Indian languages alongside English, and integrate education with India’s diverse cultural
identities (Balakrishnan, 2010). Leaders like Jawaharlal Nehru emphasized scientific
and technical education to support industrialization and self-reliance, aligning with the
vision of a modern, sovereign nation. Education was also seen as a tool for social
justice, especially for marginalized groups like Scheduled Castes and Tribes, with
Assignment 4
(Detailed Response)
Due 2025
, HED4806
Assignment 4 (Detailed Response)
Due 2025
SECTION A: Education in India
2. Difference in the Aims and Objectives of Education in India During the Colonial
Period and After Independence
Colonial Period:
Under British rule, the education system was primarily structured to serve imperial
economic and administrative interests. Rooted in Thomas Macaulay’s 1835 Minute on
Education, the colonial objective was to produce a small, English-speaking elite capable
of assisting in governance and facilitating colonial economic exploitation (Seroto et al.,
2020). The curricula emphasized rote memorization of Western literature, sciences, and
history, deliberately marginalizing indigenous knowledge systems such as Sanskrit,
regional languages, and traditional practices. Education was elitist, urban-centric, and
inaccessible to the vast majority of Indians, especially rural and marginalized
communities. This system reinforced social stratification and cultural alienation,
perpetuating dependence on colonial structures and epistemologies. It also fostered
“double consciousness” among educated Indians—balancing colonial values with their
indigenous identities (Mignolo & Ennis, 1999).
Post-Independence:
After 1947, India’s educational aims shifted toward fostering national unity, socio-
economic development, and cultural revival. The new objectives prioritized inclusive
growth, democratization of education, and the promotion of indigenous languages and
histories. The 1968 National Policy on Education aimed to expand access, promote
Indian languages alongside English, and integrate education with India’s diverse cultural
identities (Balakrishnan, 2010). Leaders like Jawaharlal Nehru emphasized scientific
and technical education to support industrialization and self-reliance, aligning with the
vision of a modern, sovereign nation. Education was also seen as a tool for social
justice, especially for marginalized groups like Scheduled Castes and Tribes, with
