FULL NAMES:
STUDENT NUMBER:
MODULE CODE: HED4806
MODULE NAME: INTERNATIONAL AND COMPARATIVE EDUCATION
ASSIGNMENT: 04
YEAR MODULE 2025
, SECTION A
Education in India
2. Aims and Objectives of Education in India During the Colonial Period and After
Independence
During the colonial period, the primary aim of education in India was to produce a class
of clerks and lower-level functionaries who could assist in the administration of British
rule. The British colonial rulers introduced a Western-style education system that
emphasized English as the medium of instruction and focused on subjects such as
literature, history, and science, all taught from a Eurocentric perspective (Seroto, Davids
& Wolhuter, 2020:165). The goal was not to educate the masses but rather to create a
small elite group that could serve British interests.
After India gained independence in 1947, the focus of education shifted towards nation-
building and economic development. The National Policy on Education (1968)
emphasized the need for an education system that promoted national integration,
democracy, and economic progress. Education was seen as a tool to foster a sense of
common citizenship, unity, and equality among India's diverse population (Seroto,
Davids & Wolhuter, 2020:166). However, despite these policy changes, the education
system continued to reflect some colonial influences, particularly in its structure and
reliance on English as a medium of instruction in higher education.
3. Debate on the Nature of Formal Education in India
The debate on formal education in India revolves around whether it should prioritize
academic knowledge or vocational training. Some scholars argue that formal education
should focus on academic subjects to prepare students for higher education and
professional careers. Others believe that the system should incorporate more practical
and vocational training to equip students with skills that are directly applicable to the job
market (Seroto, Davids & Wolhuter, 2020:168).
There is debate about the role of English in Indian education. While English proficiency
provides access to global opportunities, it also creates a divide between urban and rural
STUDENT NUMBER:
MODULE CODE: HED4806
MODULE NAME: INTERNATIONAL AND COMPARATIVE EDUCATION
ASSIGNMENT: 04
YEAR MODULE 2025
, SECTION A
Education in India
2. Aims and Objectives of Education in India During the Colonial Period and After
Independence
During the colonial period, the primary aim of education in India was to produce a class
of clerks and lower-level functionaries who could assist in the administration of British
rule. The British colonial rulers introduced a Western-style education system that
emphasized English as the medium of instruction and focused on subjects such as
literature, history, and science, all taught from a Eurocentric perspective (Seroto, Davids
& Wolhuter, 2020:165). The goal was not to educate the masses but rather to create a
small elite group that could serve British interests.
After India gained independence in 1947, the focus of education shifted towards nation-
building and economic development. The National Policy on Education (1968)
emphasized the need for an education system that promoted national integration,
democracy, and economic progress. Education was seen as a tool to foster a sense of
common citizenship, unity, and equality among India's diverse population (Seroto,
Davids & Wolhuter, 2020:166). However, despite these policy changes, the education
system continued to reflect some colonial influences, particularly in its structure and
reliance on English as a medium of instruction in higher education.
3. Debate on the Nature of Formal Education in India
The debate on formal education in India revolves around whether it should prioritize
academic knowledge or vocational training. Some scholars argue that formal education
should focus on academic subjects to prepare students for higher education and
professional careers. Others believe that the system should incorporate more practical
and vocational training to equip students with skills that are directly applicable to the job
market (Seroto, Davids & Wolhuter, 2020:168).
There is debate about the role of English in Indian education. While English proficiency
provides access to global opportunities, it also creates a divide between urban and rural
