ABSTRACT
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user
[Course title]
HED4806
ASSIGNMENT 4
2025
[Document subtitle]
0
file:///C:/Users/user/Desktop/assignment/24TH%20APRIL
,2025
International and Comparative Education
SECTION A
2. What was the difference in the aims and objectives of education in India both
during the colonial period and after independence? (10)
During the colonial period, the main aim of education in India was to create a class of
people who would assist the British in running the country. The British wanted Indians
who could speak English and follow British ways of thinking. So, education was
designed mainly for administrative jobs and served the needs of the British rulers, not
the local people. It was not meant to help develop India or solve local problems.
After India became independent in 1947, there was a shift in the goals of education. The
new aim was to support national development, modernisation, and equality. Education
was now supposed to help the country grow, improve the lives of ordinary people, and
reduce poverty. However, even with this new goal, the change was slow, and many
people still did not benefit from education as they should have.
3. Discuss the debate about the nature of formal education in India. (10)
In India, there has been a big debate about formal education—what it should look like,
who it should serve, and how useful it is. On one side, some people say that formal
education has mostly focused on the elite and on academic knowledge, while ignoring
, ANSWERS TO USE
SECTION A
1. Introduction
This section explores the development, transformation, and challenges of the Indian
education system, with a focus on both historical and contemporary contexts. It draws
from Chapter 9 of the prescribed book Decolonising Education in the Global South by
Seroto, Davids, and Wolhuter (2020), which critically examines how India’s education
system evolved during and after colonial rule. The assignment begins by analysing the
shift in the aims and objectives of education from the colonial period to post-
independence India, followed by a discussion on the nature and relevance of formal
education in the country. It also evaluates India’s decision to reject Mahatma Gandhi’s
basic-schooling approach, which focused on practical, community-based learning. The
impact of India’s slow economic structural change on its education sector is reviewed,
highlighting the disconnect between education and industrial growth. Finally, the
assignment assesses the challenges faced by underprivileged citizens in accessing
quality education and how this affects their social and economic mobility.
2. Aims and Objectives of Education in India During Colonial and Post-
Independence Periods
During the colonial period, the British introduced education in India with specific
administrative and political goals. The primary aim was not to uplift the masses or to
promote broad-based learning, but to create a small class of Indians who were familiar
with Western knowledge and fluent in English to serve as intermediaries in colonial
administration. Education was elitist and selective, targeted mainly at the upper castes,
[Draw your reader in with an engaging abstract. It is
typically a short summary of the document. When
you’re ready to add your content, just click here and
start typing.]
user
[Course title]
HED4806
ASSIGNMENT 4
2025
[Document subtitle]
0
file:///C:/Users/user/Desktop/assignment/24TH%20APRIL
,2025
International and Comparative Education
SECTION A
2. What was the difference in the aims and objectives of education in India both
during the colonial period and after independence? (10)
During the colonial period, the main aim of education in India was to create a class of
people who would assist the British in running the country. The British wanted Indians
who could speak English and follow British ways of thinking. So, education was
designed mainly for administrative jobs and served the needs of the British rulers, not
the local people. It was not meant to help develop India or solve local problems.
After India became independent in 1947, there was a shift in the goals of education. The
new aim was to support national development, modernisation, and equality. Education
was now supposed to help the country grow, improve the lives of ordinary people, and
reduce poverty. However, even with this new goal, the change was slow, and many
people still did not benefit from education as they should have.
3. Discuss the debate about the nature of formal education in India. (10)
In India, there has been a big debate about formal education—what it should look like,
who it should serve, and how useful it is. On one side, some people say that formal
education has mostly focused on the elite and on academic knowledge, while ignoring
, ANSWERS TO USE
SECTION A
1. Introduction
This section explores the development, transformation, and challenges of the Indian
education system, with a focus on both historical and contemporary contexts. It draws
from Chapter 9 of the prescribed book Decolonising Education in the Global South by
Seroto, Davids, and Wolhuter (2020), which critically examines how India’s education
system evolved during and after colonial rule. The assignment begins by analysing the
shift in the aims and objectives of education from the colonial period to post-
independence India, followed by a discussion on the nature and relevance of formal
education in the country. It also evaluates India’s decision to reject Mahatma Gandhi’s
basic-schooling approach, which focused on practical, community-based learning. The
impact of India’s slow economic structural change on its education sector is reviewed,
highlighting the disconnect between education and industrial growth. Finally, the
assignment assesses the challenges faced by underprivileged citizens in accessing
quality education and how this affects their social and economic mobility.
2. Aims and Objectives of Education in India During Colonial and Post-
Independence Periods
During the colonial period, the British introduced education in India with specific
administrative and political goals. The primary aim was not to uplift the masses or to
promote broad-based learning, but to create a small class of Indians who were familiar
with Western knowledge and fluent in English to serve as intermediaries in colonial
administration. Education was elitist and selective, targeted mainly at the upper castes,
