,HED4806 Assignment 4 (COMPLETE ANSWERS) 2025
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solutions and explanations.
INSTRUCTIONS TO STUDENTS
This assignment consists of three sections (A, B and C).
You must answer all three. SECTION A The extract below is taken from
chapter 9 of the prescribed book: Seroto, J, Davids, MN & Wolhuter,
C. 2020. Decolonising education in the Global South. Cape Town:
Pearson.
Given the slow pace of structural change in the Indian economy,
described in an earlier section, the pursuit of this education has created
the following outcomes: A relatively small section of the population
completed schooling and different levels of higher education (and they
benefitted from the employment in the service sector after India
opened up its economy). Most Indian people did not complete
schooling and ended up in less productive agriculture or unskilled work.
There was no major focus on mass education in India during the first
four decades after its independence (Balakrishnan, 2010). Given the
nature of the economy, there was a weak link between education and
industrial development. Even when students pursued technical
education, the focus was more on the higher end of such technical
education and post-school certificate courses on vocational education
did not get adequate support from people and governments.
, Questions: Discuss the following topics regarding education in India: (Is
starting from point 2 and not 1 deliberate? It might confuse some of
the students)
2. What was the difference in the aims and objectives of education in
India both during the colonial period and after independence? (10)
3.Discuss the debate about the nature of formal education in India. (10)
4.Do you think India made the right decision when it rejected the basic-
schooling approach proposed by Mahatma Gandhi? (10)
5. How did the slow structural change in the Indian economy affect
Indian education? (10)
6. Discuss the challenges in the Indian education system by referring to
their implications for Indian citizens from less affluent backgrounds.
(10)
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 aim of education in India was largely
utilitarian and elitist. The British colonial government promoted an
education system that served their administrative needs, primarily to
create a class of English-educated Indians who could act as
intermediaries between the rulers and the masses. This education system
emphasized rote learning, Western knowledge, and excluded indigenous
knowledge systems, with little relevance to India’s socio-economic
realities.
After independence in 1947, the objective of education shifted
theoretically towards nation-building, social justice, and economic
development. Education was seen as a tool for modernizing society,
reducing inequality, and supporting democratic values. However, despite
- DUE 2025; 100% TRUSTED Complete, trusted
solutions and explanations.
INSTRUCTIONS TO STUDENTS
This assignment consists of three sections (A, B and C).
You must answer all three. SECTION A The extract below is taken from
chapter 9 of the prescribed book: Seroto, J, Davids, MN & Wolhuter,
C. 2020. Decolonising education in the Global South. Cape Town:
Pearson.
Given the slow pace of structural change in the Indian economy,
described in an earlier section, the pursuit of this education has created
the following outcomes: A relatively small section of the population
completed schooling and different levels of higher education (and they
benefitted from the employment in the service sector after India
opened up its economy). Most Indian people did not complete
schooling and ended up in less productive agriculture or unskilled work.
There was no major focus on mass education in India during the first
four decades after its independence (Balakrishnan, 2010). Given the
nature of the economy, there was a weak link between education and
industrial development. Even when students pursued technical
education, the focus was more on the higher end of such technical
education and post-school certificate courses on vocational education
did not get adequate support from people and governments.
, Questions: Discuss the following topics regarding education in India: (Is
starting from point 2 and not 1 deliberate? It might confuse some of
the students)
2. What was the difference in the aims and objectives of education in
India both during the colonial period and after independence? (10)
3.Discuss the debate about the nature of formal education in India. (10)
4.Do you think India made the right decision when it rejected the basic-
schooling approach proposed by Mahatma Gandhi? (10)
5. How did the slow structural change in the Indian economy affect
Indian education? (10)
6. Discuss the challenges in the Indian education system by referring to
their implications for Indian citizens from less affluent backgrounds.
(10)
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 aim of education in India was largely
utilitarian and elitist. The British colonial government promoted an
education system that served their administrative needs, primarily to
create a class of English-educated Indians who could act as
intermediaries between the rulers and the masses. This education system
emphasized rote learning, Western knowledge, and excluded indigenous
knowledge systems, with little relevance to India’s socio-economic
realities.
After independence in 1947, the objective of education shifted
theoretically towards nation-building, social justice, and economic
development. Education was seen as a tool for modernizing society,
reducing inequality, and supporting democratic values. However, despite
