International Journal of Contemporary Research in Multidisciplinary

Introduction: Before British rule, India had a rich and diverse system of indigenous education deeply rooted in its cultural, religious, and social fabric. Education was primarily imparted through Gurukuls, Paths Halas, Madrasas, and Tols, catering to Hindu and Islamic learners. The system emphasized moral values, spiritual development, and practical knowledge like grammar, logic, mathematics, astronomy, and philosophy. Education was largely oral, teacher-centric, and personalized. Access was limited mainly to upper castes and males, though some regional variations existed. With the advent of British rule, especially after the 1857 revolt, there was a shift in educational priorities. The British introduced Western-style education, focusing on the English language, European sciences, and literature. Policies such as Wood’s Dispatch (1854) laid the foundation for a structured colonial education system. Subsequent reforms included the Hunter Commission (1882), the Indian Universities Act (1904), and the Saddler Commission (1917-19), which expanded and standardized higher education.

Post-1857 developments led to the rise of an English-educated Indian middle class, crucial in shaping modern political consciousness and the nationalist movement. However, British education policies often ignored indigenous knowledge systems and were criticized for being elitist and bureaucratic. Despite these drawbacks, the period laid the groundwork for India’s modern educational infrastructure.