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Evaluation of British policy in education. Chapter 10 part 3 (in Hindi)
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Evaluation of British policy in education

Aartee Mishra is teaching live on Unacademy Plus

Aartee Mishra
Delhi University Topper YouTube Channel - Happiest Human Successfully Taught 20 GS Batches Made Free Courses on All Standard Books of UPSC.

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please ma'am , make video on limit continuity and differentiability
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plz complete this course
  1. wishing. stop start doing Star Educator Topper from Delhi University Top Educator on Unacademy Plus Pursuing P.G 2 Years of teaching experience of General Studies for competitive examination


  2. EVALUATION OF BRITISH POLICY ON EDUCATION Even the inadequate measures the Government took for the expansion of modern education were guided by concerns other than philanthropic. The government measures for promotion of education were influenced by agitation in favour of modern education by enlightened Indians, Christian missionaries and humanitarian orlicials; the need to ensure a cheap supply of educated Indians to man an increasing number of subordinate posts in administration and in British business concerns-thus there was an emphasis on English medium as the language of administration and of education the hope that educated Indians would help expand market for British manufactures in an expectation that western education would reconcile Indians to British rule, particularly The British thus wanted to use modern education to strengthen the foundations of their India as it glorified British conquerors and their administration. political authority in India. Traditional system of Indian learning gradually declined for want of support, and specially after 1844 when it was declared that applicants for government employment should possess knowledge of English


  3. EVALUATION OF BRITISH POLICY ON EDUCATION Mass education was neglected leading to widespread illiteracy (1911-84 per cent and in 1921-92 per cent) which created a wide linguistic and cultural gulf between the educated few and the masses Since education was to be paid for, it became a monopoly of upper and richer classes and city dwellers There was an almost total neglect of women's education because (i) the Government did not want to arouse wrath of orthodox sections; and (i) it had no immediate utility for the colonial rule Scientific and technical education was by and large neglected. By 1857 there were only three medical colleges at Calcutta, Bombay and Madras, and only one good engineering college at. Roorkee which was open only to Europeans and Eurasians.


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