Higher Education in India

Hartog Committee (1928-1929)

Hartog Committee (1928-1929)

 Sir Philip Joseph Hartog committee was appointed by the British Indian government to survey on the growth of education in India. The Hartog committee on education submitted its report in 1929. The Hartog committee 1929, had devoted more attention to mass education than the secondary and University education. The Hartog committee highlighted the problem of wastage and stagnation in education at the primary level.

 Higher Education

 The Hartog committee on education admired the growth in the number of affiliated colleges but also pointed out about the fall of standard of education in the universities. The situation of affiliated colleges was far more worst. The Hartog committee was not satisfied with the introduction of Honours courses and pointed out that increasing the duration of courses by one year was not enough. The report pointed out that many universities were only conducting the examinations and only in some universities teaching and research work had begun. There was a lack of good libraries in the universities. Recommendations of Hartog committee 1929 for reforms in higher education Recommendation for the establishment of some affiliating Universities to meet the great demand for higher education. The Committee had accepted that the standard of education in these affiliated colleges would be lower than that of the teaching universities, but it was the only way to meet the increasing demand for higher education.

It recommended that the universities should appoint the teachers for the affiliated colleges. It recommended controlling the admission process in universities on the basis of the capabilities and aptitude of students.

The recommendation was made to make the Honours course more advanced and it was to be instituted only at the universities. The hartog committee on education recommended for the promotion of technical and commercial education by universities to control the problem of unemployment.

Recommendations of hartog committee on education for reforms in Primary education:

The committee had recognized the problem of wastage of money and effort because of dropout of students before the completion of a particular stage of education. It recommended the policy of consolidation instead of multiplication of schools. The duration of the primary course was to be fixed to four years.

It recommended for the improvements in quality, pay, and service conditions of teachers and relating the syllabus and teaching methods to the local environment of villages and locality. It recommended for the adjustment of school hours and holidays as per the local requirements. It recommended for increasing the number of inspections through the increase in government inspection staff.

 Reforms in Secondary Education:

 The committee had recognized the waste of efforts due to a large number of failures at the matriculation examination. The committee pointed out that liberal promotion from one class to another during the earlier stages of education and pursuing of Higher Education by inefficient and incapable students in large numbers were responsible for this condition. The committee recommended for the introduction of diversified courses in the middle schools to meet the requirements of the majority of students. The diversion of more boys towards technical and commercial careers after the end of the middle stage. The committee had given suggestions for improvements in University education, education of women, minority education and education of backward classes etc.

The recommendation of the hartog committee of 1929 was an attempt for consolidation and stabilization of education. The Hartog committee of 1929 was seen as a torchbearer of government’s effort to improve the quality of education.

However, these recommendations of hartog committee of 1929 remained only on paper and could not be implemented due to the great economic depression of 1930-31.

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Pankaja Singh

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