 Hello, I welcome you all, once again to my channel Explore Education, I am Dr. Rashmi Singh, Assistant Professor, Department of Education, Assistant Khanda Girls School College, University of Allahabad. In this time, I am going to discuss with you historical perspectives of primary education in India. Before we start, I have already discussed the overall historical perspectives of education in India, I have already discussed the historical perspectives of higher education in India as well as secondary education in India, so the present lecture is only a quick recap of which I have already covered. Okay. So, let's start. We know that if we look at the beginning of our education, we believe from the Vedic period that in the Vedic era, there were Gurukul and students would go and study there. The Gurukuls were the traditional Hindu residential schools of learning. They would have to stay there and study, then typically in the teacher's house or in the monastery. There would be a kind of ashram or a house of education. At the Gurukuls, the teacher imparted knowledge on various aspects of the Gurukul. The Gurukul who was a teacher would give knowledge on the aspect of religion, your scripture, your darshan, sahitya, warfare, which was the era of the statecraft, rajya-niti, medicine, astrology, and the history. This system is referred to as the oldest and the most effective system of education. This system is considered to be the oldest system and the most effective. However, education was primarily the privilege of the upper caste. We have read in many of our Indian stories that the teacher would only send the students of the upper caste, especially the teacher. However, it would also be a privilege of the upper caste. Learning was an intimate relationship between the teacher and the pupil, called the Guru Shishya Parampara. Up until now, Guru Shishya Parampara talks about the intimate relationship between the teacher and the teacher. The process of learning began with the religious ceremony, which was the beginning of the education of the teacher. It was the beginning of the learning of the teacher. It was the beginning of the learning of the teacher. The main features of the education were the high status of teachers. The teacher had a very high level of respect for the teacher. There were residential schools. There was no state-controlled education. There was no education of Rajya. There was free education. However, the Rajya Kumalia had a very good balance of families. They gave a lot of things to the students. The widespread education of women. At this time, the education of women was good There was individual teaching, one-to-one teaching, and four-stars forests at centers of education. The ones who were there were the teachers. There was Sanskrit, which was a medium of instruction. Self-control and self-discipline, the teacher acted. Experiences were poor features of the Vedic education. So, all this was for Vedic education. Then, what happened in the Medieval period? In Medieval area, imparting education was the most significant duty. Even here, it was considered the most important duty of the teacher. During that period, the aim of education was the extension of knowledge and the propagation of Islamic principles. At this time, the aim of education was to teach the religion. Along with teaching, there was also the aim of teaching the religion. Laws and social conventions. Education was based on religion. The education was based on religion. The main aim was to make people religious. The main aim was to make people religious. The main aim was to make people religious. The Muslim students were required to memorize certain portions of Holy Quran, or some portions of the Holy Quran. There was no scientific method of teaching in school. In school, there was no knowledge for teaching in the Vedic education. However, the Vedic scholar said, Akbar urged that the student be first given the knowledge of alphabets, then the learned knowledge, and afterwards the sentenced knowledge. He emphasized that the students should first give his alphabets, then the sentenced knowledge, and later the alphabets of the students should first give their alphabets, and then the sentenced knowledge, and later the alphabets. The students then did it, and then the alphabets. Now you come to primary education in British India. So in British India, we will start with what's disfaits in 1841. Meanwhile, after 1841, you will come to Hunter commission. After that, in 1902, you will come to Calcutta University commission in 1974. There is a heart-talk committee in 1902. This has happened so many times that you might have missed it. Because the committee has given its recommendations on primary, higher, secondary. So we have to start with this every time. So what's disfaits? It was the first official document to present a national education policy outlining the company's role in providing schooling in British India. This was the first official document in the form of National Education. It was the first official document in British India. So it was the first official document in British India which outlined the role of the British India company. What's Dispatch made the company responsible for primary education and suggested certain reforms. What's Dispatch said that the company is responsible for primary education and has given some recommendations. It made the company responsible. Even then, the situation could not improve because the rules of the grantee system were impracticable. Impracticable. It is said that despite this, the situation of education was not good. You must have known that the first thing that was said about the grant rate was that it was impracticable. So look, my throat is not fine today. Then your Hunter commission comes in 1882. It says that the policy should be encouraged to make students self dependent. This policy said that you will have to make children self dependent. Then the HRTAW committee came in 1939, which first talked about the wastage and stagnation. And it said that there was a need to strengthen the institutional structure rather than expansion. It said that it is better to increase the school, which is better for them to study the structure. Then the Jacky Hussain committee comes in 1937 and the Central Advisory Board of Education in 1938. And it emphasizes the medium of instruction in primary schools. This should be a vertical or indian language. In Indian language, it should be taught in primary schools. These committees said this. Then the second committee of the Central Advisory Board of Education in 1939 and the sergeant commission in 1944 mentioned that primary education should comprise 8 years for the age of 6 to 14. That is, these two are the sergeant commission. And your CAVE said that primary education should be of 8 years, 6 to 14. Then they divided it into junior basic and senior basic. Then you know, now we are here. In 1932, the country will be free. Your primary education in post-independent India. So what was the beginning of education? Why did you take the responsibility of the state? Because the central government thought that it would standardize technical and higher education. And the Indian Constitution named the Directive Principle of State Policy in article 45 that all children for free and compulsory education until the complete age of 14 years. After that, in 1976, the Bialystma Assembly of the Constitution comes in which the education is taken out of the power of the state and put into the sub-partheid. Then you know the Education Commission in 1946. And what does it say? Advice the government on the national pattern of education. And it talks about a national pattern of education. That it should be a national pattern of education. Then you know the NPE. I have blacked it. The rest are a little dull. According to NPE 1968 or 1986, they said that they have incorporated general formulations. They said that the problem of excess quality, quantity, unity and financial outlay accumulated over the years is due in such massive proportions that they needed to be talked with the utmost urgency. They said that there is still a problem of progress. There is a problem of poverty. There is a problem of poverty. There is a problem of unity. There is a problem of diversity. So you have to do something quickly. Then what does the CAPE say? It says that what should you do? Universalization of elementary education. We have talked a lot about this. Equalization of educational opportunities. It is a social responsibility. It is a social responsibility. Women's education, vocational education, consolidation of higher education, modernization of technical education, improvement of quality content and the process of education at all levels continues to be the themes of national endeavor in the field of education. We have talked a lot about this. So I will tell you. Then it did not get black. Then you have the 86th Constitutional Amendment Act 2002. We have talked a lot about this. That is RTE, right to education. That is why I will not repeat it. You can see that the Article 45 of the Directive principle has changed. It is said that the state shall endeavor to provide early childhood care in education. They have taken it from 6 to 14 years ago. Right to education means we will take it from 0 to 6. For all children, until they complete the age of 6. That is why we have a fundamental duty in the name of 51A. It is said that every citizen of India, who is the parent or guardian, provide opportunities for education to his child or wife between the age of 6 and 14 years. This is the responsibility of the state. This is not to be done by the state. But the parent or guardian also has this responsibility to provide the right opportunities to their children from 6 to 14 years of age to education. And then you have the education of SSA. Because now there is CIMA Sanfordan. In 2002, in 2001, the achievement of universalization of elementary education was a flagship program. It was a very big program. All this was merged into universal education. They were saying, what should we do? What should we do? How should we improve existing schools? How should we build additional classrooms? How should we build toilets? How should we build drinking water? How should we provide grants? How should we improve schools? Then your right of children to free and comfort is an amendment. In 2012, this amendment has been made. They have said, we have to provide a complete education and you have to follow certain essential norms and standards. And lastly, in 2020, this has been discussed so much. So, this is just a repetition. 10 plus 2 structure of 5 plus 3 plus 3 plus 4 has been done. Sirv education has also been done. Now Samagra education has been done. And GER. They have talked a lot about higher education. But for 6 to 8, this enrollment ratio is 9 to 10. So, this means that significant proportion of enrolled students drop out after grade 5 and especially after grade 8. Look, from the 19th to the 26th, after the 8th grade, a lot of children, like 9, 10, 11, 12, they have taken it together. So, after the 8th grade, a lot of children drop out of school. So, this is our goal, that we can achieve 100% and we can achieve 100% GER by 2030. So, this is all. So, in this way, Guru Kul Pranali dropped out. 100% gross enrollment ratio has been increased. Everything has been done again and again. But only this time, primary education has been done. Otherwise, we have votes dispatched, Hunter Commission, Hartok committee, Akal Jaakir Hussain committee, Sub-Pru committee, Sargent commission, Calcutta Investigation, Sadler commission, 19th order set policy, Mrs. Shiasi's policy, Radhakrishnan commission, Mudaliar commission, Kothari commission, even NEP 2020, everything is ruined. So, in this way, I have completed historical perspectives of primary education too. So, thank you and don't forget to like and subscribe my channel, Explore Education. I have done from my side.