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Journal articles on the topic 'British educational reforms in India'

Author: Grafiati

Published: 24 April 2022

Last updated: 30 July 2025

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1

Haq, Ariba Anwaar Ul, and Fatima Sajjad. "AN ANALYSIS OF THE 19TH CENTURY EDUCATIONAL REFORMS OF THE SUBCONTINENT THROUGH THE POSTCOLONIAL LENS." Pakistan Journal of Social Research 04, no. 02 (2022): 421–30. http://dx.doi.org/10.52567/pjsr.v4i2.491.

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The paper has re-examined development in the context of the 19th century India. The 19th century is the era denoted by the establishment of the British Empire, and the decline of the Mughal Empire in the Subcontinent. Moreover, during the 19th century various educational reforms, such as Macaulay Minutes were implemented, for the progression of the Indian Society. However several studies noted that the educational reforms were a colonial tool to maintain the domination of the British colonial regime. And the notions such as developed/civilized English and underdevelopment/uncivilized Subcontin

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Kanika Bansal. "Impact of British Raj on the Education System in India: The Process of Modernization in the Princely States of India – The case of Mohindra College, Patiala." Creative Space 5, no. 1 (2017): 13–28. http://dx.doi.org/10.15415/cs.2017.51002.

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British rule is said to have been responsible for the modernization witnessed in the Indian civilization. The impact of this process was quiet evident from the changes adopted by the Indians in their life style, thinking processes, attires, food and education. Besides the advancements made in the spheres of roads, transports, postal services etc, their rule acted as a significant period of transition from the indigenous style of education to western education. The foundations were laid by the East India Company and the Christian Missionaries to employ Indians for administrative tasks as well a

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Md Yousuf Ali and Osman Bakar. "SYED AHMAD KHAN'S TWIN OBJECTIVES OF EDUCATIONAL REFORMS IN BRITISH INDIA." Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC) 26, no. 1 (2021): 49–70. http://dx.doi.org/10.31436/shajarah.v26i1.1226.

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The primary aim of this article is to discuss the twin objectives of Syed Ahmad Khan’s (1817-1898) religious and educational reforms during the British colonial rule, namely Muslim socio-cultural advancement and progress and the realisation of Hindu-Muslim unity. This study shows that Syed Ahmad’s approach to educational reforms was non-sectarian, but his special emphasis on Muslim education was dictated by the social fact that the Muslim community was backward compared to the Hindus and, moreover, they were suppressed by the British colonial rulers. Syed Ahmad is portrayed here as an advocate

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Nagabhushana, B. "Education System Under British Rule in Andhra." RESEARCH REVIEW International Journal of Multidisciplinary 10, no. 6 (2025): 272–76. https://doi.org/10.31305/rrijm.2025.v10.n6.029.

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When the English East India Company took control of Indian territories, it initially preserved the traditional religious education systems of Hindus and Muslims. Pathshalas taught Sanskrit to Hindus, and mosques served as educational hubs for Muslims. By 1823, the Andhra region came under British rule, continuing with traditional education before reforms were introduced. Colonel Colin Mackenzie and C.P. Brown made notable contributions to Andhra’s history and Telugu literature, respectively. Under Governor Sir Thomas Munro (1822–27), Hindu and Muslim schools were established in each district.

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Nawaz, Dr Shah. "Social Reforms and Political Activism Unpacking the Dual Role of Khudai Khidmatgar Movement." CARC Research in Social Sciences 3, no. 3 (2024): 356–64. http://dx.doi.org/10.58329/criss.v3i3.156.

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This article examines the Khudai Khidmatgar Movement, led by Khan Abdul Ghaffar Khan popularly known as Fakhr-i-Afghan Bacha khan, which played a pivotal role in social reform and political activism in colonial India. Founded in 1929, the movement adopted non-violent resistance to British rule while also addressing deep-rooted social issues within Pashtun society, such as factionalism, illiteracy, poverty, social and gender discrimination and blood feuds. Implying indegounious values, knowledge and tools, Ghaffar Khan promoted education, unity, and peaceful coexistence among his people, challe

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Talekar, P. R. "Social Reforms in India with special reference to Mahatma Phule." International Journal of Advance and Applied Research 5, no. 17 (2024): 66–69. https://doi.org/10.5281/zenodo.12166027.

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A glance at the history of Indian society will make us believe that the transformation of the Indian society into a modern society gained momentum during the British period and was accelerated during the post independent period. Indian society suffered from many social evils like sati, child marriage, untouchability, caste system, etc. In Indian society womenfolk had been most exploited class. As a result of educational policy pursued by Britishers the well-educated generation of Indians became aware of the ideas of freedom, equality, humanity and from their began the process of social awakeni

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Mir, NA, and V. Connell Mir. "Inspirational people and care for the deprived: medical missionaries in Kashmir." Journal of the Royal College of Physicians of Edinburgh 38, no. 1 (2008): 85–88. https://doi.org/10.1177/1478271520083801022.

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Lieutenant Robert Thorpe, a soldier in the British Army in India, visited Kashmir and witnessed the suffering and sorrows of the people there in the nineteenth century; his appeal to British soldiers raised enough funds for the Church Missionary Society to send medical missionaries to the Kashmir Valley. Thus began a process that would see the opening of a 150-bed British Mission Hospital in Srinagar and the start of a new wave of educational and healthcare reforms in the region. As the medical missionary work progressed so did the avenues of research, which led to pioneering work on skin canc

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V, Gunapalasingam, Baskaran T, and Mumthaj Sameem M.S.J. "Sister R.S. Subbalakshmi's Role in the Renaissance of Hindu Community : A special study based on the Educational standard of Tamil Nadu women in 19th and 20th Centuries." Indian Journal of Tamil 4, no. 1 (2023): 1–12. http://dx.doi.org/10.54392/ijot2311.

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The rise and fall of Hindu Community in India is a historical phenomenon. There are various personalities who dedicated themselves to the renaissance of them, regardless of victory or defeat in their efforts. Though the Hindu community seemed to advance in a number of fields in Tamil Nadu especially during the 19th and 20th centuries despite various forms of oppression and destruction. Under- age marriage was among many other factors that resulted in the backwardness of the society. In such a backdrop, the role played by a number of female personalities was immensely commendable for the reawak

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Rauf, Mohammad, Md Fahimuddin, and Md AmanAzeem. "SIR SYED AHMAD KHAN: A VISIONARY REFORMER AND ARCHITECT OF MODERN MUSLIM EDUCATION IN COLONIAL INDIA." International Journal of Advanced Research 13, no. 05 (2025): 1177–85. https://doi.org/10.21474/ijar01/21008.

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Sir Syed Ahmad Khan (1817 1898) was a pioneering reformer, educator, and social activist in 19th-century British India. Recognizing the socio-political and educational decline of Muslims after the fall of the Mughal Empire, he championed reforms to bridge tradition and modernity. His establishment of the Muhammadan Anglo-Oriental College (later Aligarh Muslim University) revolutionized Muslim education by integrating scientific learning with Islamic values. Beyond education, he advocated social reforms, challenged rigid traditions, fostered interfaith harmony, and promoted womens education. Po

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Betsurmath, Chandrashekhar Gangayya, and Saravana Babu Chidambaram. "National Education Policy 2020, India: A planned change management requisite for higher education institutions." Journal of Infrastructure, Policy and Development 8, no. 9 (2024): 3020. http://dx.doi.org/10.24294/jipd.v8i9.3020.

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Background: India’s rich educational heritage dates to ancient times, with popular institutions like Nalanda, Takshashila, and Banarasi-Kasi flourishing as early as the 6th century BC, which offered diverse courses spanning medicine, mathematics, astronomy, and more. Invasions by the Mughals and British during the 12th to 18th centuries disrupted India’s traditional education systems. Post-independence, India faced the challenge of transitioning from ancient to modern education. Remarkably, the country managed to preserve its popular traditional education through a strategic change management

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Waqar Hussain та Dr. Nasiruddin. "آل انڈیا سنی کانفرنس کے تاسیسی اجلاس میں مولانا حامد رضا خاں کا خطبہ: ایک جائزہ". Al-Qamar 3, № 1 (2020): 213–22. https://doi.org/10.53762/2eakkn89.

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Muslim leaders presented various schemes to uplift the religious, educational, social, economic and political conditions of the Muslims in British India. This article studies Mawlānā Ḥāmid Razā Khān’s speech in 1925 at the founding session of “All India Sunni Conference”, also known as “Jamīʻat-e-ʻĀlia al-Markaziah”. In this sermon, Ḥāmid Razā Khān highlighted the misery of the Indian Muslims and proposed reforms for improvements. He highlighted the need of Islamic education for the Muslims and active propagation of the Islamic values. He proposed a system of education from local to the federa

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Sanchita, Nag. "Raja Rammohan Roy and the Dawn of Modernity and Nationalism in India." postScriptum: An Interdisciplinary Journal of Literary Studies 2, no. 1 (2017): 18–27. https://doi.org/10.5281/zenodo.1318839.

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The confluence of two different cultures marks the trajectory of India’s struggle for Independence – the European and the Indian. The late eighteenth and early nineteenth century was, in this respect, the culmination of a new age. With the introduction of the Western mode of education, a wave of new thoughts ushered in thereby accommodating itself with the prevailing notions of native forces at work at that time. A new era of change was perhaps unleashed with the advent of the British rule which led to the advent of constant struggle between despotism and liberty, superstition and

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Maqsood, Dr Naila. "COLONIAL RULE AND MUSLIM WOMEN." Journal of Arts & Social Sciences (JASS) 9, no. 1 (2022): 36–45. http://dx.doi.org/10.46662/jass.v9i1.210.

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Relevant to any attempt for amelioration of woman’s conditions was the history of Muslim people in general and that of Muslims in the Indo-Pak Subcontinent in particular. This paper highlights Muslim women’s struggle for their rights movements in British India. Their continuous struggle altered educational and political institutions, allowing them to emerge from seclusion and participate more actively in the nation's public life. It is said that when women in the developed countries were agitating against their own male regarding their rights, a similar struggle had begun in the subconti

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Lhost, Elizabeth. "To Flower and Fructify: Rational Religion and the Seeds of Islam in Nazir Ahmad’s (1830–1912) Late-career Religious Non-fiction." Journal of Islamic Studies 31, no. 1 (2019): 31–69. http://dx.doi.org/10.1093/jis/etz032.

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Abstract Known primarily for his popular and moralizing novels, Nazir Ahmad’s (1830–1912) accomplishments as a scholar of Islam are often omitted from his biography. Yet in addition to working for the British Government of India, participating in Muslim social, political, and educational initiatives on the subcontinent, and demonstrating his linguistic and legal acumen by translating the law codes of British India into vernacular Urdu, Nazir Ahmad also translated religious texts and penned his own original compositions on themes of religion, society, and ethics. Reviewing the ideas presented i

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Rao, Parimala V. "Entangled Histories of Reforms: Scottish Radicalism of Joseph and Allen Octavian Hume and Indian Education." Espacio, Tiempo y Educación 9, no. 1 (2022): 188–206. http://dx.doi.org/10.14516/ete.434.

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Thus wrote a retired officer about his opposition to the British elitist policies. This was no anomaly. Hume, like most of the Scottish officers in India, defended Indian interests before the colonial administration since his arrival in 1849. In 1854, as a young officer of Etawah district in North India, Hume countered the Orientalist idea that the people of Etawah were uncivilised. He established schools and interacted with Indians very closely. Unable to tolerate his reformist endeavours, he was transferred out of the district, and his schools were destroyed. His father, Joseph Hume, too had

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Khalid Khan, Dr. Qurat ul Ain Bashir, and Sohail Akhtar. "Images of Islam and Administration in British Baluchistan during the Sandeman System: From Post British Occupation till Inception of Islamic Republic of Pakistan." Al-Qamar 2, no. 1 (2019): 51–64. https://doi.org/10.53762/84jhek92.

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The present article will acquaint an analytical review of the Sandeman system and its impacts on the inhabitants and religion of Baluchistan from 1877 to 1947. Sir Robert Groves Sandeman was a British Indian Army officer and colonial administrator. Sandeman was acknowledged for his specific behavior in Baluchistan, where he innovated the prevailing political and social order of "tribal mollification and counterinsurgency" that faced and withstand with courage up to the emergence of Pakistan in 1947. He had shown great respect for Islam and contributed to the systematic teaching of Islamic know

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Mr., Kishor Chaudhari. "Challenges and Innovations in English Language Teaching in Schools in India." Literary Enigma 2, no. 1 (2025): 18–22. https://doi.org/10.5281/zenodo.15020193.

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<strong>Abstract</strong>English Language Teaching (ELT) in India plays a crucial role in shaping students’ educational and professional trajectories. As a former British colony, India has inherited English as a legacy, and over time, it has become alanguage of opportunity, upward mobility, and global engagement. English serves as both a medium of instruction and a bridge to higher education and employment. However, ELT in Indian schools faces persistent challenges such as inadequate infrastructure, a shortage of trained teachers, outdated pedagogical practi

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Diamond, Jeffrey M. "The Orientalist-Literati Relationship in the Northwest." South Asia Research 31, no. 1 (2011): 25–43. http://dx.doi.org/10.1177/026272801003100103.

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Lahore emerged as a new intellectual centre in northwest India for British Orientalists and Indian intellectuals after the destruction of Delhi during the Great Revolt of 1857. Two prominent individuals who moved to Lahore at this time were Gottlieb Leitner, a philologist and Orientalist scholar, and Maulana Muhammad Hussain Azad, an Urdu poet, literary critic and teacher. Leitner, a naturalised British citizen who studied in Istanbul and completed higher education in Arabic and Turkish in London, became principal of the new Government College in Lahore in 1864. In this position, he exercised

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Shah, Azmat Ali, Fazal Ilahi Khan, and Saima Razzaq Khan. "Religious Seminaries and Muslim Education in Indo-Pakistan Sub-Continent: A Critical Historical Analysis." Global Social Sciences Review IV, no. III (2019): 407–14. http://dx.doi.org/10.31703/gssr.2019(iv-iii).51.

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This paper focuses on the history of Islamic studies and the growth of Muslim edification scheme subsequent to the arrival of Islam in South Asia (712 A.D) and also explores the key role played by the Emperors in its establishment since 1206 A.D. Thereafter, it will highlight the efforts of Muslim rulers in introducing religious-cum-modern education system through Madrassah (religious seminaries) in Indo-Pakistan Sub-continent including the period of British-India from 1757 to 1947 A.D. which adversely affected the Muslim education system by introducing foreign educational reforms to target th

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Mr., Mahesh S. Jadhav. "Contribution of Dr. Indumati Naik in Indian Freedom Struggle." International Journal of Arts, Social Sciences and Humanities (IJASSH) 01, no. 03 (2023): 18–20. https://doi.org/10.5281/zenodo.10245824.

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Dr. Indumati Naik was a significant figure in the Indian freedom struggle, particularly known for her contribution in the fields of education, social reform, and women's empowerment.Dr. Indumati Naik was deeply involved in promoting education among women, recognizing it as a vital tool for empowerment. Dr. Naik worked relentlessly to establish schools and educational institutions for girls, aiming to break the societal barriers that restricted women's access to education.Her efforts extended to social reforms, where she actively campaigned against prevalent social issues like child marriage, c

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Makhijani, Simran Roopam, and Manohar D. Dugaje. "Contextual Study: Improving Student Learning Outcomes to Comprehend Educational Successes and Strategies." ELT Worldwide: Journal of English Language Teaching 11, no. 1 (2024): 42. http://dx.doi.org/10.26858/eltww.v11i1.51441.

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This study examines the many challenges students face in Nashik district schools in Maharashtra, India and it emphasizes quality education process to shape individual trajectories and contribute to national progress. The paper carefully examines financial constraints, behavioral issues, digital distractions, mental health issues, and emotional challenges that affect students' academic journeys. Critical analysis is also done in considering the origins of these challenges, including the British colonial era and the post-independence education system. This historical contextualization shows that

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Waha, Kristen Bergman. "SYNTHESIZING HINDU AND CHRISTIAN ETHICS IN A. MADHAVIAH'S INDIAN ENGLISH NOVELCLARINDA(1915)." Victorian Literature and Culture 46, no. 1 (2018): 237–55. http://dx.doi.org/10.1017/s1060150317000419.

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The novels of Indian writerA. Madhaviah (1872–1925) are deeply ambivalent toward British Protestant missions in the Madras Presidency. The son of a Brahmin family from the Tirunelveli District in what is now the state of Tamil Nadu, Madhaviah had the opportunity to form close intellectual relationships with British missionaries and Indian Christian converts while studying for his B.A. at the Madras Christian College, completing his degree in 1892. Although he remained a Hindu throughout his life, Madhaviah's first English novel,Thillai Govindan(1903), praises some missionaries for their moral

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Hoque, Md Ekramul. "Missionary Activities and Their Contributions to the Advancement of Women's Education in Early 19th Century Bengal." RESEARCH REVIEW International Journal of Multidisciplinary 10, no. 3 (2025): 258–63. https://doi.org/10.31305/rrijm.2025.v10.n3.027.

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Women's education in India has faced significant neglect, but it has also experienced crucial movements for reform and progress. Indian society garnered substantial criticism from the British regarding the condition of women, particularly their educational opportunities. In response, various groups emerged to champion women's education, with Christian missionaries leading in this vital cause. Institutions such as the Baptist Missionaries, London Missionary Society, Serampore Missionaries, and Church Mission Society were instrumental in promoting women's education across Bengal. Influential fig

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WILKINSON, CALLIE. "THE EAST INDIA COLLEGE DEBATE AND THE FASHIONING OF IMPERIAL OFFICIALS, 1806–1858." Historical Journal 60, no. 4 (2017): 943–69. http://dx.doi.org/10.1017/s0018246x16000492.

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AbstractThroughout its relatively brief existence, the English East India Company's college in Hertfordshire was hotly debated in Company headquarters, parliament, and the press. These disputes are deeply revealing of contemporary attitudes to the inter-related issues of elite education, government, ‘Britishness’, and empire. Previously, historians interested in the relationship between education and empire have concentrated largely on British attempts to construct colonial subjects, but just as important and just as controversial to contemporaries was the concomitant endeavour to create colon

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Naik, Balu. "Empowerment Through Education: Dr. B.R. Ambedkar's Vision for Social Equality and Justice." Think India Quarterly 27, no. 1 (2024): 62–71. https://doi.org/10.5281/zenodo.10866012.

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<em>This study focuses on Dr. B.R. Ambedkar's perspectives on Education and his conviction in the principles of education, unity, and struggle. Ambedkar recognised that education is the most effective tool to eradicate social oppression and empower marginalised individuals to achieve social advancement, economic improvement, and political liberation. Education played a crucial role as a prerequisite for societal reconstruction based on the principles of equality and justice. Upon examining the evolution of education within Indian society, it was seen that the entitlement to education was limit

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Talekar, P. R. "Reform of Mahatma Jyotirao Phule." International Journal of Advance and Applied Research 5, no. 18 (2024): 3–5. https://doi.org/10.5281/zenodo.11653946.

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Mahatma Jyotiba Fule was  born on 11th April 1827 in a family of other backward classes. His caste was Mali. His father Govindrao Fule had the profession of gardening so he was called as Mali- meaning a Gardner. His ancestors left their  native place and settled down near Pune. In the region of Peshwas they got the title Fule as they has the profession of flowers and been creating the attractive ornaments of flowers. Mahatma Fule always tried hard to produce some facilities of education of the 'Shudra'. He had the policy that British should promulgate education in India and he should

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Devula, N. "Education – A Means for Social and Political Emancipation." International Journal of Research 11, no. 3 (2024): 228–35. https://doi.org/10.5281/zenodo.10897525.

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<em>The primary topic of this study centres on the opinions of Dr. B.R. Ambedkar regarding Education, as well as his unwavering belief in the fundamental concepts of education, unity, and struggle. According to Ambedkar, education is widely acknowledged as the most efficacious means of eliminating social oppression and enabling marginalized individuals to attain social progress, economic enhancement, and political emancipation. Education has been identified as a fundamental requirement for the process of society reconstruction, which is founded upon the values of equality and justice. After an

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முனைவர், பா. விக்னேஷ்குமார் /. Dr. P. Vignesh Kumar. "பாரதியாரின் பார்வையில் கல்வி / Education in the Viewpoint of Bharathiyar". IJTLLS 7, № 2 (2025): 158–70. https://doi.org/10.5281/zenodo.14835825.

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<em>Education plays an essential role in social transformation. Meaningful social change begins with individual change and education serves as the foundation for this transformation. It is well-known that through education an individual’s talents are nurtured, basic needs are fulfilled and they are shaped into an individual being capable of adapting to future challenges. Moreover, education holds a key role in preserving and transmitting a nation’s culture and traditions to future generations. There exists a profound connection between civilization, development and education. The p

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Dr., P. Vignesh Kumar. "பாரதியாரின் பார்வையில் கல்வி / Education in the Viewpoint of Bharathiyar". IJTLLS 7, № 2 (2025): 158–70. https://doi.org/10.5281/zenodo.14835836.

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<em>Education plays an essential role in social transformation. Meaningful social change begins with individual change and education serves as the foundation for this transformation. It is well-known that through education an individual’s talents are nurtured, basic needs are fulfilled and they are shaped into an individual being capable of adapting to future challenges. Moreover, education holds a key role in preserving and transmitting a nation’s culture and traditions to future generations. There exists a profound connection between civilization, development and education. The p

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Quamar, Md Muddassir. "Islamic Modernism and Saudi Arabia: Confluence or Conflict?" Contemporary Review of the Middle East 2, no. 1-2 (2015): 71–87. http://dx.doi.org/10.1177/2347798915577718.

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Debates on Islamic modernism has its roots in Egypt, Iran and British India during the late nineteenth century as Muslim societies reacted to modern thought coming from the West. The Arabian Peninsula, more importantly its central region of Najd, remained secluded from such ideas as Wahhabi-Islam dominated the socio-political landscape. Once the Kingdom of Saudi Arabia was formed, its founder Ibn Saud chose to introduce modern administrative, economic, scientific, educational and technological tools to stabilise the polity with aspiration to become a modernized state from a tribal political un

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Khaleque, Abdul. "A brief study on economic impact of British rule in India during the colonial period." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 12 (2023): 73–77. http://dx.doi.org/10.31305/rrijm.2023.v08.n12.010.

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After the battle of Plessey and Boxer, the British East-India company started to establish their control over Bengal and gradually the company introduced the sway almost all over India. Consequently, they started to introduce various reforms in favor of their administration. Keeping in mind in this regard they initiated a series of reforms for the people of India as they wished from their ends. The British brought about social, political, and agrarian reforms to improve the condition of the people of India. The Britain tried their best to improve the economic condition of the people of India a

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Rout, Deepalee, and Swagatika Dash. "Challenges and Issues in Teaching Indian Philosophy: An Appraisal." International Journal of Science and Social Science Research 2, no. 1 (2024): 43–46. https://doi.org/10.5281/zenodo.13334788.

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The objective of this paper is to identify the huddles faced in understanding Indian Philosophy by students and todevelop methods for the same. There is a requirement for understanding Indian Philosophy for making it relevant for 21st century,because understanding makes subject interesting and makes application easier. Our task is to expand Indian Philosophicalconcept world-wide. Sooner or later it would create a benchmark and will be placed as only philosophy without any distinctivegeographical boundaries.Recently, Government of India has brought a proposal to reform the ongoing education str

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Mohabbat Khan, Mohammad. "Civil service reforms in British India and united Pakistan." International Journal of Public Administration 22, no. 6 (1999): 947–54. http://dx.doi.org/10.1080/01900699908525411.

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Klein, Ira. "British Reforms, Commercial Agriculture, and Agrarian Distress in India." Historian 70, no. 4 (2008): 732–52. http://dx.doi.org/10.1111/j.1540-6563.2008.00226.x.

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Lopez-Estrada, Veronica, Maria Elena Reyes, and Virginia Davis. "Modern Educational Reforms in India and the United States." International Journal of Learner Diversity and Identities 24, no. 2 (2017): 1–10. http://dx.doi.org/10.18848/2327-0128/cgp/v24i02/1-10.

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Kyamalia, Bairagya. "Legal Reforms and Lunacy in Colonial India: Its Representations in History and Literature." International Journal of Social Science and Human Research 08, no. 04 (2025): 2632–36. https://doi.org/10.5281/zenodo.15316279.

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The British were involved in the act of passing laws during their reign in colonial India. According to the laws passed in England, a lunatic was described as a person who had lost the use of reason either from grief or any other accident. England was already going through a practice of establishing asylums for the lunatics since the eighteenth century. The first mental hospital in India is recorded to have been established in 1600 by the East India Company. The first asylum in Bombay was established in 1745 and the second asylum was established in Calcutta in 1784. Besides this the passing of

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Biswas, Supriya. "Evils of Child Marriage, Gender Consciousness and Social Reform Movement in Colonial Bengal." RESEARCH REVIEW International Journal of Multidisciplinary 03, no. 11 (2018): 361–66. https://doi.org/10.5281/zenodo.1694403.

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&bdquo;I saw my daughter lying on the cot, weltering in blood………..". This statement given in court by Radhamonee Debi, mother of ten or eleven year old Phulmonee Debi, who died of marital rape by her husband in 1890. Her death was widely reported and discussed, and in 1891 Indian reformers persuaded the colonial government to raise the minimum age of consent for married girls to twelve. Because child marriage was the order of the Bengali society and violation of this social practice was universally condemned. The marriages of boys and girls were celebrated at an early

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Semmannan, K. "The Analysis of Indian Councils Act of 1909." Journal of Research & Development 15, no. 20 (2023): 60–61. https://doi.org/10.5281/zenodo.10156007.

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<strong>Abstract:</strong>"The Indian Councils Act of 1909" was an important Act of the Government of British India and which was a step towards included the Indian representatives  in the government. Then this Act referred also to as "Morley- Minto reforms" also named after the Officials of British "Lord Minto" and "Lord John Morley" and they played an important role in drafting of this Act. Both of them were the Viceroy of India and Secretary of State of India in the British rule in India in the year between 1905-1910 . In early 20th century, there were two developments that emerge

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Chaudhary, Latika. "Taxation and educational development: Evidence from British India." Explorations in Economic History 47, no. 3 (2010): 279–93. http://dx.doi.org/10.1016/j.eeh.2009.08.005.

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Clark, Damon, and Heather Royer. "The Effect of Education on Adult Mortality and Health: Evidence from Britain." American Economic Review 103, no. 6 (2013): 2087–120. http://dx.doi.org/10.1257/aer.103.6.2087.

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There is a strong, positive, and well-documented correlation between education and health outcomes. In this paper, we attempt to understand to what extent this relationship is causal. Our approach exploits two changes to British compulsory schooling laws that generated sharp across-cohort differences in educational attainment. Using regression discontinuity methods, we find the reforms did not affect health although the reforms impacted educational attainment and wages. Our results suggest caution as to the likely health returns to educational interventions focused on increasing educational at

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Boichenko, Nataliia. "Start of the "Program for Improving Teaching in Higher Education in Ukraine": Review of the Ukrainian-British Forum "Excellence in Teaching and Learning in Higher Education"." Filosofiya osvity. Philosophy of Education 25, no. 2 (2020): 299–312. http://dx.doi.org/10.31874/2309-1606-2019-25-2-17.

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The Ukrainian-British Forum "Excellence in Teaching and Learning in Higher Education" took place on December 4, 2020 in Kyiv and was dedicated to summarizing previous joint Ukrainian-British educational projects, including the Leadership Development Program of Ukrainian universities and the launch of the Higher Education Teaching Improvement Program Of Ukraine. The Forum was organized by the Institute of Higher Education of the National Academy of Pedagogical Sciences of Ukraine and the British Council in Ukraine. The Forum was attended by representatives of Ukrainian universities, Ukrainian e

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Jerin, Dr Vandana, and Ms Yanvi Gupta. "Land Revenue Administration in Modern India (1740-1947)." International Journal of Enhanced Research in Educational Development 13, no. 03 (2025): 80–106. https://doi.org/10.55948/ijered.2025.0511.

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The land revenue administration in India between 1740 and 1947 played a pivotal role in shaping the socioeconomic landscape of the subcontinent. This research paper examines the evolution of revenue policies under successive regimes, from the late Mughal period to British colonial rule, analysing their impact on agrarian society, state power, and economic structures. The late Mughal administration relied on a decentralized revenue system, characterized by intermediary zamindars and regional revenue collectors. However, as British rule expanded, the colonial administration introduced systematic

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M., Balaji. "The Monetary Crisis and Foundation for Reserve Bank of India (1890-1935)." Journal of Economics and Business 3, no. 4 (2020): 1572–78. https://doi.org/10.31014/aior.1992.03.04.304.

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The monetary policy of British India was highly controversial during the interwar period as it aimed to protect the budgetary obligations and private commerce. The currency stabilization policy was seen as a tool to protect the British economic interest while they ruled India. The currency came under serious pressure during the World War I and Great depression, the facets of Indian currency’s dependence was exposed through the modified council bill system and Gold exchange standard. The much-needed currency reforms and banking system were conceded by the colonial administration after muc

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Venkatesha, Murthy S. V., and K. V. Murali. "Evolution of the Composition and Functioning of the Mysore Representative Assembly: Towards Inclusive Governance." AKSHARASURYA JOURNAL 03, no. 04. SPECIAL ISSUE. (2024): 288 to 300. https://doi.org/10.5281/zenodo.10930994.

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This comprehensive research article delves into the profound evolution of governance structures, electoral reforms, and the operational dynamics of the Mysore Representative Assembly during the transformative phase of Indian history. It meticulously analyzes the progressive reforms initiated by Lord Ripon in British India and their subsequent influence on local governance and the establishment of representative institutions. The article elucidates how the focus on self-governance and liberal democracy under Lord Ripon’s governance laid the groundwork for the introduction of local self-go

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Talekar, P. R. "A Case study on Dr. B. R. Ambedkar's educational reform in India." International Journal of Advance and Applied Research 5, no. 12 (2024): 203–8. https://doi.org/10.5281/zenodo.12078006.

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Abstract: This case study examines the transformative educational reforms spearheaded by Dr. B. R. Ambedkar in India, highlighting his pivotal role in advocating for the rights and upliftment of marginalized communities through education. Dr. Ambedkar, a key architect of the Indian Constitution and a formidable social reformer, recognized education as a crucial tool for achieving social justice and equality. This study explores his multifaceted contributions to educational reform, including the establishment of institutions, policy-making endeavors, and his advocacy for the inclusion of t

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ASHIS, DAS, and (DR.) MITA BANERJEE PROF. "EDUCATIONAL CONTRIBUTIONS OF SAVITRIBAI PHULE AND ITS PRESENT RELEVANCE IN INDIAN EDUCATION SYSTEM." International Educational Scientific Research Journal 11, no. 4 (2025): 22–27. https://doi.org/10.5281/zenodo.15185826.

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This study examines the educational contributions of Savitribai Phule, a pioneering social reformer in 19th-century India, focusing on her advocacy for women's education, social justice, and the inclusion of marginalized communities. Phule’s establishment of the first girls' school in Pune in 1848 and her efforts to challenge caste-based and gender-based discrimination laid the foundation for India’s modern educational reforms. Her pedagogical principles, emphasizing gender equality, social justice, and community involvement, continue to shape contemporary educational policies, par

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Dr., Lodhi Kaniz Fatma Niyaz Ahmed. "NEP 2020: AN ANALYTICAL STUDY ON POLICY MAKING AND EDUCATIONAL REFORMS." Ianna Journal of Interdisciplinary Studies 6, no. 1 (2024): 87–99. https://doi.org/10.5281/zenodo.13349240.

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The National Education Policy (NEP) 2020 represents a significant overhaul of India’s education system, aiming to address longstanding issues and align educational practices with contemporary global standards. This study provides an analytical examination of NEP 2020, focusing on its policymaking process, stakeholder involvement, and implementation challenges, and anticipated impacts. Through a thorough content analysis of the NEP 2020 document, government reports, and official statements, the study identifies key themes such as holistic education, inclusivity, technology integration, an

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Bishop, Steve. "Protestant Missionary Education in British India." Evangelical Quarterly: An International Review of Bible and Theology 69, no. 3 (1997): 245–66. http://dx.doi.org/10.1163/27725472-06903005.

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The main thrust of the missionaries in British India during the nineteenth and early twentieth century was education. This paper provides an historical overview. The work of Alexander Duff, and the Anglicist-Orientalist debate is examined. A cursory look at higher education and the predominance of Scottish missionaries involved in education precedes an evaluation of the educational strategies by examining the perceived aims and seeing to what extent they were fulfilled. Education both at home and on the mission field reflected the dominant 'old humanist tradition'. However, where home educatio

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Rid, Saeed Ahmed. "THE PAKISTAN MOVEMENT AND FEDERALISM." Pakistan Journal of Social Research 03, no. 02 (2021): 116–23. http://dx.doi.org/10.52567/pjsr.v3i02.211.

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The careful reading of the history of Pakistan movement tells us the movement rose in response to the fear of the imposition of majoritarian- unitary democracy model in British India following the West Minister model. After 1857 war of independence, Sir Sayed Ahmed Khan had advised Muslims not to take part in politics and focus their energies on acquiring modern education and hence securing their due share in bureaucratic positions under the British rule. But when Congress was formed in 1885 and gradually democratic reforms were introduced, the fear of majoritarian-unitary model started creepi

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Prakasha, G. S., and Jayamma H. R. "Professional Ethics of Teachers in Educational Institutions." Artha - Journal of Social Sciences 11, no. 4 (2012): 25. http://dx.doi.org/10.12724/ajss.23.2.

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This article dwells on the deteriorating value system inIndia. It presents a glimpse of the value system thatexisted in India during the Gurukul age, the British reignand also analyzes the present situation. It highlights fromvarious reviews that the education system in India has thepotential to nurture the desired value system.

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