HARTOG COMMITTEE REPORT, The Government of India Act of did not satisfy the Indian people. In order to satisfy the Indian people it was felt. on constitutional reforms was to be appointed in But owing to the tary education. The auxiliary Committee popularly known as the Hartog Committee. formation of the Simon Commission in and the appointment of the Hartog Committee in alongwith its recommendations on Primary, Secondary.

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The condition of women education was deplorable. With a view to reducing the domination of the matriculation examination, the committee recommended— a The introduction of a more diversified curriculum in the middle vernacular schools, b The diversion of more boys to industrial and commercial careers at the end of the middle stage, for which provision should be made by alternative courses in that stage.

Regular promotion of the students to the next higher class is interrupted resulting in the withdrawal of the student from school learning. Relating the curricula and methods of teaching to the conditions of villages in which children live and read. Primary education should be made compulsory, but there should be no hurry about it. Most of the students were attracted towards higher education because they realised that secondary education could not fulfill their aspirations.

Recommendations on Primary Education.

Philip Hartog

Retrieved November committeee, It has already been mentioned above that outbreak of the First World War had brought some significant changes in the British policy of administration in India. Finance was kept as a reserved subject.

Already we have discussed in detail the recommendations of the Hartog Committee in different spheres of education. A lot of criticism was levelled against it.

This Act is known as Montford Reform. Recommendations on Secondary Education. Examination for administrative services: It pointed out various defects of primary education and laid emphasis on developing primary schools into a community centre. Children had to help their parents in agriculture and the parents found that if they sent their children to schools, their work would suffer. The idea of compulsory primary education was sidetracked. Moreover, economic backwardness, agriculture, barriers of caste, religion and communal feelings are the main hindrances in the path of the progress of primary education in India.


What does Hartog Committee say on women education. Retrieved from ” https: Curriculum for girls should include home science, hygiene, music etc. It attributed that the laxity of promotion from one class to another in the earlier stages and persecution of higher education by incapable students in too large a number were the main factors of wastage. Due to the growth of secondary education higher education also developed. The Montford reforms introduced diarchy in the field of education as well.

It was valuable in the sense that it tried to feel the pulse of education in India.

Philip Hartog – Wikipedia

These changes had made long standing impact on both political and educational scenario of our country. On settling in London Hartog devoted much time and thought to the place of examinations in the education system. So the commission appointed a committee under the chairmanship of Sir Phillip Hartog to inquire into the conditions of education in India. Education under Diarchy 3. The committee observed that there was considerable progress made in education by the time.

The Committee gave a permanent shape to the educational policy of that period and attempted for consolidating and stabilizing education. Therefore, the salaries and service conditions of the teachers should be improved so as to attract really capable persons into the job. It pointed out that the problems of primary education were basically rural and it had also drawn attention to the problem of wastage and stagnation.

The percentage of failures at the matriculation examinations was very large.

Recommendation of Hartog Commission (1929)

In Gandhiji had launched the Non-cooperation movement and as response to his call students had left their schools and colleges and joined cmmittee movement. Under this introduction of some subjects were under the centre and some under the provincial Governments. The cause of the improvement had been the efforts of private enterprises and awakening of national spirit.


Improvement in university work: Sir Phillip Hartog had served as a number of the Sadler Commission. The number of teaching department in universities and colleges had gone up to in from in The committee very distinctly remarked that qualitative improvement of education was not possible unless the conditions of the teachers were improved. He was the dominant figure in an inquiry on an international scale undertaken in The method of teaching employed by the teachers was unscientific and stereo typed and the curriculum was not scientific and upto date.

At the end ofhe went to Palestine as chairman of the Committee of Inquiry on the organization of the Hebrew University, and subsequently, he was president of the Friends in Britain of the university. In fact, increase in literacy was the need of the country. Healthy competition for opening new schools was observed among private enterprises. It stresses only on a few major defects and suggests some remedies. Primary schools should serve as centres for rural uplift works, medical relief, adult education, mass literacy, sanitation, recreation etc Finance: This procedure will raise the standards of education.

Montford reform was introduced by the Government of India Act in It realised that the progress of primary education has not been satisfactory.

Calcutta University Commission, The committee recommended the removal of such evils for the improvement of secondary education. Montford reforms introduced diarchy in the field of education.