FOREWORD
THE indigenous educational system in our country changed, if at all, very slowly during the long centuries between the early historical period and the beginning of the medieval period, that is, just after the coming of the Arabs. During the Mughal period, the system and the content changed relatively faster, suiting the new requirements of languages and different socio-political order.
This system changed radically after the coming of the British, and a big gap was created between the traditional system and the new one with an accentuated stress on the learning of the English language and the slowly growing focus on the European sciences and political economy.
The educational system that the British colonial power created was designed to serve the Raj in its exploitation of the Indian economy and human resources. However, even in the colonial system of education, the seeds of rebellion and a new understanding of the changing world lay hidden. And their final fruition, we saw in our struggle for freedom from the foreign rule.
It was a historical necessity that the structure of the educational system in India had to change after Independence in 1947, because the purpose of the system, this time, changed.
Since 1947, numerous committees and commissions have come up with their recommendations and new visions, suiting the fast changing socio-economy of the country.
Shri A.N. Patra has rendered a significant service to educationists, educational planners and technologists, by compiling this exhaustive bibliography of the findings and reports of the commissions and committees that worked during 1947-77. The period, I think, is important, as it cover the first three decades of Indian education in Independent India. We take this opportunity to thank Shri Patra for his service to Indian education, which, we are sure, will be of great help to researchers and planners, both as a guide and a book of ready reference.
New Delhi P. L. MALHOTRA February 1987 Director National Council of Educational Research and Training