India is a country that has had a legacy of rich education since time immemorial. The different communities practised education based on their own cultural traditions. The Gurukul system was used for this purpose by the Hindus, while the Muslims and Buddhists used the systems of Maktabs, Madrasas and Buddhist Viharas for providing education. Apart from the religious aspects, the other two components imparted through these educational institutions were morals and culture, and the education was mainly based on ethical and cultural aspects. There were many other prestigious institutes like Taxila, Nalanda and Vikram Shila known across the globe for their excellence in academics. After coming to India, the British noticed that despite all the richness in culture and the quality of the education institutes in the country, there were many social evils prevalent in society. They used education to solve the problems of society and introduced many social, educational and political reforms. The British did not just rule; they reformed the way Indians thought, learned, wrote and communicated. The main focus of the research paper is the examination of reforms in the Indian educational system brought about by the British, with special emphasis on their effects. The study is done through the analysis of historical reports from different books and research papers. An analysis of these varied sources brings to light the fact that, despite the self-interest of the British administration in implementing these reforms, they encouraged Indians to think scientifically and made them more inclined towards the English language. New universities, colleges, and schools were established, but at the same time, the indigenous languages and culture were neglected.
Abdul Rahaman (Mon,) studied this question.