Among the steps taken by the British government on education policy in India, the Calcutta University Commission also known as the Sadler Commission Report established in 1917 was an important educational policy for expanding higher education. Named after the commission’s chairman, Michael Thomas Sadler, the Calcutta University Commission (1917–1919) is also known as the Sadler Commission. During the formation of this commission, the viceroy of India was lord Chelmsford (1916-1921). The commission was set up to study and report on problems at Calcutta University, but its recommendations applied more or less to other universities.
It examines every aspect of education, from school education to university education. It held the view that the improvement of secondary education was a necessary precondition.
Background of Sadler Commission 1917
- After Lord Curzon passed the ‘Indian Universities Act’ in 1904, it was clear within ten years that Indian universities needed to be reformed. Although Lord Curzon’s Indian Universities Act greatly improved the universities from an administrative perspective, no attempt had been made to build teaching-oriented universities at that time. The government had advised against establishing new universities, but under the pressure of the nationalist movement, many new universities were established in different parts of India.
- Around 1910, a Royal Commission was formed to reform London universities, chaired by Lord Holden. Therefore, in India too, there was a need for reform of Calcutta University and other Indian universities to improve higher education.
- Hence, in 1914, under the leadership of Lord Holden, a proposal was made to form a commission for the reform of universities in India. However, it did not materialize due to various reasons. Finally, in 1917, an education commission was formed under the chairmanship of Michael Thomas Sadler and Vice-Chancellor of Leeds University. This commission is commonly referred to as the “Calcutta University Commission” or the “Sadler Commission.”
- The members of this commission are Michael Thomas Sadler, Ziauddin Ahmed, Ashutosh Mukhopadhyaya, Phillip Hartog, WW Hornwell, JW Gregory, Ramsay Muir, and G Anderson.
Matters Considered by the Sadler Commission
- The Sadler Commission was primarily formed to understand the contemporary condition of Calcutta University and provide appropriate advice on how it could be guided toward improvement in the future. Although this commission was formed focusing on Calcutta University, it also provided comprehensive recommendations about what kind of changes were needed in the administration of every university for the expansion of higher education in India.
- The government resolution by which this commission was formed stated, “To enquire into the condition and prospects of the University of Calcutta and to consider the question of a constructive policy concerning the questions it presents.” In the opinion of Ashutosh Mukhopadhyaya, one of the members of the Sadler Commission, he greatly influenced this commission, and he encouraged other members to create a comprehensive plan for Indian education.
You can also read about the Hartog Committee Report of 1929: Background, Recommendation.
Recommendations of Sadler University Commission
Although the Sadler University Commission of 1917 aimed to review higher education centered on Calcutta University, the commission believed that change in higher education was not possible without restructuring secondary education. Therefore, the commission first made several important recommendations regarding the restructuring of secondary education and based on them, made recommendations regarding university programs.
Recommendations Regarding Secondary Education
- The school course should cover 12 years. In many ways, secondary education and the first two years of college are similar. Therefore, this portion should be separated from higher education and attached to secondary education. This two-year education will be called “intermediate education.”
- Students should enter university after an intermediate stage for a three-year degree course in university. This was done to prepare students for the university stage, relieve universities of a large number of below-university-standard students, and provide collegiate education to those not planning to go through the university stage.
- The commission recommended establishing separate educational institutions for conducting the two years of education that would be separated from higher education. These institutions would be called “intermediate colleges.” These colleges would have provisions for teaching subjects like Art, Science, Engineering, Medical Science, Agricultural Science, and Business.
- The Sadler Commission also stated that each province would have separate boards for conducting secondary education and intermediate education. Although these two boards would have government representative members, they would remain free from government control. Additionally, these boards would also have university representatives. The commission hoped that if these boards worked separately, the workload of universities would be significantly reduced.
- After secondary education, students would study under the Intermediate Board, and after completing this level of studies they will be promoted to university level.
- The commission’s report also revealed that at this level, all subjects except English and Mathematics would be taught in the mother tongue.
You can also read about the Raleigh Commission 1902: Objectives, Background, Recommendations.
Recommendations Regarding University Education
- The education system at Calcutta University should be structured in such a way that the university transforms into a genuine teaching-oriented university.
- The undergraduate level education in universities or colleges should be three years. Additionally, the introduction of honors courses at the undergraduate level was also recommended.
- The Sadler Commission mentioned special provisions for Muslim higher education. The commission recommended these special provisions because this community was comparatively behind in terms of education.
- There should be less rigor in formulating university rules.
- A university should operate as a single, centralized residential teaching autonomous organization instead of dispersed affiliated colleges.
- The commission recommended creating a separate position of Physical Education Director for proper physical development of students at higher education level and below.
- To prevent universities from becoming government departments, the commission advised keeping university administration as free from government control as possible. To ensure college professors gained more prominence in university administration, it was recommended to increase their representatives in governing bodies.
- Teaching so far had been the function of degree colleges, and there was no provision for postgraduate education. The universities at Madras, Bombay, and Calcutta were established to provide affiliation, conduct examinations, and award degrees. However, there are now more residential and teaching universities than ever before.
- Academic activity has increased in universities and colleges since the awarding of the honors courses. Several Indian languages have started to be studied. In addition, facilities were also set up for research and higher learning. In universities, the position of professor was established. Calcutta and Dacca universities opened their education departments.
- Inter-administration of the universities improved. The academic council was created to deal with such matters as curriculum construction, examination, and research. This contributed to raising the universities’ academic standards. An intercollegiate board was established in 1925 to facilitate communication among the various Indian universities. For the first time, student welfare became an important matter in universities, and a board of student welfare was formed in each university.
- The commission expressed the opinion that there should not be excessive strictness in university administration rules.
- The appointment of a full-time paid vice chancellor for the university was recommended.
Recommendations Regarding Women’s Education
- Female education applied scientific and technological education, teacher’s training, including those for professional and vocational colleges, should be extended.
- The establishment of purdah schools was recommended for girls aged 15 to 16 years.
- For girls’ physical exercise and health maintenance, the establishment of the ‘Director of Physical Education’ and ‘Board of Students Welfare’ was recommended.
You can also read about Wood’s Despatch 1854: Objectives, Recommendations, Impact.
Conclusion
The recommendations of the Sadler Commission of 1917 played an important role in expanding higher education across different parts of India. Within the next few decades, between 1916 and 1921, universities began to be established one after another in 7 locations in India. The universities established between 1916-1921 were: Benaras University on 4th February 1916 AD. Mysore University on 27 July 1916 AD. Patna University in 1917 AD. Osmani University in 1918 AD. Aligarh University on 1st December 1920 AD. Lucknow University on 25 November 1920. Dacca University in 1921 AD, and soon after came more universities such as Delhi University in 1922, Agra University in 1927, and Annamalai University in 1929.
