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| Format: | Recurso digital |
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Zenodo
2026
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| Online-Zugang: | https://doi.org/10.5281/zenodo.19676888 |
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- <p class="MsoNormal"><strong><em><span>Abstract</span></em></strong></p> <p><em><span>This paper analyses the educational development of Vasai taluka in Thana district during the British period, focusing on the transition from indigenous to colonial systems of education. Prior to British rule, indigenous schools provided basic literacy in local languages and were sustained by community support, ensuring access even in small villages. Although government vernacular schools were introduced from 1833, their expansion remained slow due to restrictive policies and financial conditions imposed on local communities. Colonial education primarily aimed to create a class of semi-educated individuals for lower administrative roles rather than promote mass education. Major policy changes, including the establishment of the Department of Public Instruction, the introduction of the Local Fund Cess, and the recommendations of the Hunter Commission (1882), gradually reshaped educational administration. While indigenous schools received temporary support through local bodies, government schools became dominant by the early twentieth century. The study also highlights Portuguese educational initiatives as the foundation of institutional schooling in Vasai. Overall, the paper argues that colonial education functioned as an instrument of governance, significantly transforming traditional learning systems.</span></em></p>