raleigh commission for 24 January 2026

The Raleigh Commission, officially known as the Indian Universities Commission of 1902, was set up by the British Government to review and reform higher education in India. It was chaired by Sir Thomas Raleigh, the commission played a key role in shaping modern Indian universities and laid the groundwork for the Indian Universities Act of 1904. Its main aim was to improve university administration while ensuring British oversight over Indian higher education.

Raleigh Commission Background

By the end of the 19th century, India’s university system faced multiple challenges. The first universities, Calcutta, Bombay, Madras (1857), followed by Allahabad (1887) and Punjab (1882), were initially meant to examine students rather than teach them. Key issues included:

• Overcrowded colleges and low standards: Too many colleges were affiliated without proper supervision, leading to poor academic performance.
• Neglect of science and technical education: Most courses focused on literature and theory, leaving students unprepared for practical or industrial work.
• Political awareness: Universities became centers of nationalist ideas, which worried the British administration.
• Need for regulation: The government wanted education to support administrative and economic goals.

In response, Lord Curzon, the Viceroy of India, set up the Raleigh Commission on 27 January 1902 to examine these problems and recommend reforms.

Raleigh Commission Objectives

The main objectives of the Raleigh Commission were:

• To study the condition of Indian universities and their affiliated colleges.
• To review university governance, curricula, and examination systems.
• To suggest ways to improve teaching, research, and academic quality.
• To advise the government on possible legislative reforms to better manage universities.

Raleigh Commission Recommendations

After a detailed study, the Raleigh Commission highlighted several issues like poor governance, low academic standards, inadequate funding, and lack of technical education. Its key recommendations were:

• Limit affiliated colleges: Only colleges meeting required standards should be affiliated.
• Strengthen university governance: University Senates and Syndicates should have more officials and fewer elected members.
• Full-time Vice-Chancellors: Each university should have a permanent head for administration and academics.
• Promote teaching and research: Universities should focus on teaching through constituent colleges and encourage original research.
• Improve coordination with schools: Secondary and collegiate education should be linked with universities for smooth academic progression.
• Greater government oversight: The colonial government should supervise universities to ensure discipline and efficiency.

The Indian Universities Act of 1904

The Raleigh Commission’s recommendations were implemented through the Indian Universities Act of 1904. This law aimed to modernize universities but also increased government control. The features of the act are:

• The Governor-General could make regulations for university administration.
• Fewer elected members in university bodies; more officials nominated by the government.
• The government had the power to veto university decisions.
• Colleges had to meet stricter criteria to remain affiliated.
• Universities encouraged to promote research and scientific study.
• Appointment of salaried Vice-Chancellors was made compulsory.

Raleigh Commission Significance

The Raleigh Commission played a crucial role in shaping Indian higher education:

• Institutional reform: It was the first major inquiry into Indian universities, setting a model for future commissions like the Sadler Commission (1917–19).
• Modern university structure: Introduced professional administration and structured governance.
• Stimulus for educational nationalism: The restrictive measures inspired Indians to establish national institutions like Bengal National College (1906) and Visva-Bharati (1921).
• Policy shift: Marked the transition from laissez-faire university administration to a state-controlled system, reflecting British colonial priorities.