Early Period and Sangam Age

Kerala is known for its high literacy levels, even dating back to the Sangam
period around 1500 AD. During this era, education was widespread, cutting
across caste and gender divides. Various communities, such as the Kuravas,
Parayas, Panas, and Vedas, were culturally and intellectually esteemed,
sometimes even more so than the Brahmin community. Education was inclusive,
with notable Sangam poets, like Paranar and Kapilar, emerging from the Pana
community.

Major Educational Institutions

1. Salais

• Vedic Institutions: Salais, or Vedic schools, were residential institutions

attached to temples. These schools were exclusive to Brahmin children,
focusing on subjects like Vedic studies, drama, philosophy, grammar, theology,
and law.
• Famous Salais: Some well-known salais included Kanthallur,
Parthivapuram, Tiruvalla, and Muzhikkulam.
• Transition to Mutts: Salais eventually gave way to Sabha Mutts, often
referred to as temple universities. Types included Karma Sabha Mutts, Sastra
Sabha Mutts, and Sanyasa Sabha Mutts, primarily for educating Namboothiri
youth.

2. Buddhist Viharas

• Buddhist monks were instrumental in Kerala’s education, with their

Viharas (often called “pallis”) serving as educational centers. The model of
Buddhist viharas inspired local communities to establish educational
institutions alongside temples.
• Historical Sites: Historians believe that Sreemoolavasam Viharam,
mentioned in Buddhist texts, was located in Kerala, potentially near the ancient
port of Muziris.

3. Othupallis

• Muslim Educational Centers: In North Kerala, Othupallis were religious

institutions attached to mosques, usually run by a single teacher (known as
Mulla or Mullakka).
 • Primary Learning: Othupallis provided basic education, with wooden
slates as teaching tools. Students could advance to Dars (higher education
centers) within mosques.

4. Kalaries

• Martial Arts Schools: Unique to Kerala, Kalaries were institutions focused

on martial arts training, specifically in Kalarippayattu.
• Physical Training: Pupils learned to use traditional weapons and were
supervised by a Panicker or Kurup.
• Seasonal Training: Training typically began in July, aligning with Kerala’s
monsoon season, which was ideal for physical conditioning.

5. Kudi Pallikoodam

• Non-Brahmin Education: Kudi Pallikoodams were community-funded

schools for non-Brahmin students, offering basic education and vocational
training based on rote learning. Instructional materials included sand, rice
grains, and palm leaves, and the teacher (known as Asan) was paid by the
community.

Role of Christian Missionaries

With an increasing Christian population in the 19th century, missionaries made

significant contributions to Kerala’s educational landscape.

Missionary Organizations

• London Mission Society (LMS): Rev. Mead from LMS was active in South
Travancore, dedicating his life to education from 1817 to 187.
• Church Mission Society (CMS): The CMS played a key role in Kottayam
from 1813, establishing the CMS College in 1817, a grammar school in 1821,
and introducing Kerala’s first printing press in 1821. They also promoted girls’
education and established multiple schools throughout Kerala.
• Basel Evangelical Mission (BEM): In the Malabar region, BEM opened
schools in the mid-19th century, including the Malabar Christian College. The
first English school in North Malabar was established in Tellichery by BEM in
1857. BEM schools were later government-recognized, like Brennen College
and Victoria College.
Educational Renaissance in Kerala in the 20th Century

The educational renaissance in Kerala in the 20th century was closely tied to
socio-religious reform movements that sought to challenge existing social
injustices and uplift marginalized communities. These movements were
spearheaded by influential thinkers and leaders who aimed to improve Kerala’s
education, social equality, and human development standards. Notable figures
like Sree Narayana Guru, Chattambi Swamikal, Vakkom Muhammed Abdul
Khader Moulavi, and Ayyankali played crucial roles in this transformative period.
Their actions, combined with the efforts of various organizations, led Kerala to
become a leader in human development and educational achievements within
India.

a. Sree Narayana Guru

• Birth and Background: Sree Narayana Guru, born on August 20, 1855, in
Chembazhanthi, Thiruvananthapuram, was a revered saint, scholar,
philosopher, and poet. Known for advocating social equality, he aimed to
liberate oppressed communities from the constraints of casteism.
• Beliefs and Actions: His vision was of a unified humanity, often expressed
in his motto, “One Caste, One Religion, One God for Man.” In 1888, he took a
revolutionary step by consecrating a Shiva temple at Aruvippuram, challenging
Brahmin authority.
• Legacy and Contributions: He founded the Sree Narayana Dharma
Paripalana (SNDP) Yogam in 1903, which helped establish educational
institutions for the Ezhava community. His support for the Vaikom Satyagraha
in 1925 advocated for lower caste temple entry rights.
• Death: Sree Narayana Guru passed away on September 20, 1928.

b. Vakkom Muhammed Abdul Khader Moulavi

• Background and Influence: A writer, social reformer, and journalist,

Moulavi was born in 1873 in Anchutheng. He pioneered modern education in
the Muslim community in Kerala, setting up printing presses and starting
publications like Muslim magazine.
• Educational Efforts: In 1915, he petitioned for Muslim educational
reform and established the ‘Islamia’ publishing house to provide educational
materials.
 • Legacy: Moulavi’s work laid the foundation for educational advancement
in the Muslim community. He passed away on October 31, 1932.

c. Chattambi Swamikal

• Early Life: Born in 1853 in Kollur, Trivandrum, Chattambi Swamikal

(known as Kunjan) received traditional education and was a skilled scholar in
various subjects, including literature, music, and astronomy.
• Philosophical Standpoints: He opposed the Brahmin monopoly over
religious practices and campaigned against casteism and sub-caste barriers. His
key works include Pracheena Malayalam and Vedhanthasaaram.
• Legacy: His teachings emphasized simplicity, cleanliness, and a casteless
society. Swamikal passed away in 1924.

d. Ayyankali

• Early Life and Leadership: Born on August 28, 1863, Ayyankali led social
advancements for the Pulaya and other depressed classes in Kerala. His famous
Villuvandi (ox cart) ride in 1893 symbolized a defiance of social restrictions.
• Social Contributions: Inspired by Sree Narayana Guru, he founded the
Sadhujana Paripalana Sangham (SJPS) in 1907 to advocate for Dalit education.
He later became a member of the Sree Moolam Praja Sabha (Travancore
Assembly).
• Legacy: Ayyankali’s activism helped establish community courts and
advance Dalit rights. He passed away on June 18, 1941.

Key Socio-Religious Reform Movements

Several organizations and movements emerged during this period to further

Kerala’s educational and social renaissance:

• SNDP Yogam: Founded by Sree Narayana Guru to dismantle casteism and

promote educational opportunities for marginalized communities.
• Nair Service Society (NSS): Founded to improve social and educational
opportunities for the Nair community.
• Sadhu Jana Paripalana Sangham (SJPS): Led by Ayyankali, SJPS
campaigned for Dalit education.
 • Sahodara Prasthanam: A movement promoting brotherhood and social
equality across castes and communities.

Education After Formation of Modern Kerala

After Kerala became a state in 1956, the government took an active interest in
advancing education. Through policy reforms and initiatives, Kerala moved
toward free and accessible education, becoming a model for educational
excellence in India. Here are key policies and programs that shaped Kerala’s
educational landscape post-1956.

1. Kerala Education Act (1957)

• This act enhanced government involvement in managing private schools,

ensuring job security and retirement benefits (like pensions) for teachers in
aided schools. It strengthened government control over education quality and
management.

2. Private Secondary School Scheme

• Initiated in 1950 to improve the service conditions of teachers in

privately managed schools.
• Revised in 1951 due to opposition, it established rules on fee collection
and distribution for maintaining private schools.

3. Abolition of Fees

• School fees were abolished incrementally across grades, making education

free from primary through high school by 1969-70. This policy provided free
education for all school students, promoting universal access to education.

4. Kerala Education Rules (KER)

• Established in 1959, KER standardized teachers’ salaries, leave, and other

service conditions, ensuring equity across educational institutions.
• In 1961, the “State Education Advisory Board” was formed, becoming
Kerala’s first statutory body to advise the government on educational matters.
• Subsequent amendments to the University Acts of 1957, 1969, and 1974
increased state control over universities and private colleges.
5. Educational Efforts to Reduce Regional Disparities

• When Kerala was formed, there were significant educational disparities

between Travancore, Cochin, and Malabar regions.
• The government focused on educationally backward areas, especially
Malabar, by establishing and upgrading schools and increasing funds.
• Policies provided free supplies, fee exemptions, and initiatives to promote
female literacy and reduce dropout rates, especially among disadvantaged
communities.

6. Noon Meal Programme (Mid-Day Meal)

• Originally introduced in the 1940s, this program was expanded post-state

formation, supported by CARE (Cooperative for American Relief Everywhere).
• By the 1980s, the program was providing meals with rice and pulses to
children in government and aided schools, covering 73% of lower primary
schools.

7. Whole Promotion System

• Launched in 1972-73 to address high dropout rates, initially applied to

lower grades and then expanded.
• Although this system reduced dropout rates, it faced criticism for
potentially lowering educational standards.

8. Travel Concession

• Initiated in the 1950s, this concession allowed students to travel to school

at reduced costs, making education more accessible for students from remote
areas and easing the financial burden on families.

9. Educational Expansion Since the 1990s

• Following India’s economic reforms in 1991, Kerala’s education sector saw

new trends, with the government acting both as an investor and facilitator.
 • Kerala emerged as India’s most literate state, achieving universal
elementary education.

10. Curriculum Framework for School Education (2007)

• Kerala developed its first Curriculum Framework in 2007, influenced by

the National Curriculum Framework (NCF) 2005.
• The framework emphasized three pillars: Constructivism, Critical
Pedagogy, and Issue-Based Curriculum, focusing on active learning and critical
thinking.

11. Higher Education in Kerala

• In 1957-58, Kerala had only one university with 46 affiliated colleges. This
number grew significantly, with Calicut University established in 1968 and
Kannur University in 1996.
• Specialized universities were established, including:
1. Cochin University of Science and Technology (CUSAT)
2. Kerala Agricultural University
3. Kerala University of Health and Science