The importance and antiquity of education in Kerala are underscored by the state's ranking as among the most literate in the country. The educational transformation of Kerala was triggered by the efforts of missions like the Church Mission Society, British administrators like John Munro, caste and community movements, and clergy of Catholic church like Bernardine Baccinelli and Fr Charles Lavigne. They were the pioneers that promoted mass education in Kerala, in the early decades of the 19th century. The local dynastic precursors of modern-day Kerala, primarily the Travancore Royal Family, the Nair Service Society, Sree Narayana Dharma Paripalana Yogam (SNDP Yogam), and Muslim Educational Society (MES), also made significant contributions to the progress on education in Kerala. Local schools were known by the general term kalaris, some of which taught martial arts, but other village schools run by Ezhuthachans were for imparting general education. Christian missionaries and British rule brought the modern school education system to Kerala. Ezhuthu palli was the name used in earlier times. The word was derived from the schools run by the Buddhist monasteries. For centuries, villages used to set up an ezhuthupally or ashan pallikoodam with one or two teachers. Students used to go this school from nearby areas and learn languages, literature, mathematics, grammar etc. After completing this, students may continue study about specific subjects such as ayurveda, astrology, accounting etc. Censuses during the 1800s showed that Travancore, Cochin, and Kannur areas have many such schools.
History Medieval era The Kerala school of astronomy and mathematics was founded by Madhava of Sangamagrama in Kerala mainly based at Vettathunadu (present-day Tirur region), which included among its members: Parameshvara, Neelakanta Somayaji, Jyeshtadeva, Achyuta Pisharati, Melpathur Narayana Bhattathiri, and Achyuta Panikkar. The school flourished between the 14th and 16th centuries. The original discoveries of the school seems to have ended with Narayana Bhattathiri (1559–1632). In attempting to solve astronomical problems, the Kerala school independently created a number of important mathematics concepts. Their most important results—series expansion for trigonometric functions—were described in Sanskrit verse in a book by Neelakanta called Tantrasangraha, and again in a commentary on this work, called Tantrasangraha-vakhya, of unknown authorship. The theorems were stated without proof, but proofs for the series for sine, cosine, and inverse tangent were provided a century later in the work Yuktibhāṣā (c.1500–1610), written in Malayalam, by Jyesthadeva, and also in a commentary on Tantrasangraha. Their work, completed two centuries before the invention of calculus in Europe, provided what is now considered the first example of a power series (apart from geometric series). However, they did not formulate a systematic theory of differentiation and integration, nor is there any direct evidence of their results being transmitted outside Kerala. Before that, local schools were formed by wealthy families or by teachers known as kudipallikudam where children were taught language/literature, mathematics etc. Tamil and Sanskrit were given special status while Malayalam was not given that respect. Almost all communities had members who were well educated. Artisan/trade/medical communities like Vishwakarma, Ezhava, etc., gave special interest in acquiring education.
1800–1880
Basel Mission In the 19th century, Kerala underwent transformative changes in its educational landscape, driven largely by missionary activities. The Basel German Evangelical Mission played a pivotal role by establishing schools across the Malabar region. In 1818, the British missionary Rev. J. Dawson initiated the establishment of an English School in Mattancherry with financial aid from the Cochin Government. Dr. Hermann Gundert, associated with the Basel Mission, significantly contributed to Malayalam language and literature by compiling the first Malayalam grammar book, Malayalabhaasha Vyakaranam, and preparing the initial Malayalam-English dictionary in 1872. The Basel Mission, under W.T. Ringletaube, made strides in education, setting up schools in Nagercoil and nearby areas between 1806 and 1816. In 1824, Basel Mission was running 56 while CMS managed 47 schools. By the end of the century, the schools increased to 257 and 351 respectively.
Hermann Gundert associated with the Basel Mission, played a pivotal role in the 19th-century educational landscape of Kerala. In February 1846, Gundert opened a lithographic press and bookbinding establishment at Nettur near Tellicherry, contributing significantly to the development of education in Malabar. The Basel Mission's printing press published the Malayalam fortnightly magazine Keralopakari in May 1874, covering world news, weather reports, and agricultural news. Gundert's efforts in introducing sophisticated printing technology and publishing textbooks were instrumental in boosting education in the region. His contribution to Malayalam language and literature remains a lasting legacy in Kerala's educational history.
Church Missionary Society and London Missionary Society
The 19th-century educational landscape of Kerala was profoundly shaped by the Church Missionary Society (CMS) and the London Missionary Society (LMS). Rev. Mead of LMS, active from 1817 to 1873, played a crucial role by initiating vocational schools in southern Thiruvithamkur. In 1816, Thomas Dawson, the first CMS missionary, opened a school in Mattancherry. CMS missionaries, including Thomas Norton and Henry Baker, were instrumental in promoting education for oppressed and lower castes, establishing schools in Mavelikkara, Tiruvalla, Mallapalli, Mundakkayam, and Melukavu. Dorothea Baker, wife of Rev. Henry Baker from CMS, launched the first girls' school, Baker Memorial Girls’ School in Kottayam in 1819, marking a historic milestone in female education. CMS's emphasis on education brought about a radical change in the social structure of Kerala, challenging traditional norms. The split between the Syrian church and CMS in 1835–40 led to the founding of the Marthoma Church, which independently established numerous English schools.
Catholic Church A significant figure in the 19th century was Bernardine Baccinelli, who started a system called "A school along with every church" to make education available for both poor and rich. That system still continues in the present. His work has resulted in the promotion of education for girls. Mother Eliswa, a widow turned nun, started first convent school and boarding school for girls in Kerala.
1880–1947
Travancore rulers Under reign of the Travancore rulers, Maharaja Visakham Thirunal Rama Varma (1880–1885) and Maharaja MoolamThirunal Rama Varma (1885–1924), Kerala experienced a surge in educational advancements. The rulers implemented grants-in-aid to extend elementary education, categorized schools from primary to specialized colleges, and introduced free primary education for backward classes. Maharaja Moolam Thirunal Rama Varma's reign saw the establishment of various educational institutions, including the Victoria Medical School, a Normal School for girls, and the Sanskrit College. Reformatory schools for juvenile offenders were established, and technical education was encouraged with the institution of scholarships for studies in European countries.
Major leaders Christian organizations played a significant role in channeling substantial investments into educational institutions during this era. However, these endeavors resulted in tensions with other communities in terms of accessibility, impeding the monopoly on education. However, such conflicts made other religious organizations to reconsider their involvement in the education sector. Prominent among these entities were Nair Service Samajam (NSS), Sree Narayana Dharma Paripalana Yogam (SNDP Yogam), and the Muslim Education Society (MES). The level of government support for these organizations fluctuated over time, reflecting a noteworthy evolution in the government's perspective on these developments over the years. The establishment of Karukachal English School in 1915 marked entry of NSS into the field of education.The establishment of Karukachal English School in 1915 marked its entry into this field The major leaders in the education field at that time were Catholic churches, Nair Service Society, SNDP Yogam, Sadhu Jana Paripalana Sabha, Muslim Education Society (MES), and a few individuals.
Post-Independence era The Kerala Education Act of 1958 provided for the better organization and development of educational institutions. According to the first economic census, conducted in 1977, 99.7% of the villages in Kerala had a primary school within , 98.6% had a middle school within and 96.7% had a high school or higher secondary school within . In 1991, Kerala became the first state in India to be recognized as completely literate, although the effective literacy rate at that time was only 90%.
Present Schools and colleges are mostly run by the government, private trusts, or individuals. Each school is affiliated with either the Kerala Board of Public Examination (KBPE), the Central Board for Secondary Education (CBSE), Indian Certificate of Secondary Education (ICSE), or the (NIOS). English is the language of instruction in most private schools, while government run schools offer English or Malayalam as the medium of instruction. Government-run schools in the districts bordering Karnataka and Tamil Nadu also offer instruction in Kannada or Tamil languages. A handful of Government Sanskrit Schools provide instruction in Sanskrit supplemented by Malayalam, English, Tamil or Kannada. After 10 years of secondary schooling, students typically enroll at Higher Secondary School in one of the three streams—liberal arts, commerce or science. Upon completing the required coursework, students can enroll in general or professional degree programmes. Kerala topped the Education Development Index (EDI) among 21 major states in India in year 2006–2007. In January 2016, Kerala became the 1st Indian state to achieve 100% primary education through its literacy programme Athulyam. Around 18% of the total employees in the organized sector of state, both public and private, are employed in the Educational sector as in March 2020. Kerala is also one of the Indian states which spend a larger proportion of its revenue for human resource development including educational and healthcare uplifting. Kerala is mostly literate
In 2006–2007, the state topped the Education Development Index (EDI) of the 21 major states in India. , enrolment in elementary education was almost 100%; and, unlike other states in India, educational opportunity was almost equally distributed among sexes, social groups, and regions. According to the 2011 census, Kerala has a 93.9% literacy, compared to the national literacy rate of 74.0%.
In January 2016, Kerala became the first Indian state to achieve 100% primary education through its Athulyam literacy programme. Though the cost of education is generally considered low in Kerala,Najith Kumar, K.K. George, "Kerala's education system: from inclusion to exclusion", Economic and Political Weekly, 10 October 2009, VOL XLIV, NO 41, page 55 according to the 61st round of the National Sample Survey (2004–2005), per capita spending on education by the rural households was reported to be for Kerala, more than twice the national average. The survey also revealed that the rural-urban difference in household expenditure on education was much less in Kerala than in the rest of India.Najith Kumar, K.K. George, "Kerala's education system: from inclusion to exclusion", Economic and Political Weekly, 10 October 2009, VOL XLIV, NO 41, page 56
Structure and educational authority