Special Article
New Delhi, 29 September 2009
Right To Education
FULFILLING GANDHIAN
IDEAL
By Dhurjati Mukherjee
A long-cherished dream of the father of the nation, Mahatma
Gandhi, has to an extent been fulfilled. After long years of wait, the Government
has eventually taken the revolutionary step: schooling for all children between
six and 14 years is today a fundamental right. Remember, Gandhiji had first
talked of universalization of education way back in 1937.
The passage of the long awaited Right of Children to Free & Compulsory Education Bill by both
houses of Parliament last Session, is a landmark achievement. It binds the Government
in ensuring neighbourhood schooling in three years, bans capitation fees and
bars teachers from offering private tuition. It stipulates a student-teacher
ratio of a maximum 30:1 for primary classes and for other Classes, suggests 35:1,
even as ensuring that all private schools reserve 25 per cent seats for
children from economically disadvantaged backgrounds.
The realization of the Gandhian vision into a law
undoubtedly opens a new chapter in the history of Independent India. It is
expected to change the spectre of education in the country and make it
available to children from the impoverished sections of society. However, the
Bill should have included children below six years and up to 18 years—i.e. cover
the entire gamut of school education up to Class XII. This is undoubtedly justified
and it is hoped the Government would not take much time in accepting the suggestion
and amend the Act accordingly.
There is much to learn from Gandhiji’s concept of education.
In an article in Harijan in 1937, he
observed: “Education of the intellect can only come through a proper exercise
of the bodily organs …. The intelligent use of the bodily organs in a child
provides the best and quickest way of developing his intellect”. No doubt knowledge
of mathematics, history, geography and the sciences are necessary, but they
ought to be imparted “through handicrafts, for example, by explaining the
origin and manufacturing process of the tools, the sources, supply and
processing of raw materials, the amount of goods produces etc.” He wanted the State
to purchase the produce of the schools and guarantee their students employment
in the craft they had learnt.
Gandhiji was aware that the country lived in villages and
accordingly he formulated his ideas on education with great stress on the
crafts. This becomes particularly relevant today because most students do not
go or do not have the capacity to go for higher education. But if they have
some knowledge of the crafts, they could easily become self-employed. Thus,
there is a vital need to frame the curricula in such a way, especially in rural
and semi-urban area schools, that there is sufficient emphasis on the crafts.
Let us not forget that the country has and is facing major
problems of unemployment and under-employment. Therefore, proper learning and
even specialization in the crafts – say in Class XI and XII like one does today
in computers -- could greatly help a large section of students to earn their
livelihood. It is necessary that the curriculum be framed in such a way that
there is ample scope for learning and eventual specialization in a craft at
school and this could start from Class V onwards or even earlier. In all
likelihood it would curtail the drop-out rate. Studying then would become
linked to vocational education.
Another vital aspect of Gandhiji’s idea of education was the
emphasis on spirituality. As he embodied the principles of truth and non-violence
in his political life, he wanted the students to do the same. The understanding
of our religious texts was to him necessary for students to develop a sense of
brotherhood and fraternity as also discipline which, in turn, would lead to
great cohesion and unity in society. This is of utmost importance today as most
schools either teach the Bible or the Koran or the Gita. There is rarely any
school which teaches religious understanding based on the different religious
texts.
Moreover, the need for inculcating a sense of spiritualism
and understanding of non-violence is all the more necessary at such a juncture,
when materialism has pushed up our greed and demands and communal tendencies
have led to inter-religious violence. Worse, alienation and deprivation has
instigated a section to resort to violence. These problems can only be resolved
if students right from schools are imparted education on spiritual lines and
shown the right way to live in life.
According to the Mahatma, inequality and centralization of
power cannot lead to a truly non-violent society. Therefore, he yearned for a
mass moral upsurge to ensure a society, the challenge of which has to be taken
by the young generation of the country. Education has to be tuned in such a way
that the young mind becomes aware of the need for the transformation in society
so that all sections could live in dignity.
However, imparting education is not enough. It has to be
with the right content along with quality teaching. So far, many surveys have
indicated poor quality of teaching and the lack of commitment of teachers. This
must change and with it, the new curriculum should ensure that students find
interest in what they are taught. Proper education should ensure the young mind
is motivated so that the learning process becomes easier and faster.
The Gandhian educational thinking has been totally wedded to
Indian conditions and very much different from the British system, which we
have practiced so far. It needs to be changed and while incorporating modern
trends and current developments, there is need to understand the relevance and
usefulness of the education imparted.
Moreover, education, which has now become a fundamental
right, should not remain bookish but linked to employment needs. A student from
a poor family in a remote area should get the benefit of learning and be able
to stand on his own feet after completing his high school education.
Clearly, basic changes have to be brought into the content
of teaching while also ensuring that teachers are committed. This is easier
said than done. So we do not sustained efforts in this direction. Then only
will Gandhiji’s ideal of education i.e. reaching the masses in every corner of
the country, be fulfilled. Echoing the Mahatma’s vision, the Kothari Commission
observed in its report that there is a need for “a revolution which in turn
will set in motion the much delayed social, economic and cultural revolution”.
---INFA
(Copyright,
India News and Feature Alliance)
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