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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