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Monday, 25 May 2020

Today's Education Meeting Mudda 3 June

Given the rapid pace in which the social, political and economic landscape of India is changing, it is necessary that we take a deep look at the background, objectives, challenges and crises of the country's education system.

When the foundation of the current education system was laid in 1835, Lord Macaulay stated in clear terms that the purpose of English education is to play the role of middlemen for administration in India and to prepare the distinguished people of India for government work. .

As a result, even after using English education for a century, India's literacy in 1935 did not even surpass the ten percent figure.
This education system played an important role in keeping the upper classes separate in the rest of India's society. In British society until the twentieth century it was believed that educating children of the working class meant disqualifying them for their work in life. The British education system followed the same policy for children from poor families.

From the analysis of the Indian education system of the last two hundred years, it can be concluded that this education was city and upper class centered, devoid of labor and intellectual work. Gandhi's evils were first exposed in the conference of the Gujarat Education Society in 1917 and he put the place of mother tongue in education and Hindi side in a logical manner at the national level. In the days of freedom struggle, the use of education in schools like Shanti Niketan, Kashi Vidyapeeth etc. was given priority.

In 1944, education law was passed in the country.We get confirmation of this opinion from Radhakrishna Committee (1949), Kothari Education Commission (1966) and New Education Policy (1986).


Realizing the importance of education, the Constitution of India made arrangements for reservation in educational institutions and various government rituals etc. for scheduled castes and tribes. Efforts were also made to bring backward castes under these facilities. After independence, our literacy rate and the number of education institutions have certainly increased, but still more than 40 percent of the population is illiterate.

The unfortunate thing is that after independence, the level of higher education and technical education in universities has increased but the base of primary education has become weak. The goal of education was mechanization in place of nationality, character building and human resource development, due to which more than 40 percent of the students passing out of medical and higher institutions continued to migrate out of the country.

The plunder in the name of adult education and literacy in the country, the weak base of primary education, the deviation of higher educational institutions from their strong role and the professional attitude of teachers are creating a new crisis for the current education system.

With the ideology of privatization and liberalization, the new faces of the capitalist economy, education has also been seen as a 'product' which is bought and sold in the market. Apart from this, in the name of liberalization, the states are also diverting from their obligations.

Thus, the present education system of India is still in a cycle of crises due to the lack of a serious analysis of the relationship of the current education system with the social structure, a deep analysis of the curriculum and its fundamental weaknesses. Textbooks are changed every ten years, but the basic form of education needs to be changed to make it job oriented.

Our current education system is creating such an army of non-technical students who ultimately become a burden on their family and society. Therefore, there is an urgent need to link education with nation building and character building.