Education – The way to nation-building

Synopsis of my presentation titled

Education – The way to nation-building

At VCs' conf in Delhi

India stands at a critical stage from where it is going to be catapulted either into a ditch of complete erosion of Indian Culture and Values or into a strong position of world- leadership. And the destiny will depend upon whether our System of Education can enlighten and empower the citizen for the following TOP-TEN national tasks.

• Eco-Land-Hills-Forest-Rivers-Water Conservation
• Saving Indian Languages and Cultural Heritage
• External and internal security including International Diplomacy
• Research -- from present abysmally low to a respectable level
• Communication -- Physical, Satellite, OFC
• Eradicate Corruption -- Revamp  Political Administrative and Judiciary processes.
• Work and Energy Efficiency
• Make Agriculture a part of Life-cycle and conserve Biodiversity 
• Revamp system of  Health 
• Sustainable Development models for  Rural and Urban areas.

WHAT ARE THE OBJECTIVE OF EDUCATION?

A) From the point of view of the SOCIETY or the NATION-

• Is the society growing richer?
• Is there enough material production and materialistic gains?
• Does the socio-economic system permit equitable distribution of wealth and production?
• Is there a reduction in the drudgery of the common man?
• Does the environment permit pursuit of excellence?
• Does the environment permit inculcation and establishment of ethical and personal value systems along with pursuit of freedom and fearlessness?
• Do the people have a sense of commitment towards:
  a) the society,
  b) the cultural and philosophical heritage,
  c) the nation?
• Do people regard contentedness as a cherished value?
• Does the society uphold truth as the ultimate goal?

B) From INDIVIDUAL’S point of view:-
The education for an individual,

• Must make him better equipped to earn his living.
• Must encourage him to the pursuit of excellence.
• Must build up the sense of belonging towards the society and the nation.
• Must build up the sense of compassion and friendliness towards others.
• Must bring in appreciation of social harmony.
• Must inculcate dignity of human life and human labour.
• Must help to acquire the spirit of Satya, Dheerata, Nirbhayta, Koushalya, Vivek, Santosh and Dyan-Lalasa.

Viewed for these objectives, the present education lacks in many ways and a listing of the same also suggests the remedial action that can be taken urgently.

• Too costly – Not affordable to a vast majority.
• Too discriminatory – promotes clitches and divisions in society among the haves and have-nots, among the rural and urban, among the elite and the common.
• Does not teach Quest of Knowledge or Rigour of Experimetation. The country's capabilities for research are at low ebb.
• Does not teach to question the veracity of basic assumptions. This leads to non-development of a philosophical perspective.
• Vocation and skill training is missing – The budget, facilities and innovative ideas for vocational training are lacking even at a concept level.
• Too much emphasis on form and procedure such as compulsory attendance.
• Poor sense of dedication and self respect among teachers – no teaching through heart.
• Poor quality of teaching – mushrooming coaching classes must be seen as its index.
• Lack of facilities to develop the attitude and skills for Sports, Art and Theater
• A wall of impregnability between Formal and Non-formal streams – No smooth transition between them. This keeps away nearly 70 % student population from higher studies which is a needed input to upgrade their training, skills and knowledge.
• Promotes rat-race and a philosophy of dissatisfaction, frustration and non-compassion.
• No recognition or provision for the End-of -Spectrum students – neither for the genious nor for the handicapped.
• No recognition for experience and expertise obtained through life-experience.
• Complete wastage of the high potential of education through TV network – No evaluation of ineffectiveness of Dyan Darshan channel.
• No proper methodology for Value education – Values are inculcated amongst individuals through their Role Models and amongst the society through long standing traditions. Both the role models and the traditions have to be re-emphasized through their dynamic interpretation relevant to the contemporary psyche.
• Utterly moved away from a life-style compatible for a country that boasts for being 75 % agricultural in occupation.

This analysis and more so the 3 underlined issues brings us to the discussion about the model of development which we must choose as such a model will decide our attitude towards the National Tasks listed above. An improper model of development will lead to Contradictory policies that will subvert some of those tasks. A proper model needs to have its value system which has to be a part of educational content.

In this connection let us see how and to what extent the Indian value system is relevant. This is how interpret the values given and defined by Patanjal Yogsutra –

• SATYAMEVA JAYATE NANRUTAM – Satya including persuit of knowledge and Research – is the most basic for every invention and progress. Vivek is an integral part of it.
• KRINVANTO VISHWAM ARYAM -- Non-commercial imparting of knowledge which is possible only with Love for disciples and commitment to spread knowledge.
• AHIMSA including Non erosive techniques of development,
• TYAG and SANTOSH, – Necessary for Abhyuday that is, the progress of Society as a whole.
• MA GRUDHAH KASYASWID DHANAM – that is, Asteya -- Not taking what is earned by others, but taking only that which is earned by yourself. This is the most basic statement of Economic development and human progress. It is also coupld with the Value of Dignity of Labour.
• BRAHMACHARYA – a Life not given to or carried away by bhoga,
• ASANGRAH – not compelled by the lust to accumulate or amass property.

These values go well with the 1 st Task of Eco-Land-Hills-Forest-Rivers-Water Conservation. This is one example of how the National tasks, the Value-system and the Educational Philosophy are integral to each other. Similar example is of Krishi as a sector. This is the only occupation which is capable of returning to Dharati more than what it takes from it. Hence much more thinking is required about it. We need to give Agriculture its due position – without being dubbed as primary economy. We also have to remember that unlike many other economies India is blessed with Sun-shine for most part of the year, which makes agriculture more profitable than in other countries. The Educational system must not promote a student-ship that is allowed to be devoid of any training in agriculture. This is also necessary for appreciating the dignity of Labour. Decentralisation of Economy, means of production and propagation of technical and applied know-how is another aspect of development model essential for Equity of Distribution. These examples highlight the importance of how selection of a particular model of development will guide and be guided by the value system chosen as a part of educational inputs.