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ROLE OF INC IN EDUCATION REFORMS & DEVELOPMENT

PROGRESS REPORT OF 125 YEARS (1985-2010)

Dr. Vibhuti Patel, DIRECTOR, PGSR
Professor & Head, Department of Economics,
SNDT Women’s University, Churchgate, Mumbai-400020.
E-mail- vibhuti.np@gmail.com

Phone-91-022-22052970 (O), 26770227 ®, mobile-9321040048

Indian National Congress had massive debates on critique of Machiavellian approach to Indian
education imposed by the British Rule. Most of the leaders of the Indian National Congress had
the first hand experience of British education system and they rebelled against the Western
education and were deeply influenced by Gandhian concept of Buniyadi Taalim (Basic
Education) in which Gandhiji stated,“ A teacher who establishes rapport with the taught,
becomes one with them, learns more from them than he teaches them. He who learns nothing
from his disciples is, in my opinion, worthless. Whenever I talk with someone I learn from him. I
take from him more than I give him. In this way, a true teacher regards himself as a student of his
students. If you will teach your pupils with this attitude, you will benefit much from them.” (Talk
to Khadi Vidyalaya Students, Sevagram, Sevak, 15 February 1942 Collected Works 75, p. 269)

Basic Education
New or Basic Education was a big field of work for many Congressmen. This education was
meant to transform village children into model villagers. It was supposed to develop both the
body and the mind, and keep the child rooted to the soil with a glorious vision of the future in the
realization of which he or she begins to take his or her share from the very commencement of his
or her career in school. Model institutions for Basic education were established in several parts
of India by the supports of INC who did not join active politics in the post independent period.

Visionary Leadership of Pandit Nehru:

Jawaharlal Nehru played a crucial role in determining course of development of education in the
post independence India. He was a passionate advocate of education for India's children and
youth, believing it essential for India's future progress. Under his visionary leadership, Indian
National Congress-led government oversaw the establishment of many institutions of higher
learning, including the All India Institute of Medical Sciences, five Indian Institutes of
Technology (established during the I Five Year Plan), the Indian Institutes of Management and
the Agricultural Universities in different parts of India. During the III five year plan, several
engineering colleges, agricultural universities and institute of Science and Technology
development were established. He called these institutions “modern temples”.

INC and Reservation Policy in Education:

There are three ways in which INC has supported education for backward groups.
a) Preferential treatment – when you do not directly go against so called merit. But you take
the position that between a forward caste and a Dalit, or an OBC, the forward caste will
be not given the job, if qualifications are equal.

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b) Affirmative Action – Scholarship, etc, for weaker groups. Mandal Commission’s

proposal for special schools for OBCs falls in this category.
c) Positive or Reverse Discrimination – When you argue that historically, there has been
discrimination against certain identified groups. You cannot make them equal other than
by reversing this discrimination, that is, by forcibly getting such people into areas from
which they had been excluded – like higher education, jobs, politics, governance,
decision making bodies etc.

Education of SCs/STs and Minorities:

Government of India has taken number of steps to strengthen the educational base of Scheduled
Castes and Scheduled Tribes Central Institute of Indian Languages (CIIL), National Merit
Scholarship Scheme (NMSS), National University of Educational Planning & Administration
(NUEPA), University Grants Commission and the higher educational institutions administered
by the Central Government including IITs, IIMs, Regional Engineering Colleges, etc. provide
reservation to the extent of 15% and 7.5% for SCs and STs students respectively in admissions.
Apart from reservation, there is relaxation in minimum qualifying marks for admission and
seats are reserved in hostels for SC/ST students. Reservation percentages vary in institutions
run by the State Governments as per State Government’s policy.

Five Year Plans

Indian National Congress expressed its commitment in I, II, III and IV five-year plans to
guarantee free and compulsory primary education to all of India's children. The scheme of
Community Polytechnics has been in operation in selected diploma level institutions since 1978-
79. It provides platforms for transfer of appropriate technologies to rural masses/local
communities. Preference is given in training to rural youths, SCs, STs, women, school dropouts
and other disadvantaged groups and helps them to obtain need based gainful employment. It
applies Science and technology through skill oriented non-formal training, technology transfer
and technical support services. For this purpose, it oversaw the creation of mass village
enrollment programmes and the construction of thousands of schools.

INC continued Nehruvian legacy of initiatives such as the provision of free milk and meals to
children in order to fight malnutrition. Adult education centres, vocational and technical schools
were also organised for adults, especially in the rural areas. The VI plan emphasized
universalisation of education. During the 7th plan, New Education Policy was adopted. During
the 8th and 9th Five Year Plan executed by National Democratic Alliance under leadership of BJP,
neo-liberal education reforms were operationalised. During 10th Five Year Plan, in 2004, when
INC led, United Popular Alliance got elected; universalisation of primary education through
Sarva Shiksha Abhiyan was initiated with great gusto. To fiancé massive budgetary allocation
for SSS, 2 % cess was imposed on the personal and corporate income and has continued till the
date. The Eleventh Five Year Plan has included Universalisation of Secondary Education also
and here the focus is on to enhance GER to the tune of 25%.

Due weightage is given to adult education by INC so that democracy deficit can be overcome.
Adult Education means primarily true political education of the adult by word of mouth. Side by

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side with the education by the mouth will be the literary education. Many methods are being
tried to shorten the period of education. This ensures deepening of parliamentary democracy.

Education in Health and Hygiene: The art of keeping one's health and the knowledge of hygiene
is by itself a separate subject of study and corresponding practice. In a well ordered society the
citizens know and observe the law of health and hygiene. No Congressman should disregard this
item of the Constructive Programme.

Education for Democratic National Identity

The rational-modernising elite of INC chose the educational system to gradually foster a
democratic national identity. Liberal and Multicultural scholars have dominated prestigious
Indian social science and humanities university faculties and institutes whenever INC has
assumed power. Their interpretation of the freedom movement was largely imbued with the
emancipatory ethos of the European Enlightenment. For efficient and effecting development of
the nation state, INC supported two-language formula: imparting education in mother tongue and
Hindi as a link language. Formation of linguistic states facilitated the process and 22 official
Indian languages are taught thro’ formal education system.

INC evolved structures and mechanisms for education development during 1950s, 1960s and
1970s. The Department of Education, part of the Ministry of Human Resource Development, has
been implementing the central government's responsibilities in educational matters. The ministry
coordinates planning with the states, provides funding for experimental programs, and acts
through the University Grants Commission and the National Council of Educational Research
and Training. These organizations seek to improve education standards, develop and introduce
instructional materials, and design textbooks in the country's numerous languages. The National
Council of Educational Research and Training collects data about education and conducts
educational research.

Current Scenario:
In 2009, INC spoke persons made a declaration that the Congress rule will make
quality education affordable to everyone. It is reiterated time and again that the state does not
want ‘Demographic Dividend’ to be ‘Demographic Disaster’. Intellectuals espousing Human
Development Approach advocated by Dr Amartya Kumar Sen or ‘Human Capital Formation
School’ of Neoliberal school are strongly advocating for investment in quality education.
India today has one of the largest educational loan programmes in the world. Over the past five
years, over fifteen lakh students have received loans totaling more than Rs 26,000 crores and are
pursuing various professional courses.
The Indian National Congress now has pledged in its Election Manifesto, 2009 that all students
admitted to any recognized course in any recognized college/university will be provided, on a
need basis, either a scholarship or an educational loan without collateral repayable over a very
long period. In order to ensure quality school education for all children, we have already made a
beginning by approving the setting up of one model school in every block of the country. Every
year, over the next five years, we will add one more model school in every block.
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The Indian National Congress has also promised to focus more sharply on outcomes and
achievement levels in education and not just on enrolment. It also pledged a major programme
for training of teachers and improving access and the physical environment in schools. A
massive expansion in higher education has been undertaken in the past two years—8 new IITs, 7
new IIMs, 5 new Indian Institutes of Science Education and Research, 30 new Central
Universities, 20 new Indian Institutes of Information Technology and 374 new colleges in
educationally-deprived districts to ensure that these expansion plans are implemented fully with
their twin focus on excellence and affirmative action.
INC has also promised to implement a nation-wide skill development programme. India is a
young country with 70% of the population below the age of 35. To reap the “demographic
dividend”, the Indian National Congress believes that there is an urgent need to put in place an
extensive skill development programme so that the employability of youth is enhanced. The
Congress-led UPA government has already put in place a National Skills Development Mission.
Rs 30,000 crore will be invested in this mission which is of crucial importance for the future of
our youth. Funds will be provided to ensure its widest possible coverage. A wider and more
comprehensive spectrum of skills will be imparted.

Four Bills for Education Reforms put forward by the Ministry of Human Resource Development
are being discussed by educationists, corporate sector, political parties and social activists. While
it is felt that INC is moving towards elitisation of education, there are several emerging issues
and new dilemmas that confront those who want to create a progressive and democratic
education system in India. The first is the basic question of provision, which itself also raises the
prior question of resource mobilisation for such activities. How can public policy address the
issues of the evident hunger for education across all sections of society in a democratic, creative,
and socially useful way, without allowing private profiteering to exploit the poor, and without
compromising on quality in public institutions? Other important questions that demand our
attention is: Why education? Is it to create a concerned and informed citizenry? Or to meet the
expected future needs of economic and social development in the country? Or simply to meet the
labour requirements of international capitalism? Can a balance be achieved between these aims?

References:
Gandhi, M. K. (1997) Hind Swaraj and other writings, Cambridge: Cambridge University Press.

Vibhuti Patel: “Private higher education in India – changing scenario”,

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