The educators and policymakers are called upon to transcend ideological divides and lead India toward inclusive progress and innovation

The most comprehensive initiative in education in post-independence India was the report of the National Commission on Education, usually referred to as the Kothari Commission. It submitted its report entitled “Education for National Development’ on June 29, 1968.  The first two sentences say it all: “The destiny of India is now being shaped in its classrooms. This, we believe, is no rhetoric.” It was this report that led to the first national education policy of 1968.  For the first time, science and mathematics became compulsory for both boys and girls up to tenth standard!

Yes, it was generally believed that only boys could handle the tough subjects of science and mathematics, and girls could opt for lighter options of spinning weaving, home science; and the like! The compulsory study of science and math was resisted and opposed as being unjust and unfair to girls! This one change transformed the lives of millions of girls and has brought global accolades to the Indian advancements in the world of science, technology, ICT and space research. Policies once formulated and formalised deserve support in vigilant implementation, persistent monitoring, and scrutiny based on their relevance ‘in the great enterprise of national reconstruction’. India today has great challenges ahead, both national as well as global.

It has the manpower and enough experience to confront these successfully. In the third decade of the 21st century, it’s the quality of education and skill acquisition that would equip India shall remain its prime contributory tool against every challenge. The content and process of education shall have to specifically equip itself against nurtured negativity, increasing mutual distrust and ballooning bitterness in public life. Solutions shall certainly not emerge from those that thrive only on negativity and are ill-equipped to see light and positivity around them.

Who must come forward and accept responsibility to normalise such an unacceptable socio-cultural environment? Why not ask the Gandhi ji? Once, before independence, one Dr Mote posed a query to Mahatma Gandhi: what he thought was the greatest problem facing his country! The expected answer could have been, in those days, related to slavery, poverty, illiteracy, ill health, or in the social context. 

While narrating it in his Gandhi Katha, Narayan Desai tells the audience: that the answer was the ‘callousness of the intellectuals’! Narayan Desai Goes ahead: “Give it a thought. If we stand by and watch the poor blaming their poverty on fate, Gandhi is relevant today. If we can see the callousness of the intellectuals, then Gandhi is relevant today. What are the problems according to intellectuals?

‘Why X or Y has become Vice-Chancellor and not me’! They think only of this and are unaware of other social issues”. Their concerns for critical social, cultural, social cohesion and religious amity are minimal.

One’s obvious inference would be that solutions to major national concerns shall - and must – emerge from institutions and the educated and the learned responsible for attaining their stated objectives. It includes the dilapidated structures running Sarkari schools, much sought-after private schools, and the universities.

It also includes the glittering campuses of national institutions that have brought international repute to our educational enterprise.

So, mainly it points out to teachers; from primary schools to professors of the universities, and researchers working in institutions of science, technology, psychology, social sciences and every other area. 

One wishes each one of them recalls the assessment of Gandhi shuns away the dreaded callousness and strives to create centres of dialogue and discussions on improving the life and living standards of our people, particularly the ‘last man in the line’ who was so dear to the Mahatma! 

At first glance, the existing climate makes such a transformation rather impossible!

Despite all the odds, sincere attempts must be launched to create institutional think tanks with open boundaries that provide for healthy academic, scholarly and intellectual deliberations, not constrained but individual ideological affiliations. For an academic, who shapes the lives of numerous individuals, it is the well-being of others that must precede his own!

And this is no rhetoric or a cliché in the Indian context and culture.  For a broad-minded person, this becomes a must, an integral part of his thought and action and hence, an achievable premise.

This is the main task of every teacher preparation institution, from where it shall percolate to schools via teachers trained there, and then to the establishment and the society. After the education policies of 1968, 1986 and 1992, and a gap of around three decades, another policy formulation comes before the nation in the shape of the National Education Policy; NEP-2020. It has been under implementation for the last four years.  Having been associated with the implementation and also policy formulations, one could venture to infer that the NEP-2020 was prepared with unprecedented enthusiasm from teachers, scholars academics institutions, organisations and individuals. 

As the process was long overdue and rightly very extensive, it inspired active participation from practically every section of society. Unfortunately, its implementation stands hampered in certain states on grounds that may not necessarily be academic.

India has a developed well-knit interactive system of the national and state-level bodies and institutions that have learnt over the years how to arrive at a national consensus in the sectors of education and teacher education. This institutional strength of consultation, collaboration and cohesion need not be diluted in cases where the union and state governments belong to different ideological affiliations. 

Intellectuals in education and research must convincingly internalize that they are making the future of individuals and creating the future of India.  No one else is destined and better placed than them to reconstruct India.  The moment each one of them expands his horizons, thinks holistically, and takes a long-term view, the road ahead would emerge very clearly; how to proceed individually and also collectively to sed the intellectual callousness and lead the nation on the right path.

(Professor Rajput works in education, social cohesion and religious amity. He is Atal fellow with the PMML, New Delhi; views expressed are personal)