India’s post-independence education system was built with urgency but lacked the necessary foundation of values. By reconnecting with India’s intellectual traditions and fostering inclusivity, the nation can reshape its its education system to build a future rooted in both wisdom and progress
Educational endeavors in India immediately after independence were initiated hastily in an attempt to achieve too much in too little time, and that too under a severe paucity of human and material resources. This has proven to be too costly for the nation in the long run, as it now suffers from non-functional schools, absentee teachers, and proxy teachers.
My interpretation is that our teacher preparation institutions have either ignored, forgotten, or failed to appreciate the importance of the values that once brought the entire nation together. It was the leadership of Mahatma Gandhi that fostered commitment, dedication, sacrifice, care for others, and a lifelong devotion to the nation. These are commonly referred to as Gandhian values in public discourse. Unfortunately, Gandhian values were neglected in practically every sector as successive generations took over the management of the nation.
The expectations from teachers and the education system have always been very high. They are supposed to set standards, norms, practices, morals, ethics, and values. Unfortunately, the phenomenon of eroding values has not spared the education system and its teachers. Eminent educationist DD Kothari aptly puts it: “The basic task of education-education at all levels-is to promote powers of the mind, the acquisition of special skills, and the advancement of knowledge. Above all, it should generate in the younger generation a sense of purposefulness and mission, dedication, confidence in themselves, and faith in the country’s future. To underscore the significance of moral education and the promotion of an abiding sense of ethical values and social responsibility as integral elements of education in any society, secular or otherwise.”
This statement deserves to be read multiple times, and more importantly, it should inspire an intensive process of continuous reflection (‘Manan’) and interactive discussions (‘Chintan’). A serious reassessment is required, beginning with schools and extending to institutions of higher learning. To contextualise this issue within the 21st century, let me briefly digress before returning to the focal point.
One outstanding individual who envisioned post-independence education in India with a deep understanding of both its past and present, while simultaneously foreseeing its future, was Dr DS Kothari. A great physicist, researcher, and legendary educator, his profound insight into spirituality and the Indian tradition of generating, transferring, and utilising knowledge-with the fundamental objective of serving the people-made him exceptionally suited for his role as Chairperson of the National Commission on Education (1964-66). This author had the privilege of attending some of his lectures at NCERT and other institutions. It was impossible not to be impressed by his articulation, pragmatism, and vision.
For India, his prescription for the future was succinctly captured in four letters: “STPG.” Yes, India and Indian education need to focus on ‘Science, Technology, Production, and Gandhi.’ It was more than five decades ago that this approach profoundly influenced my thought process, sparking a keen desire to comprehend it in the modern era-a time dominated by Western education, thought, and culture. Kothari’s prescription demanded a deep familiarity with Indian traditions and culture, a recognition of their historical challenges, and an incisive, unbiased analysis of Western knowledge systems-without either undue prejudice or blind admiration.
On a personal note, listening to Professor Kothari transformed my reading interests and my entire approach to educational reform. Several committee and commission reports have followed the Kothari Commission Report. These were necessary, as the pace of change, technology, and pedagogy demanded constant evolution. Terminology may change with time, but for India, it has always been the ‘in-built dynamism and effective corrective procedures’ within its eternal way of life that sustain it. This inner strength of the Indian education system has allowed it to withstand onslaughts from various directions.
Unfortunately, the “Gandhi” component of the STPG quartet proposed by Dr Kothari never received the attention it truly deserved. The neglect of Gandhian values is visible from schools to universities, with few exceptions. When one broadens their perspective, it becomes evident that this oversight has had far-reaching consequences. In simpler terms, one may ask: Has India ignored the fundamental purpose of education?
Within the education system, if one examines the implications closely, the focus will always return to teachers. Every teacher must constantly ask themselves: Are all Indian students, from their early schooling years-including home schooling-being taught in the same idiom (not language) that all religions are equal? That for me, mine is the best, and for my neighbor, his is the best for him? That our ultimate goal, regardless of our religion, is the same?
It bears repeating that nearly every Indian teacher in a government school teaches a multi-religious classroom. Therefore, they must be well-equipped-and personally convinced-of the beauty of diversity in all its forms, including religious diversity. A teacher who acknowledges their responsibility as a creator of a united, integrated, and cohesive future for India must be aware of the vast treasure of great Indian scriptures, many of which are not necessarily religious but serve as guides for a ‘contented, contributing, and creative’ life. A teacher must be free from preconceived prejudices and biases. Those who are committed to this cause can seek guidance from an address Mahatma Gandhi delivered to students and teachers at Banaras Hindu University: “Early in my childhood, I felt the need for a scripture that would serve as an unfailing guide through the trials and temptations of life. Today, the Gita is not only my Bible or my Quran, it is more than that-it is my mother.” A large number of institutions are now engaged in in-depth research and serious studies on the Indian Knowledge System (IKS). One hopes that, despite misinterpretations of secularism, these studies will not ignore the importance of ancient Indian scriptures and their contemporary relevance.
Conclusion
India’s post-independence education system, while ambitious, struggled with limited resources and a rushed implementation, leading to long-term consequences such as dysfunctional schools and a decline in values-based education.
The erosion of Gandhian values—commitment, sacrifice, and national devotion—has been particularly detrimental. Teachers, as moral and intellectual leaders, must be equipped to foster ethical awareness and social responsibility. Dr DS Kothari’s vision of “STPG”—Science, Technology, Production, and Gandhi—offered a blueprint for India’s educational growth. While science and technology have advanced, the Gandhian component has been largely neglected. This omission has impacted not only the education system but also India’s moral and social fabric.
A reassessment is necessary, emphasising value-based education and religious harmony, ensuring that teachers instill the beauty of diversity and shared human purpose. Institutions now researching the Indian Knowledge System (IKS) offer hope for reintegrating ethical wisdom into modern education. Only by balancing modern advancements with time-tested values can India cultivate an education system that nurtures both knowledge and character, securing a prosperous and harmonious future.
(The writer is a retired Principal Chief Conservator of Forests, Head of forest force, Karnataka. Views expressed are personal)
