Wardha Scheme of Education PDF

WARDHA SCHEME OF EDUCATION Introduction: Education is a distinct art, which develops the mental, social, cultural, and even economical aspects in a man. The most important contribution of India to the world is in the field of education. Throughout the ages, India has witnessed vast changes...

WARDHA SCHEME OF EDUCATION Introduction: Education is a distinct art, which develops the mental, social, cultural, and even economical aspects in a man. The most important contribution of India to the world is in the field of education. Throughout the ages, India has witnessed vast changes in the field of education. One such scheme is Wardha scheme of education which was initiated by Mahatma Gandhi. Mahatma Gandhi: A Biography: Mahatma Gandhi was the prominent leader of India’s independence movement against British rule. He was born on October 2, 1869 in Porbandar to Karamchand Gandhi and Puthli Bai. His full name was Mohandas Karamchand Gandhi. Gandhi came from a family with a history of public service. Gandhi was raised in a deeply religious environment and was influenced by the ideas of self-discipline and non-violence. Gandhi was trained to be a barrister. However, his early career as a lawyer in India was not successful, so he moved to South Africa. There he faced racial discrimination from the White community. He developed the principle of Satyagraha as the response to the discrimination he faced there. During his 21 years in South Africa, Gandhi led the Indian community in campaigns against discriminatory laws, including the infamous pass laws. In 1915, Gandhi returned to India and became active in the Indian freedom struggle. Some of the major movements he led were Salt Satyagraha (1930), Non-Cooperation Movement (1920-1922), Quit India Movement (1942), Swadeshi, and Champaran Satyagraha (1917). He was later assassinated by Nathuram Godse on January 30, 1948. Mahatma Gandhi’s contributions to education were significant and far reaching. He believed that education should be accessible to all, regardless of caste, creed, or gender. He also emphasised the importance of practical skills and vocational training, and the need to connect education to the needs of the community. He was the one who initiated and proposed the idea of basic education or Nai Talim. Basic Education: Basic Education, or Nai Talim, was an educational philosophy and system developed by Mahatma Gandhi in India. Gandhi found many defects in the then education system of India. He said, “I am fully convinced that the present system of education is not only wasteful, but also harmful. They pick up evil habits. English has created a permanent bar between the highly educated few and uneducated many. Let us cry a halt and concentrate on educating the child properly through manual work, not as a side activity, but also as a prime means of intellectual activities.” Gandhi considered education as the effective instrument of national re-construction. He emphasized the self sufficiency aspect of education along with other aspects. In fact, he wanted India to be self-sufficient in every walk of national life. In July 1937, Gandhi wrote in Harijan, “By education, I mean an all round drawing out of best in child and man – body, mind, and spirit.... Literacy itself no education, I would, therefore, begin the child’s education by teaching it a useful handicraft and enabling it to produce from the moment it begins its training. Thus, every school can be made self- supporting, the condition being that the state takes over manufacture of these schools.” The same year in October, a conference of National workers was held at Wardha under the president ship of Gandhi and after considering his ideas the conference followed the following resolutions:  Free and compulsory education for seven years on a nation – wide scale.  The medium of instruction should be the mother tongue.  The craft-oriented education and self-supporting education should be passed and implemented. Thus the Basic education scheme was proposed. The education scheme was named as Wardha Scheme of Education because it was initiated at the National Workers’ conference at Wardha. The scheme was also known as Nai Talim, Basic Education, Buniyadi Talim (Shiksha), or Basic Shiksha. Appointment of a committee: The conference appointed a committee of distinguished educationalists under the chairmanship of Dr. Zakir Hussain, to prepare a detailed syllabus. The other members include Prof. K. G. Saiyidudeen, Vinoba Bhave, Kakasaheb Kalelkar, and many others. The committee created a report on December 1937 on a new school scheme, including the principles, objects, training courses, and supervision systems. The appendix provides a detailed plan for a seven-year spinning and weaving course. The public had an initial understanding of the new education scheme, which came from Gandhiji's articles and press reports on the conference. However, the Zakir Hussain Committee's report provided a more comprehensive understanding of the scheme and the new type of school, which came to be known as the "Wardha School." Despite this, the report was criticized for its lack of clarity, leading to misconceptions about the scheme. The second report of the committee, published in April 1938, addresses criticisms and objections raised in the first report. It provides detailed syllabuses for various subjects and explains how to correlate them with the basic craft, shedding light on previously unclear points. This clarity converted many critics into supporters of the scheme. The report is helpful for educators, teachers, and administrators in understanding the new education scheme and implementing Wardha-type schools. It also includes syllabuses for three basic crafts (agriculture, spinning and weaving, and woodwork/metalwork) and estimates the floor space required for a complete Wardha- type school and also an appendix presents a chart coordinating children's activities under the new "child-centered" system of education. Aims of the Wardha Scheme of Education: Its primary aim was to create a system of education that was accessible, affordable, and relevant to the needs of the Indian people, particularly those in rural areas. Key Aims:  Free and Compulsory Education for All: The scheme aimed to provide free and compulsory education to all children between the ages of 6 to 14. This was a radical idea at the time, as education was not widely accessible to all sections of society.  Education through Productive Work: The scheme emphasized the importance of learning through productive work. Students were encouraged to engage in activities like spinning, weaving, carpentry, and agriculture, which would not only impart  practical skills but also instil a sense of dignity and self-worth associated with manual labour.  Mother Tongue as the Medium of Instruction: The scheme advocated for the use of the mother tongue as the medium of instruction. This would help students to better understand and appreciate their culture and heritage.  Self-Reliance and Community Service: The scheme aimed to develop self-reliance among students by encouraging them to contribute to their communities through their learning and skills.  Integration of Physical, Intellectual, and Spiritual Development: The scheme aimed to develop the whole person, emphasizing physical health, intellectual growth, and spiritual awareness. Curriculum of the Wardha Scheme of Education: The Wardha Scheme of Education, envisioned by Mahatma Gandhi, aimed to be a holistic and transformative approach to learning. The Curriculum:  Learning through Productive Work: This was the cornerstone. Students were to learn through engaging in productive activities like:  Spinning and Weaving: To promote self-sufficiency and connect with India's textile heritage.  Agriculture: To understand the importance of food production and connect with rural life.  Carpentry and other Crafts: To develop practical skills and appreciate manual labour.  Mother Tongue as Medium: Education was to be imparted in the student's native language, fostering cultural understanding and self-expression.  Emphasis on Self-Reliance and Community Service: Students were encouraged to become self-reliant and contribute to their communities through their learning and skills. Academic Subjects: While practical work was central, academic subjects were not neglected:  Basic Literacy and Numeracy: Reading, writing, and basic mathematical skills were fundamental.  Social Studies and History: Focused on Indian history, culture, and social issues.  Environmental Studies: To foster an understanding of the natural world and environmental responsibility.  Arts and Music: To encourage creativity and cultural expression. Key Features:  No Formal Examinations: The emphasis was on learning and personal growth, not on external assessments.  Flexible Learning: Students were encouraged to learn at their own pace.  Integration of Theory and Practice: Academic learning was closely linked to practical activities.  Teacher as Guide: Teachers were seen as facilitators, guiding students in their learning journey.  Working Hours: The school working hours is 5 ½ and is divided into Physical Activities 20 Minutes Mother Tongue 20 Minutes Social & General Studies 60 Minutes Art 20 Minutes Arithmetic 20 Minutes Craft Work & Correlated Subjects 2 ½ Hours Key Methodologies Used in the Wardha Scheme:  Productive Work: The scheme stressed the importance of linking education with productive work. Students were encouraged to engage in activities like spinning, weaving, carpentry, and agriculture. This not only provided them with practical skills  but also helped them understand the dignity of labor and the importance of self- reliance.  Mother Tongue as Medium of Instruction: The scheme recognized the importance of learning in the mother tongue. It advocated for the use of the mother tongue as the medium of instruction during the early years of education. This helped students to better understand and appreciate their cultural heritage.  Community Participation: The scheme emphasized the importance of community participation in the education process. It encouraged schools to work closely with the local community, involving parents, teachers, and other stakeholders in the planning and implementation of educational programs.  Emphasis on Experiential Learning: The scheme stressed the importance of experiential learning. Students were encouraged to learn through observation, experimentation, and hands-on activities. This helped them to develop critical thinking skills and a deeper understanding of the world around them.  Focus on Character Building: The scheme placed a strong emphasis on character building. It aimed to instill values like honesty, integrity, and social responsibility in students. This was achieved through activities like storytelling, moral education, and community service.  Flexibility and Individualized Learning: The scheme recognized the importance of individual differences among students. It allowed for flexibility in the curriculum and teaching methods, enabling students to learn at their own pace. Role of Teacher: The Wardha Scheme of Education, envisioned by Mahatma Gandhi, assigned a pivotal role to the teacher. They were not mere instructors but facilitators of holistic learning and development. Key Roles:  Guide and Mentor: The teacher was seen as a guide and mentor, fostering a supportive and nurturing learning environment. They were expected to understand the unique needs and learning styles of each student.   Facilitator of Learning: Teachers were responsible for creating engaging and interactive learning experiences. They were expected to encourage student participation, critical thinking, and problem-solving skills.  Role Model: Teachers were expected to be role models for students, demonstrating the values of hard work, self-reliance, and community service.  Craftsperson and Producer: In the Wardha Scheme, teachers were also expected to be skilled in various crafts and productive activities. They were to lead by example, demonstrating the dignity of labour and the connection between learning and practical life.  Community Builder: Teachers were encouraged to connect the school with the community, fostering a sense of social responsibility and civic engagement among students. Role of student: The Wardha Scheme of Education, envisioned by Mahatma Gandhi, placed a significant emphasis on the active role of the student. They were not passive recipients of knowledge but active participants in their own learning journey. Key Roles:  Active Learners: Students were encouraged to be active learners, exploring their interests, asking questions, and engaging in hands-on activities.  Participants in Productive Work: A core principle of the scheme was learning through productive work. Students were actively involved in activities like spinning, weaving, carpentry, agriculture, and other crafts. This not only imparted practical skills but also instilled a sense of dignity and self-worth associated with manual labour.  Community Contributors: Students were encouraged to contribute to their communities through their learning and skills. The school itself could become a self-sustaining unit, generating income through the sale of products made by the students.   Self-Reliant Individuals: The scheme aimed to develop self-reliance among students, empowering them to take responsibility for their own learning and contribute to society.  Holistic Development: Students were encouraged to develop holistically, focusing not only on intellectual growth but also on physical, emotional, and social development. Merits of the Wardha Scheme:  Focus on Practical Skills: The scheme emphasized the importance of practical skills, such as handicrafts, agriculture, and hygiene, alongside academics. This was seen as a way to connect education to real-life experiences and make it more relevant to students' lives.  Emphasis on Mother Tongue: The scheme promoted the use of the mother tongue as the medium of instruction, which was seen as a way to make education more accessible and culturally relevant to students.  Emphasis on Community Involvement: The scheme encouraged community participation in the education process, with parents and other community members being involved in the running of schools and the education of children.  Emphasis on Self-Reliance: The scheme aimed to promote self-reliance among students by teaching them practical skills that would enable them to earn a living and contribute to their communities. Demerits of Wardha Scheme:  Limited Scope: The focus on crafts and manual labor might have restricted students' access to higher education and professional careers.  Economic Viability: The scheme's emphasis on self-sufficiency through craft production could be challenging to sustain, especially in a changing economy.  Lack of Standardization: The decentralized nature of the scheme could lead to variations in quality and curriculum across different schools.  Teacher Training: The scheme required a unique skillset in teachers, combining academic knowledge with craft expertise, which could be difficult to achieve.  Limited Appeal: The scheme might not have been appealing to all students, particularly those from urban areas or those with aspirations beyond manual labor.   Overemphasis on Crafts: Some critics argued that the focus on crafts might overshadow the development of core academic skills. Conclusion: Despite its challenges, the Wardha Scheme remains a significant milestone in Indian Education. It aimed to provide a holistic education that would connect students to their local environment and culture, while also equipping them with practical skills for life. It helped to shift the focus of education from rote learning to practical skills and community engagement. The scheme inspired many educational reforms and still continues to influence educational practices in India today.