Samagra Shiksha in the Light of India’s Educational History

 

Samagra Shiksha in the Light of India’s Educational History 

The recent consultative meeting chaired by Union Education Minister Dharmendra Pradhan on the next phase of Samagra Shiksha reflects a continuation of India’s long historical journey from colonial-era schooling to a community-oriented, technology-enabled, and inclusive education system. His remark that it is “essential to once again entrust schools to society” carries deep historical and constitutional resonance.

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1. Historical Evolution of School Education in India

(a) Pre-Independence Roots

• Gurukul and Madarsa systems: Education was community-managed and locally funded.

• Wood’s Despatch (1854): Introduced a state-controlled education system, laying the foundation of modern schooling.

• Hunter Commission (1882): Emphasised primary education and local bodies’ role.

• Gandhiji’s Nai Talim (1937): Advocated community-linked, craft-based and value-oriented schooling.

(b) Post-Independence Reforms

• University Education Commission (Radhakrishnan, 1948) – Focus on quality and teacher training.

• Secondary Education Commission (Mudaliar, 1952) – Stressed school governance and teacher professionalism.

• Kothari Commission (1964–66) – Proposed a common school system, community participation, and the 10+2+3 structure.

• National Policy on Education (1968, 1986, modified 1992) – Universalisation of education and teacher development.

(c) Constitutional Backing

• Article 45 (DPSP) – Early childhood care and education.

• 86th Constitutional Amendment (2002) – Inserted Article 21A, making education a Fundamental Right.

• Right to Education Act, 2009 – Legalised access, infrastructure norms, and teacher qualifications.

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2. Samagra Shiksha: A Continuum of Reform

Launched in 2018, Samagra Shiksha integrated:

• Sarva Shiksha Abhiyan (2001) – Universal elementary education.

• Rashtriya Madhyamik Shiksha Abhiyan (2009) – Secondary education expansion.

• Teacher Education Scheme.

It reflects the Kothari Commission’s vision of a holistic, common, and equitable school system from pre-primary to Class XII.

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3. “Entrusting Schools to Society”: Historical & Policy Context

The Minister’s call echoes:

• Gandhi’s Nai Talim – Education rooted in community life.

• 73rd & 74th Constitutional Amendments – Decentralisation and local governance.

• School Management Committees (RTE Act, 2009) – Institutionalised community oversight.

Strengthening SMCs aligns with the Hunter Commission’s 1882 recommendation that local bodies must manage primary education, ensuring accountability and cultural relevance.

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4. Technology & Teacher Training: Modern Phase of an Old Vision

Historical Parallels

• Radio and TV Education (1960s–80s) – SITE experiment (1975) using satellites for rural education.

• EDUSAT (2004) – Dedicated educational satellite.

• Digital India (2015 onwards) – Platforms like DIKSHA, SWAYAM, PM e-Vidya.

The current emphasis on “meaningful integration of technology” continues this trajectory, now enhanced by:

• AI-based learning

• Virtual classrooms

• Data-driven governance

Teacher training, demanded by States, links back to:

• Radhakrishnan & Mudaliar Commissions

• National Council for Teacher Education (NCTE, 1993)

• NEP 2020’s professional standards for teachers

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5. Viksit Bharat 2047 & 100% Enrolment: Demographic Imperative

Historically, India’s education expansion moved from:

• Elite education (colonial period)

• Mass literacy (post-1968 policy)

• Universal elementary education (SSA)

• Now towards universal secondary education and skill integration.

Achieving 100% Gross Enrolment Ratio up to Class XII is crucial to:

• Harness the demographic dividend (Census trends)

• Fulfil Sustainable Development Goal 4

• Build a knowledge economy

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UPSC Mains Ready Conclusion

The next phase of Samagra Shiksha represents the culmination of a reform journey that began with colonial commissions, was shaped by the Kothari vision, constitutionalised by Article 21A, and reimagined by NEP 2020. By combining community participation, professional teacher development, digital integration, and inclusive access, it seeks to restore the historic idea of education as a shared societal responsibility while aligning it with the technological and economic demands of a Viksit Bharat by 2047.