Social Scientist. v 1, no. 3 (Oct 1972) p. 44.

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will also enable the state to intervene directly and through many subtle forms in education and educational institutions. Thus a more organised and conscious process of spreading the ideology of ruling elite will be initiated. When the scope for relative stability of the material and economic base of the society is limited, emphasis is inevitably laid on instruments of ideological propaganda.

As a part of this device, the new scheme will also provide an objective background for ideological unification of the rural and urban elite, particularly by building a new bridge between the rural and urban benificiaries of the development of our economy on the capitalist lines.

At the political-organisational level, the ruling party's manouevra-bility through youth organisations will also go high. Youth organisation committed to social upliftment is a theoretically sound proposition. And in an exploitative system like ours, socially committed youth generally form a part of the revolutionary-democratic youth movement. But the experience about organisations like Bharat Sevak Samaj, or other relief organisations show that these are aimed at supplementing the ruling party at State cost. Such organisations entrusted with the task of educating the people, but isolated from the general democratic move* ment of the masses, also tend to be socially privileged ancilliaries of the state machinary.

Thus viewd in its entirety, the present strategy of educational development is not qualitatively new. It only gives a concrete and integrated shape to all that is being done in the realm of education. Besides, it proposes certain measures, which if implemented, may look as if it would initiate a breakthrough from the traditional system of education bcsed on our colonial past.

But irrespective of the merit of what has been stated in this arti-' cle, a thorough debate on and detailed examination of the issue is ex"-tremely important.

1 Education in the Fifth Five-Year Plan, Ministry of Education and Social Welfare, 1972, P 5.

2 Education as concurrent subject has been demanded by Central Education Minister during the last one decade or so. During the last one year in particular, this suggestion is being made by various official bodies and spokesmen.

8 Education in the Fifth Five-Year Plan, Pp 32-33.

4 Education Commission Reports, 1966-68..

5 Ibid., p 13. a Ibid.,p 11.

7 Ibid., p 18.

8 India, Pocketbook of Economic Information 1971, p 204.

9 Education in the Fifth Five-Year Plan, op. cit,, p 20

10 Ibid.

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