Scribd
Upload
74 views2 pages

Gandhiji's Basic Education

Mahatma Gandhi's Basic Education (Nai Talim) aimed to integrate productive work with learning, necessitating careful planning for effective implementation and alignment with local needs. Key planning aspects included curriculum development, teacher training, and resource management, which were crucial for holistic development and self-reliance. However, the initiative faced challenges such as lack of skilled teachers, poor infrastructure, and changing educational aspirations, leading to its eventual failure.

Uploaded by

Ujan Das
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
74 views2 pages

Gandhiji's Basic Education

Mahatma Gandhi's Basic Education (Nai Talim) aimed to integrate productive work with learning, necessitating careful planning for effective implementation and alignment with local needs. Key planning aspects included curriculum development, teacher training, and resource management, which were crucial for holistic development and self-reliance. However, the initiative faced challenges such as lack of skilled teachers, poor infrastructure, and changing educational aspirations, leading to its eventual failure.

Uploaded by

Ujan Das
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Necessity of Planning in Gandhiji’s Basic Education

Introduction:
Mahatma Gandhi’s Basic Education (Nai Talim), introduced in 1937, was a
revolutionary scheme aimed at integrating productive work with learning.
Planning was essential to ensure its effective implementation, sustainability, and
alignment with the socio-economic needs of India.

Necessity of Planning:

1. Integration of Craft and Education:


Planned selection of local crafts (weaving, spinning, pottery, agriculture)
was essential to make learning relevant and skill-oriented.
2. Holistic Development:
A planned curriculum ensured the balanced development of the head, heart,
and hand, as envisioned by Gandhi.
3. Self-Reliance:
Proper planning could make schools partially self-supporting through the
productive value of crafts.
4. Link with Local Needs:
Planning allowed the curriculum to connect directly with the child’s
immediate environment and community life.
5. Teacher Training:
A systematic plan was necessary for preparing teachers skilled in both
academics and vocational training.
6. Resource Management:
Rural schools required planned use of limited resources to maintain quality.
7. Moral and Character Formation:
Planned activities helped inculcate values like discipline, cooperation, and
truthfulness.
8. Nation-Building Aim:
Basic Education was intended to produce responsible citizens for an
independent India, which needed a well-structured approach.

Reasons for Failure of Gandhiji’s Basic Education

1. Lack of Skilled Teachers:


Teachers were not adequately trained in both academic subjects and crafts.
2. Poor Infrastructure:
Rural schools lacked tools, materials, and facilities for vocational training.
3. Economic Constraints:
The productive work in schools often failed to generate enough income to
support expenses.
4. Negative Attitude Towards Manual Work:
Social prejudice against physical labour discouraged participation.
5. Colonial Apathy:
The British government showed little interest in funding or expanding the
scheme.
6. Inconsistent Implementation:
The absence of uniform guidelines led to uneven results in different
regions.
7. Changing Educational Aspirations:
Parents preferred conventional academic education leading to white-collar
jobs rather than vocational learning.
8. Post-Independence Neglect:
After 1947, the scheme lost focus as the government adopted other
educational models.

Conclusion:
While Gandhiji’s Basic Education was visionary and deeply rooted in Indian
culture, its success depended heavily on meticulous planning and strong
administrative support. Its failure highlights the gap between educational ideals
and practical execution.

You might also like