Updated: Mar 14
“Never mistake knowledge for wisdom. One helps you make a living; the other helps you make a life.” — Sandara Carey
The influence of various patterns of education plays an important role in developing various ideas and opinions of a human. From a young age, if a child is not exposed to various sets of ideas and ideologies, there is a chance that they will not be able to get a multi dimensional view of acceptance as an adult. Therefore, it is the fundamental duty of the governmental authorities to regulate education in such a way that it brings such enhanced learning. Rather than doing that, the establishment portrays a system and society of utopia where young minds are taught that the current way of ruling is ideal and there is no room for change or improvement.
In the context of history, it is a well known fact that the winners often obliterate the facts and details of various pieces of historical information. Furthermore it should be noted that the contents of text books are relied on various pieces of information that is being provided and manipulated by whichever political party in power at the time.
Despite the fact that our education system is headed by a minister of education, with advice from educators, it is often overlooked by the minister itself. India itself does not have a specific ministry for education and comes under the umbrella of the Ministry of Human Resource Development (MHRD). The current minister, Ramesh Pokhriyal claims to have a M.A. degree from Hemwati Nandan Bahuguna Garhwal University and has also been accused of using the prefix of ‘Doctor’ falsely. This shows that India is in dire need to place an educational head who not only has a degree for teaching but also has experience in the field so as to understand the nuances of the Educational Sector.
Educational framework is without a doubt the establishment of a country. Instruction makes man enlightened and along these lines - the nation. It makes the humankind educated in morals and virtues. In the event that we have an all around supported and adjusted educational framework, at that point a large portion of the assignment of the nation's advancement is finished. However, when we investigate the Indian setting in India’s educational framework, it is enduring with numerous issues that should be tended to at the earliest. We have some huge problems and subsequently the difficulties are harder to resolve. The issue that we run over consistently and in huge scope is political defilement in the educational framework. Today is the time of development and specialization. Furthermore, with this quick moving techno-age, the Indian educational framework appears to go no place. Despite the fact that we know about the dynamic personalities of Indian understudies everywhere throughout the world, we will in general neglect the way that a large portion of them discover houses abroad in the USA or even Europe or Australia.
Saffronization of the education sector along with previous obliteration of history shows that the youth does not have a basic knowledge of a lot of critical data.
By analyzing these verifiably essential cases found through arranged sources, it is trusted that the educational framework in India needs additional development. The time period that is completely ignored and should be studied includes that of medieval India and takes account of the expansion of kingdoms of -
Karkota Dynasty, under the rule of Lalitaditya Muktapida (c. 724 CE-760 CE)
Gupta Empire, under the rule of Samudra Gupta (c. 335/350-375 CE)
Delhi Sultanate, under the rule of Raziya Sultana ( AD 1236 - 1240)
Vijayanagra Empire, under the rule of Krishnadevaraya (1509-1529)
The detailed case studies of these traditional systems provides us with a qualitative and comparative analysis towards the crucial aspects of Indian history and their inculcation in the current curriculum of the education system.
Hence there should be more discussions of the inheritance of these kingdoms, significant expansion of the territory under their rule and their just laws and principles of governance. This then leads to their importance in Indian History and thus highlights the lack of information being provided in the curriculum. Hence making it essential that there is a catastrophic need for an upgrade in the information provided to the students who are unfortunately ignorant towards the great and inspirational leaders that history provides us with.
The National Curriculum ought not be quieted with regards to a focal piece of this current nation's history. It's contained in one-month of learning, or hived off from the "central subjects" as discretionary modules. History isn't stuck in the past. What we recall, and how, causes us to comprehend what our identity is. Finding out about the domain would mean understanding that Islamists kingdoms made religion and the religious order to control and oversee states far and wide.
In a sterilized adaptation of history that is rambled by government officials against a history where matchless quality regularly implied acing the earth for benefit – pulverizing indigenous networks all the while – it's not by chance that the political emergency currently impacts those least liable for it. Some see educating about imperialism as essentially and excessively political, as though the manner in which we tell history presently is by one way or another nonpartisan. Relative calm in our schools is combined with lawmakers lauding the domain as its truths are eradicated.
It is the key obligation of the governmental authorities to direct instruction so that it expands the skyline of a student. Education framework is without a doubt the establishment of a country. Education makes a man civilized and has a bigger impact on the country.
Therefore it is very important for us to take immediate steps towards providing the students with an inclusive, detailed and comparative programme and syllabus for a better understanding of the nuances of Indian History and its implications in the current lifestyle. It is important to make education as a base to a person's understanding of the country and of their own self as well. Thus creating a balanced system which is neither touched by the apparent liberals trying to wash out the negative acts done by the Mughals nor do we want the pro right wing to color it up with saffron. We need to study a pattern of curriculum untouched by politics, only talking about the facts of the biggest milestones of the country.
1. Rashmi Rekha Borah - Publication date – 2012; Journal - International Journal of
Educational Planning & Administration (Volume 2) (Issue 2) (Pages 2249-3093)
2. Raziya Sultaan – Zubaan – Google Arts and Culture -
3. Headteachers back calls to make English GCSE syllabus more diverse – By Camilla
Turner, EDUCATION EDITOR and Ewan Somerville 6 June 2020 -
Author - Swati Koul
Student at Gujarat National Law University.