Delors report & our educational crossroads

  • 440 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
440
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
5
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. 1 Delors Report & Our Educational Crossroads Dr. Md. Afsar Ali Assistant Professor of B.Ed. (Physical Science) Acharya Jagadish Chandra Bose College, Kolkata-20 Abstract: There are a number of crossroads in our education in reference to Delors Report. These are mainly due to blind following of western philosophy, compartmentalization & mechanization of education, as well as biasness in our curriculum. Crossroads are also there due to non-addressing the professional needs of majority population (94.3%), who are dropouts in our country. There is an urgent need of restructuring the whole education system – for the sake of better tomorrow. Introduction: Jacques Delors was the 8th President of the European Commission named as Delors Commission. The report was published in 1996. It was a UNESCO report of the International Commission on Education for the Twenty-first Century, which served as a Task Force on Education for the Twenty-first Century. It reflects education as ‘Learning: the Treasure Within’, a powerful plea for viewing education in a broader context. The Commission felt that education is based upon four pillars: learning to know, learning to do, learning to live together and learning to be. According to Swami Vivekananda, “Education is the manifestation of perfection already in man.” This is very much similar to the Delors report that ‘Learning: the Treasure Within’. So, in short, the process of education facilitates the manifestation of the treasure within every learner. We shall now analyse our education system in the light of each of the four pillars of Delors Commission report.
  • 2. 2 Pillar I: Learning to ‘Know’ – This means to acquire knowledge about the society, environment or in broader term about the universe. Comprehensive knowledge is must for the sake of fruitful education; otherwise incomplete and misleading concepts will form to harm the society. Our prefixed curriculum and examination oriented knowing has compartmentalized knowledge in the narrower sense. Here, the learners learn only to pass in the examination. Here, knowing is convergent to examination passing. They are not knowing for the sake of knowing or to understand his/her environment or universe. Unhealthy competition for better achievements in curriculum based evaluations kills the basic essence of knowing, i.e., all-round education. Generally knowing ceases after certification. Afterwards, if there is a little bit of knowing, is aimed at acquiring job/ profession. In these cases, knowing is convergent to doing. We encourage specialization and professionalization of knowledge. As a result of this storm of specialization and professionalization, nobody is willing to know anything more beyond his/her professional requirement. To know anything co-curricular or extra-curricular is considered to be ‘wastage’ of time and also ‘burden’ on one’s memory. So, a Professor generally don’t want to know beyond that part of the curriculum which he/she has to transact in classroom. Similarly, a Physician’s knowing activities generally do not cross his/her boundary of professionalism. Same is true for almost all professions. But these professionals are the best products of our education system. All, in general suffer from the disease of non- comprehensive knowing. Sometimes, too rigid professional schedule hardly leaves any time or energy to devote in knowing anything more. Moreover, non-appreciation of extra- professional achievements, for professional advancements is another reason of incomplete knowledge. Knowledge is information about verified facts. Our ancestors have verified the happenings/facts for generations together and gained knowledge. Such knowledge they transmitted to us for its preservation - enrichment and subsequently handing over to our next
  • 3. 3 generation. Here, education system has a great role to play. But, our education system, by and large, make blind imitation of western ‘knowledge’. We neglect our own rich treasures of genuine knowledge. Such as, the holy Qur’an mentions, “Do not the Unbelievers see that the heavens and the earth were joined together (as one unit of creation), before we clove them asunder? … It is He Who created the Night and the Day, and the sun and the moon: all (the celestial bodies) swim along, each in its rounded course.”(1) The first sentence states about the greatest discovery of recent times, the Big Bang Theory, for which Penzias and Wilson shared the 1978 Nobel Prize for Physics. Imagine, Qur’an has talked about Big Bang theory 1400 years ago! The second sentence talks about the moving nature of all the celestial bodies including the sun. Till few years ago, we read in our school books that the sun is stationary; which was not the correct knowledge, the right knowledge is – the sun has also got motion and it completes one rotation around its own axis in 25 days. The sun also travels through space at roughly 150 miles per second and takes about 200 million years to complete one revolution around the centre of our Milky Way Galaxy.(2) Although, this knowledge was in our own treasure, in the Qur’an for centuries back, but in the storm of modernization (read, westernization) we did not care it. Such rich treasures of knowledge will be found in other scriptures also. As a consequence, phenomena such as - superstition, ignorance, human sacrifices, etc. are rampant in our society even in the age of ICT ! Due to lack of true knowledge, we have destroyed our environment, ecology, mental peace, family life, etc. and invited newer and newer life-threatening diseases. So, we should stop blind imitation of western knowledge, should honestly search out our genuine knowledge from among the scriptures of different communities and then these need to be integrated in our education system.
  • 4. 4 Pillar II: Learning to ‘Live Together’ – This means discovering others and working towards common objectives. In a family, two important members are husband and wife. In order to have a happy family life – it is very important to know, understand and respect each-others history, culture, value system, etc. India is a big family of 2800 castes, at the least(3) and her two major components are Hindus and Muslims. They are living side by side for centuries together, but do they know each other? Does our education system make provision in this regard ? According to the famous social thinker, M. N. Roy, “No civilized people in the world is so ignorant of Islamic history and contemptuous of Mohammedan religion as the Hindus.” (4) Similar is the case for all the castes, i.e., ethnic identities living in India. This leads to the development of mistrust, suspicion, ill-intent between and among the communities; which are purposefully nurtured by the politicians on the fertile ground of ignorance. Hence, we are number one country in the world where maximum number of communal riots take place.(5) The religious scriptures of Hindus and Muslims are written in Sanskrit and Arabic respectively. But, these languages are not taught in our schools. So, we don’t know our root, hence we don’t know ourselves, our neighbours. Therefore, Sanskrit and Arabic should be made compulsory in every school in India, in order to enable every child to read and understand his/her scriptures as well as that of others. Then only all the created misunderstandings and conflicts will be removed and learning to live together pillar of Delors Report will be meaningful. Moreover, our curriculum to some extent is caste, religious and gender bias - as mentioned by the eminent scholar, Prof. Marmar Mukhopadhya in his lecture on the 16th Refresher Course in Education, UGC-Academic Staff College, University of Calcutta on 6th September, 2011. Our History syllabus will be a right mention here.
  • 5. 5 Hence, in order to educate our learners to live together with different castes and communities in India with peace, happiness and prosperity; we must recast our system of education, – sooner the better. Pillar III: Learning to ‘Do’ – Discussion under this heading can be divided under two sub-headings : i) For those who are above average learners – Our whole educational activities are mainly centred-around this pillar only. Professionalization of education led us to compartmentalization of knowledge and mechanization of the whole spirit. This hinders proper conceptualization of life and surroundings. As a result, the person remains confused, lacks self-confidence, affects wholesome personality. The imitative nature of education - kills creativity. Cumulative result of all these is that after 67 years of independence we have not produced a single real thinker! ii) For those who are less than average learners – In India yearly enrolment in primary school is 13.17 crore (year 2004-05).(6) Out of this large number of enrolment, only 5.7% reaches up to class XI(7) . This means 94.3% learners are dropout in our country. But our education system does little for them regarding ‘learning to Do’ pillar. As scope for vocational training, or development of professional skill is inadequate for these dropouts; they creates social problems, disturbs social equilibrium, social harmony. So, our education does not serve the majority section of population. Pillar IV: Learning to ‘Be’ – Our education system lacks the proper mechanism to explore potentialities in all dimensions of human endeavour. Less emphasis is put upon the development of human qualities, like – honesty, selfishness, fellow feeling, etc. These can be cultivated through value – morality and religious education. Almost all the education commission in India recommended introduction of these education, but is not implemented. More emphasis is on
  • 6. 6 materialistic philosophies. So, this education system does not produce human being in its true sense. It only produces some skilled hands. Morality is dying here. High level of corruption is normal phenomena in a country where 77% people earn less than Rs.20/- per day(8) . “India ranked the fourth most corrupt country in Asia. First – Cambodia, Second & Third – Indonesia & Philippines respectively. This is – according to Hong Kong-based consultancy firm Political and Economic Risk Consultancy Ltd. (PERC)”(9) . This is only in terms of monetary corruption. But we have other forms of corruption also. Like intellectual, ethical and moral corruptions. The worst form is the intellectual corruption. Our intelligentsia class is not unbiased, hence corrupt. Our system of education has not produced selfless, devoted, accountable leaders to lead the country. The sense of accountability to God is the most important thing to restrain oneself from doing evil acts. Unfortunately, our education system does not inculcate it. Conclusion : In terms of Delors Report our education is definitely at the crossroads. This situation is arrived mainly due to neglect of our own ‘treasure within’ and blind copying of western trend. In some cases, crossroads arise due to curriculum biasness. Non-focussing of the requirements of majority population also creates crossroads. These are the reasons that India has lost a lot in terms of human resource development, particularly after independence. Time has come to introspect ourselves, to rectify the wrongs in the whole education system and make it befitting with the Delors Report, requirements of different caste & communities living in India, and of course with our majority populations’ needs.
  • 7. 7 References : 1. The holy Qur’an, Ch.21, Verse 30 & 33. 2. Naik Z, The Qur’an & Modern Science Compatible or Incompatible, Islamic Book Store, Kolkata. 3. Singh KS(1993), People of India, Anthropological Survey of India, Govt. of India. 4. Roy MN, Historical Role of Islam ; quotation, Biswas SK(2011), Itihaser Aloke Dalit Muslim Unity, Dalit Muslim Friendship Society, Kolkata, p.13. 5. Chowdhury SS(2007), Bharoter Musolman Somajer Sonkot, Dalit Muslim Friendship Society, Kolkata. 6. XIth Plan Working Group Report, MHRD, Department of School Education & Literacy; retrieved on 10th Sept. 2011 at from 7:15 am, from http://www.education.inc.in/elementary/main_final.pdf. 7. Selected Educational Statistics 2005-06, MHRD, IMaCS Analysis; retrieved on 10th Sept.2011 at from 7:45 am, from http://www.nsdcindia.org/pdf/education-skill- development.pdf. 8. National Commission for Enterprises in the Unorganized Sector (NCEUS); retrieved on 10th April, 2011 at 9:15 am from http://www.reuters.com. 9. The Milli Gazette, 16-30 April. 2011; 270 Vol. 12, No. 8, p.7. _________________