National Education Policy (NEP) - 2020 raises new hopes of liberating the system from the clutches of Macaulay’s ideas and putting in place a system that can suit and serve us the best. However, the effective implementation of the new policy will alone help us to forget Macaulay in a true sense. A little peep in the history reveals how.
Prof. Sanjay Jain
The ills plaguing our education system are often attributed to the ideas introduced by Macaulay to suit the British rule 185 years back. Ironically, we continued following these ideas even after seven decades of independence. We remember Macaulay for what had been wrong with our education but we could never forget him in the sense that our education system had been mostly governed by his ideas.
History makes us aware of our glorious past before the British rule. A strong system of indigenous education was the backbone of this prosperity, which is amply evidenced by the existence of several renowned centers of learning such as Vikramashila, Nalanda, Somapura, Mahavihara, and Odantapuri, which attracted students from all parts of the world. They turned out several distinguished scholars like Aryabhatt, Chanakya, Charak, Sushrut, and Panini who made significant contributions to varied domains of knowledge such as medicine, science, arts, mathematics, astronomy, politics and war. Shashi Tharoor observed, “Nalanda University, which enjoyed international renown when Oxford and Cambridge were not even gleams in their founders’ eyes, employed 2,000 teachers and housed 10,000 students in a remarkable campus that featured a library nine storeys tall.”
British rule saw a systematic destruction of our indigenous education system. British rulers found it difficult to govern our large country without the participation of our own people but also realised that the strong system of education existing then would not let this happen. Macaulay observed, “We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect.” Led by these motives he promulgated an education policy in 1835 that replaced our indigenous education by the one that primarily served British interests.
This policy moved us away from our native and natural structures of learning for knowledge, skills and wisdom to the alien and artificial structures of learning for marks, grades and degrees. Education became exam oriented and heavily emphasized practices like cramming and rote learning. As the changes brought in by the policy were intended to produce followers (clerks or civil servants subservient to British authorities) instead of leaders; they discouraged original, creative and independent thinking and encouraged slavish notions. That our share of the world economy declined from 27 % in 1760 to 4.2% in 1950 had much to do with our weakened educational foundation.