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“Emerging India: The Road Ahead
and the Pitfalls”
Address by Mr. Sekhar Dutt, Defence Secretary,
Government of India on the occasion of the 101st Foundation Anniversary
of National Council of Education, Bengal organized by Global India
Foundation, Kolkata, 12 March 2007
Knowledge always had a pride of place in the Indian history. We
are proud of the fact that we can boast of being the inventors of
‘zero’, and the originators of the “Arabic”
numeral system. Aryabhatta, the astronomer, Bhaskaracharya, the
mathematician and Shusrutha, the surgeon, among others can be counted
as stars in our intellectual firmament. The dominant Indian syncretic
tradition boasted of valuable treatises of great philosophical and
scientific import. However, it is also a fact that large numbers
of peoples were forcibly kept out of the process of knowledge seeking,
due to the then prevalent, iniquitous and hierarchical social structures.
In the past few centuries, it is worthwhile to note that while India
benefited from the exposure to modern means of transportation, communication
and education, large – scale disruptions in the form of foreign
invasions, long periods of foreign rule and the resultants drainage
of wealth from India did contribute to reduced standards of living
and constricted opportunities for personal development and well
being.
Education made its incipient beginning in ancient India through
an oral tradition, where sages and saints imparted knowledge verbally.
As Buddhism flourished, education became more accessible and India
witnessed the establishment of famous educational institutions like
Nalanda, Vikramshila and Takshashila. Nalanda University had around
10,000 resident students and teachers. Students came to seek knowledge
from foreign countries like China, Sri Lanka and Korea. The medieval
period saw the establishment of elementary and secondary schools,
as also a few colleges at cities like Delhi and Agra. The multicultural
fabric of India was thus forged with an excellent interaction between
Indian and Islamic traditions in all fields of knowledge.
The British put in place the infrastructure for primary, secondary
and higher education in India but an important reason that guided
their endeavour was to equip Indian nationals with the necessary
skills sets to staff the colonial administration. The pioneer of
the social reform movement, Raja Rammohan Roy was a strong advocate
of modern, Western, and English education. Not only did he establish
institutions for that purpose but also lent a helping hand to others
who endeavoured to do so. Awareness through education and skillful
use of the print media by early reformers created the growing possibility
for dealing with prevalent social evils and religious prejudices.
The outreach of education had a far reaching impact in bringing
social evils like purdah, sati, and female infanticide to the public
domain. Rabindranath Tagore also shared the view of these reformers
that lack of education was responsible for many of India’s
social ills at that time. He wrote: “In my view the imposing
tower of misery which today rests on the heart of India has its
sole foundation in the absence of education. Caste divisions, religious
conflicts, aversion to work, precarious economic conditions –
all center on this single factor”.
Though the British had their own administrative and economic reasons
for establishing the formal structure of modern education in India,
in retrospect, it seems that it did facilitate the rise of India
as an emerging power in the current times. In the era of globalization,
since English is the global “lingua – franca”,
we are well – poised to leverage our language proficiencies
to create market competencies.
It is instructive to recall the emphasis given to education as a
society – transforming instrument during the hey-days of nationalism
and the struggle against the British rule. The National Council
of Education (NCE), the birth centenary of which we are celebrating
this year, was established n March 11, 1906 to “organize a
system of education – literary, scientific, and technical
– on national lines and under national control”. The
Bengal National College and School, under the leadership of Sri
Aurobindo Ghosh aimed at imparting a practical system of education
to enable its students to become productive, and conscious members
of the society. Mahatma Gandhi’s ‘Wardha Scheme’
on basic education, also emphasized learning through activities.
In the words of Mahatma Gandhi “Real education consists in
drawing the best out of your self. What better book can there be
than the book of humanity?”
Independent India, faced with the enormity of the tasks of nation
– building, invested in national institutes of excellence
like the Indian Institutes of Technology (IITs) and Indian Institutes
of Management (IIMS), to provide technological and managerial underpinnings
of our growth. These institutions have succeeded enormously in turning
out graduates of the highest caliber, who have made a mark for themselves
and their institutions and indeed for India worldwide. While the
phenomenon of ‘brain drain’ has led to calls to regulate
the movement of these resources trained at the expense of the national
exchequer, there is no doubt that the ‘Brand IIT/IIM’
is a much sought after talent across the world.
During the formative years, education policy revolved around building
national capacity for self – government and self – sufficiency
where the states were primarily responsible for financing and providing
education. In the second phase, emphasis was laid on skill based
education, with technical institutes mushrooming all over India.
The All India Council of Technical Education (AICTE) was one of
the nuanced efforts by the Indian government on these lines.
With the opening up of the Indian economy in the early 1990s and
the resultant high rates of growth that we have experienced, there
has been a tremendous improvement in the various socio- economic
indicators, signifying robust all - round growth. In the current
financial year 2006-07 ending March 31 for instance, the economy
is projected to grow at a solid 9.2 per cent and double-digit growth
rates are well within our reach. We have indeed come a long way
from the time when our growth rates, derisively called the ‘Hindu
growth rate’, at 2.5 - 3 per cent, barely exceeded the rates
of population growth.
India is now the fourth largest economy in the world, in purchasing
power parity (PPP) terms. We are the world’s fourth largest
pharmaceutical producer and the second largest textile manufacturer.
Our strengths in Information Technology and IT Enabled Services
are of course only too well known. Revenues from this sector are
expected to reach nearly $150 billion by 2012. The infrastructure
sector is also witnessing rapid growth, with massive investments
planned over the next 5- 10 years on improving roads, ports, power
sector, airports and oil and gas.
The services sector make up more than 50 percent of the total output
of our GDP. Agriculture, which was the mainstay of our economy until
only recently, now accounts merely for a little over 20 per cent
and industry accounts for about 25 per cent. These figures demonstrate
the tremendous economic transformation that has taken place in our
country. From a rural, agricultural economy, we have already transformed
into a modern, tertiary economy. But this is an evolving process
and there can be no room for complacency. In a country where the
majority of the population is still dependent on the agricultural
sector, it is imperative that definitive steps are taken still quickly
to improve the situation. This would require large scale investments
in strengthening the irrigation system, undertaking new projects
to increase the areas under cultivation, more use of innovative
technologies like drip irrigation, rainwater harvesting, and better
use of environment – friendly methods to increase output.
It is heartening to note that India is making good use of bio- technology
to meet its growing food needs. Research on making its major food
crops resistant to diseases and drought is also being pursued vigorously.
For an India which is resurgent we cannot have a small manufacturing
sector. Our manufacturing sector has to have a quantum increase.
Our technical manpower needs to be deployed more extensively and
more efficiently. The share of the manufacturing sector to our GDP
will need to be increased significantly.
While the high growth rates have opened up enormous opportunities
to uplift a whole mass of people into zones of relative prosperity,
there is a greater need to sustain and increase the momentum as
also to spread the benefits of a wider swath of populace. As we
stride ahead confidently towards a future of greater promise, we
also have to be increasingly conscious of the challenges that need
to be overcome. These include the millions who are under –
nourished, and the huge mass of population still struggling to eke
out a decent standard of living. Significant portions of our population
are still ill – equipped to avail of the opportunities that
’New India’ is providing. One of the main factors that
prevent these masses from being proud partners in India’s
success stories is the lack of education and the resultant freedom
of thought and choice that it confers.
As part of the goal of reaching out to socially disadvantaged groups,
a focus has also been put by the Indian government on achieving
gender equality. Number of programmes has been introduced in this
regard and these efforts appear to have borne fruit. This is reflected
in the female literacy rate, which has increased from 39 per cent
in 1991 to 54 per cent in 2001. The male literacy rates have increased
from 64 per cent to 75 per cent over the same period. Some of the
important initiatives include the Mahila Samakhya Programme (Education
for Women’s Empowerment) with a focus on the socially excluded
and the landless women. This programme is an example of creative
collaboration between the voluntary sector and the State.
The Eighty Sixth Constitutional Amendment makes free and compulsory
education a fundamental right for all children in the 6-14 age groups.
Recent efforts have been made through the Ninety Third Constitutional
amendment, whereby 27 per cent reservation for backward classes
in educational institutions has been ensured. This is a requirement
we owe a responsibility to uplift the socially disadvantaged groups.
The government has renewed its commitment to its social obligations
by increasing the budgetary allocations for education, health and
family welfare in the current year. The challenges before us are
enormous and would require sustained efforts to make it a level
– playing field. Our high economic growth rates would hopefully
give us the wherewithal to achieve our goals.
The education sector has received allocations of Rs. 32,352 crores
in the recent budget, an increase of 34.2 per cent from the previous
year. Another interesting aspect of the current budget is that a
1 per cent education cess has been introduced by the Finance Minister
in order to collect an additional amount of Rs. 5000 crore to fund
secondary and higher education. Though it is comforting to talk
about the strides made in the field of education, limitations remain.
Educational facilities, spanning the spectrum from primary, secondary
and the tertiary levels, need to be made more representative and
accessible to a larger student population, and include the socially
disadvantaged groups also.
As the Defence Secretary, I would have been pleased with a much
higher allocation to the defence sector. However, as an individual
with a social responsibility, I would like to reiterate that education
and health need a focused attention, if our dreams of a secure future
for the children of India are to be fulfilled. It is pertinent to
quote Nobel Laureate Prof. Amartya Sen in this regard: “Basic
education, good health, and other human attainments are not only
directly valuable as constituent elements of human capabilities
and quality of life but these capabilities can also help in generating
economic success of a more standard kind, which in turn can contribute
to enhancing the quality of human life even more.”
In the future ‘knowledge – based society’ India
is a well positioned to take its place as one of its primary drivers,
on account of its proven expertise and huge talent pool. As innovation
occupies a key role in creating new market niches, it is essential
that we spend more than the current 1 per cent of our GDP on research
and development (R&D). The private sector can bring an enormous
amount of leverage in this respect. The mushrooming of the private
education providers in recent times catering to different streams
is to be welcomed, as long as their functioning is properly monitored
by regulatory mechanisms to ensure academic accountability and standards.
The Ministry of Defence for instance has opened up the Indian defence
industry to 100 per cent private sector participation, with foreign
direct investment (FDI) capped at 26 per cent. This was done to
allow major import substitution in defence products through private
sector participation. The emphasis being given to ‘Indianise’
defence procurement reflects the government’s conscious effort
to lessen dependence on foreign sources. This we believe will make
us more self – reliant and confident to deal with the enormous
challenges, both within and without, facing the country.
While there is relative calm on our borders, we cannot be oblivious
to the developments in our immediate neighbourhood that impinge
negatively on our society. To sustain the current levels of economic
growth that would propel us into the category of middle –
income country in the near future, stable borders and internal peace
are essential pre -requisites. Today, low intensity conflicts and
non – state actors are a continuous challenge to our security
establishment. The armed forces of our country need to be suitably
equipped to face these current challenges and possible future threats.
It is also essential to realize that the nature of warfare has changed.
Future wars would involve greater use of technology to achieve rapid
battlefield dominance. India’s strengths in IT can be effectively
leveraged in this regard.
A conflict-free environment where individuals experience the freedom
from fear is needed. This would enable them to fully realize their
creative potential. The government on its part needs to undertake
training programmes for teachers and act as a bridge in coordinating
programmes between different departments and at different levels,
including the teachers' unions, parent-teacher committees and the
civil society in general. The first immediate challenge, which India
faces today, is the accessibility to the educational infrastructure
in remote regions of India. The dropout rate for the girl child
in India needs to be taken care of. In places where infrastructure
is available, education should not just be limited to classrooms
but should be undertaken with the purpose of ensuring the child's
happiness.
Happiness, however, must not be confused with mere pleasure. This
mistaken attitude results in liberty yielding to indulgence and
self-seeking pleasure, peace yielding to cowardice and indolence,
human rights to complacency, and democracy to mobocracy. What needs
to be ensured therefore is to increase the level of awareness about
the developments in our immediate environment, in our villages and
cities and in the society at large so that the individual could
assume the responsibility for change. The dangers of indifference
and cynicism are great because these attitudes reveal a decisive
lack of passionate engagement with life and withdrawal from reality.
Religion has an important role to play in fostering and nurturing
capable and sensitive minds. It however needs to be properly channelised
to avoid indoctrination. The great works of literature are also
the essential building blocks of the spiritual heritage of humanity.
The love for the oppressed, the disadvantaged, and the left-out,
is an essential stream permeating all religious thought. Jesus for
instance, in-a life exemplifying the philosophy that he preached,
put a premium on compassion and the need for inclusiveness to make
this world a better place. Similarly, Bodhisattva Vimalakirti's
statement, "Because all living beings are sick, therefore I
am sick ", attests to an empathy with the wider world around
him. When in the midst of adversity, empathy remains high, a healthy
flow of communication prevails. On the other hand, the loss of a
sense of connection between people signals the breakdown of communication
in a society. Unable to communicate, to recognize the worth of a
single person's life, people find themselves endlessly debating
- and are often incapable of answering - the straightforward question:
Why is it wrong to kill? Spirituality should therefore preferably
be an important ingredient in any wholesome educational system.
Such an approach can play a significant role in nurturing human
consciousness so that the students are better equipped to grapple
with the complexities of an emergent India. As Swami Vivekananda
has rightly affirmed, "Through education comes faith in oneself".
Our culture and traditions have nurtured a healthy
respect for education. The great Tamil scholar Thiruvalluvar has
in his widely read works, stressed the importance of education,
when he writes 'knowledge is serene and indestructible wealth; there
is nothing else in benefits to compare'. The American philosopher
and educational reformer John Dewey affirms that 'everything, which
is distinctly human, is learned'. A genuine human community transcends
all borders. Education is a vehicle to develop the character and
spirit necessary to serve and augment the lives of others, enabling
us to remain strong against social injustice and hardship. To educate
and to encourage global citizenship is a task that is the responsibility
of us all. In other words through education what we need is the
ethos of soft power.
To achieve greatness, the challenge is to dream big. The words of
President Kalam to inquisitive students in his book 'Ignited Minds'
are apt. "Dream transforms into thoughts. Thoughts result in
actions.... if there are no thoughts, no actions will emanate....
Success always follows dreams". With India having one of the
world's largest populations of young people under the age of 20,
the challenge to constructively channel their energies in socio-economic
development is enormous. The twin themes of national resilience
and international interdependence, that underpin the philosophy
of your organization, the Global India Foundation, should also be
the guiding attributes of an India that is emergent. We need to
weather the challenges, and make the best use of the enormous opportunities
for development through quality education and increased awareness
in an interdependent world.
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