Show your acquaintance with Basic Scheme of Ray What are its merits and demerits? Cat; Ans. Introduction: The Government of India Act, 1935 came into force in 193 the Act, Congress Ministries were formed in seven i strongly Pleading for free education. After havin, ig the power the Congress had to Gandhiji was the leading figure of the Indian Politic; tomeet the situation, G, al scene andhiji was fully Conversant with the deplorab of education in the land. For improving this cond: adi Provinces in}, ition he Vocated a of Primary education based on Indian traditional culture of mother tongue. But through " this required a huge sum o; money whieh mest taxation. The situation was further complicated as Mahatma Gandhi Pro; | to introduce total prohibition which again meant, the loss of a huge ama revenue. Congress Was committed to both ‘prohibition and compulsion’, To end this dilemma Gandhiji put forward the Proposal that the lan y mass education need not be hel pI Primary education id up for want of funds. Free and com, Could be given to every child if the Process of Schooling cou be Anade self supporting by, imparting education through a ‘useful and Productiye Gandhiji expressed his views on edi ‘Harijan’ j » 1937, which later of Basic Educati i on developed into the Wardha Shan Mews of Gandhiji Created controversies in the acadeni: efore it was desi t the scheme examined by experts ani andhiji placed his Basie Education System to the nai | ardha Conference in 1937, Mahatma Gandhi the father of natio freedom and his life N, contributed immensely to Indias lc and works highly influenced Indian life. His ideas d nonviolence are very important in every ASpect of Indian people, But the great man never founded college, nor diq he write any book of education so own ess, the ideas that he advocated a ‘ntire world, ji education | Political freedom. In the Wardha Bavestioe aes (1980 | his plan for basic education Was accepted. His ¢ “cational ideas are fine blend | cial reasoning. The soci ‘ iolence, ly decentralized. Infact}? ere prac tae without vile » religious and education’ role, he even by his countrymen, he tical realist. For thes Meaning and Philosophy of Ba: will be remembered fit sic Educa According to Gandhij true education me, ; ing out of the best in child and man, body, ming angi round developmet indicates such education which may help an indivi The scheme of basic education is based of India and its main objecti cr: ‘on, drawi 1a Sbirit. Basic educatit onthe nation FUE his basic nee ive is to make a ¢ i julture and civilization hild Self-reliant a self-gufficient >alist Gandhiji wanted to make a new social orde i a r based eect, heordng tbh ruth and eset hg Seah at of self-re ite nature of child thi: ing to the innat is educ: may ght profession in future. As an educational pl ilososher ad" an ccord ' one to alization. He wanted a silent social revolution toon ‘ ern ‘which does not stand for mere technique rather it stands for a new 1 edve cl entered approach full of spirit and self-realization which always seeks «otf Mondal etal, 2014), teu proposals of Basic Education 1 2 3. 6. m Curriculum of B: ‘The scheme of basic education formulates the following proposals- Free, universal and compulsory education should be provided for all boys and girls between the ages 7-14 years. Mother tongue of the child should be the medium of instruction. ‘According to the capacity of the children and the needs of the locality education should be craft oriented. Spinning and weaving, card-board and wood-work, leather-work, kitchen, gardening, agriculture and fishery were suggested as suitable crafts in basic education. Crafts oriented education have an economic view also because the selected craft should be taught and practiced so that children are able to produce articles which can be used in the school or may be sold to mitigate the expenditure of the school partly (Gandhi, 1951). ‘The social and scientific implications of the selected craft must be taught. All the subjects to be taught were to be integrally associated with the selected craft. ic Education Wardha education conference in 1937 suggested the basic education for children between 7-14 years of age and curriculum has also been suggested accordingly. A large emphasis was given on general s cience for boys and on home science for girls, The following are the major subjects suggested in conference — 1. Basic craft (i) Spinning and weaving (ii) Carpentry ; (iii) Agriculture (iv) Fruit and flower cultivation (v) Leather work (vi) Culturing fish (vii) Poultry (viii) Handloom (ix) Any handicraft according to the local need 2. Mother tongue 3. Mathematics — 4. Geography, history and civies to be combined as social science 5. Painting and music 6. P.T., drill and sports etc. 7, General science comprising of physics, chemistry, botany, zoology, hygiene and nature study etc. 8. Home science : 10/11 9. Hindi for that area in which it is not the mother tongueMerits of Basic Education Merits of basic education are as follows ~ 1. The concept of basic education is helpful for "apid ¢ elementary education throughout the country wi thy dependence on public fund, Ming! 2. Basic education helps the developing Status of Our count, has a’surprising financial aspect, yi 3. Basic education is activity-oriented education baseq ©n learn: doing principle which helps an individual to acquire the ey knowledge on livelihood as well as guide him to Choose the om ‘i in future according to his interest, eg | As the basic education is child-centric, it Considers the Creative qattuctive sense of children as well ag dignity of labour 8 This educational approach is based on the principle of correlate, emphasizes on the basic craft chosen by an individual and eye entire education with the i he cr environment, syig kK, 8. Basic education ‘s based “pon the cultural and social heri country, tage of oy One of major objectives o of body, mi basic education is harmonious developmen, 'Y, mind and spirit, 8. i inculcates social, moral as well as democratic operation, Tesponsibility, fellow-filling in the minds of the students, Demerits of Basic Education The self, Supporting aspect of Basic Education received severe criticism ia e academic circle, Teachers, social leaders and educational administrator had shown an indifferent attitude towards it, 1. It was argued that the scheme turns a School into a cenire of small scale industry, Moreover, teachers b, of the students. This ha, d ad to depend upon the earning hi * demoralising effect on teacher. pupil relationship, 2. Too much emphasis on craft had led the neg Very often the craft; ‘om the point of view ignificance and teachi, become just a slogan. Another criticism le Basic Education was that a single craft can and should not be the basis ofthe entire ducational process. It may not help in the development Of liberal edueation and this would create an imbalance in the educational System between voests td intellectual education, " 4. The method of correlation as technique of instruction Was not stressed and sincerely followed. Correlation is no doubt @ sound principle af education but cor ation of the subjects through raft may appear a be sometimes unusual and time consuming. velled againstasic Education is often regarded as inferior type of education meant for the poor villagers. It has nothing to do with the urban people, who ysually sent their. children to modern type of schools. The general ublic had no confidence in basic schools because of the degraded social value accorded to it. Thus Basic education failed to become an integral part of our national system of education. 5, Basic Education can in no way help in the progress of modern scientific * and technological development of the society, which was the need of the day. Rapid changes and modernisation of our society can only be possible through the application of modern science and technology in the fields and factories. 7, Lack of finance and the absence of sound administrative policy was also responsible for the failure of Basic Education. Practically there was no coordination between the official and non-official agencies engaged in the organisation and development of Basic education. §. Teacher occupies the central position in Basic Education. Lack of adequate supply of efficient, trained and sincere teachers was one the most important cause for the failure of this scheme of education. Suitable orientation and training of teachers of basic schools was highly needed, which was rare. The majority of the teachers had no faith in this system. Although the people of middle and upper class of the society underestimated the system of basic education but still undoubtedly Gandhiji demonstrated a new scientific outlook through this new educational planning (i.e., Nai Talim). In spite of various drawbacks, his socio-economical concern in it can never be neglected. The failure of it was caused by its mechanical application. It is not the fault of his theory. aaeBasic Education scheme was originated by Mahatma Gandhi, the father of the nation, Gandhiji went to Wardha in 1935, he established Sewagram ashram at Sewagram area 8 {just 11 miles far from Wardha In 1937 he wrote a series of articles in the “Horijon’ criticizing the existing system of ‘education in India giving an outline of famous Basie education. ‘The first conference of national education was held at Wardha in Maharashtra in 22 and 23 October, 1937, Mahatma andhi announced his scheme of basic education in the said conference. Basic education also known as “Nai Talim or new education or integrated education” BASIC EDUCATION Basic Education is called Basic because of it based on Indian culture, it provides the basis for our national life, and it canbe received by every Indian child without any difference of cast, creed or colour. Basic Education is closy linked withthe basi neds of chi life tat wil be stifed by the basi cra. Basie Eaton i imparted trough the basic necessities of life e.g food, shelter and clothing. It comes frst ie. inthe primary period of ones education. I isthe education system that correlates withthe basic occupations of the Indian society and also linked withthe basic urge, ie. urge for creative work. ‘The Wardha scheme of Education or ‘Basic Education’ takes a grat place in the field of elementary eduction in India. This scheme was the fist atempt to develop an indigenous scheme of education in British India by ‘Mahatma Gandhi. Asa nationalist leader he fully realized tat the Brits system of education could not serve the socio-economie need among the people ofthe cour. So he had developed a complete philosophy of quality and productive education forthe whole country. He had worked ou it after a good deal of experimentation based on his philosophy of uth and non-violence. SALIENT FEATURES OF BA IC EDUCATION 8, Mother Tongue: Gan said thatthe medium of Instruction to be the meter tongue for Basic Education ‘The child can lear easly in his mother tongue. Thus Gandhi lad stress on the eduction of the child through rmothertongue. ® . Chtzenship: Basic Education seeks to emphasize the duties and responsibilities of child. thereby. making ‘em as word citzen. Gandhij wanted the student to acquit so much of consciousness while at school, that ‘teymay be able to discharge thelr duties and utlize property theirights a the citizen ofthe word ©. Craft Centred Education: education should be cent round some kind of craft or work thats productive in ature for Basic Education. k means the process of education should centre round some form of man product work Thecentrathandier Is tobe chosen accordingtothe environmentof the child. 4, Set Retiance: The child can bese reliant through Basie Education they wil be able to learn by selling their roductorcraftinthe market. The salesof fished producthelpthemto pay theirteschers aso, Child Centred Education the children are the central are the central and the focal pont in Basic Education attaches more importance tothe developmentof natural and inate qualities of ellen+ Learning by Doing one of salen! feats of Base Edson seaming by done The hlden lea ater easly Huouph some work Meaning educionntheoryand practice given by the med ofleanung by dug and sig + Freedom of Teachers and Students: the teaches aud students argv feedouto thea Works ely + Related Lie: Gand enphared on pepanin of cmc ng thet led oie. The cucu of ‘Basic Educatonispeparedto enable the chido sel the rel fe + Payehological Importance Basi Edvcaton suns to educating bth the Body and nud It ako talances the melectl and racic spect of education it eive the cd to monotony andyramty of pel academic ad theoretical isractions. + Nom Violence: non-olence i one ofthe mos porta fers of Basic Eduction Gaui wae gen babever of ma svolence, iver lve and tnthatiod He wanted lo ctete 9 sense of wivenal lve, trthehoad si none mong the een Th he cud is encomaged to appreciate non lee, ah, ve jute, moray’ te, Hh thie scheme of Base Eduestion What is basic education? Throw light OR Describe the characteristics of basic education, ‘Answer ~ Tho foundation of basic education was laid by Mahatma Gandhi against the wadltional, theoretical and practical education propounded by Lord Macaulay. it was a simple, intelligible and {nexponsive scheme for the children of the poor people of India, The ‘main features of basic education are as follows (Basie education is free and compulsory for boys and girs In the age ‘group of 6 to 11 years. (i) The medium of instruction Is the mother tongue, {ii) All education is related to some basle erat (iv) The crafts that are selected area source of income. {) The chosen crafts tought in such a way that later the children acquire mastery in it ‘Sllbus - The curriculum of basic edueation consists of the following subjects (Any one ofthe basie crafts (industry) - agriculture, spinning, wood Work, earthwork, arden work, home science (or girs), etc. 1s chosen. i) Mother Tongue, {iy sathemates, (Ge) Socal Education—History, Goography, Chl Lie, (0) Goneral Science, (v) Art Drawing, Music, ete, (vil Hind! (where mothor tongue is not there), (ull) Physical education - exercise and sports. ‘Method of Study - The system of teaching inthe basic education scheme 4s aifferen from the general education system. But, even on this we ‘cannot cal the teaching system of basic education completely new. In {this wo find only the simulation of the project system. The teaching system of basic education has been called Samvay education system, because inthis knowledge is given on the basis of work. In this ‘education system, special attention is paid to the following things (0 The work of teaching is done through activities and experiences. (i) ta this, knowledge is acquired and produced by action. Therefore, ‘only profitable productive handicrafts are selected init i) White doing the teaching work, only a handieralt is chosen as the central subject. All the subjects of the course are taught by focusing on i iv) Only real objects are displayed in hont of the students (W) tn the first clas, the child is given oral knowledge ofthe mother {tongue only. After that the child is taught to read and later to writ, (v) All the subjects In the curiculum are related to each other and ‘rosontod to the child. (vi) Inthe dey-to-day work of the school, ‘opportunities are provided o the children to express their feelings Basic Education Scheme 1939 AD. Since then it has heen implemented inthe ‘country. & long period has elapsed since that time, but it has not progressed as much as was expected. Although the basic education ‘5ystem is far better than the traditional education system and a ft of cfforts wore made frit, bu this edveation has not gained popularity Due fo the fiture of basic education - There are many problems of Basie leduestion, which are (2) the government's apathy, (pubic ignorance ofthe baste education system, {m9 the wrong perception of basic education, {ithe basie education systom. Lack of quale teachers insufficient auantiy, () decrease in th loyalty of teachers and increase in selfishness, (uw) misconceptions about basic education of upper class peopte, (sil lack of enthusiasm of parents towards basic education, (ui) Searcity of teachers, [ig Lack of schoo! bulaings, (a) Leck of proper taining. (a0) Poverty and iiteracy of rural people, (xi Lack of suitable textbooks and teaching materits, (ati) Faulty euricutary, (xiv) Hateful poites of local institutions, Because of ell these problems basic education could not be successful,