A SEMINAR was organised by the Jan Vichar Manch on September 20, at the packed Kaifi Azmi Auditorium in Lucknow to remember Comrades Ashok Garg and K.K. Chaturvedi. The theme of the seminar was “Our Education, Our Future.” The keynote speaker was renowned educationist Prof. Anita Rampal, former Dean of the Department of Education at the University of Delhi.

At the beginning of the programme, a set of booklets translated by Comrade Ashok Garg was presented to Prof. Anita Rampal and, to Sandhya Shaili and Neena Sharma, who had come from Bhopal. Dr Anshu Kedia honoured the guests by presenting them with shawls.

The seminar was presided over by Prof. Rooprekha Verma, former Vice-Chancellor of Lucknow University. Pratul Joshi of Jan Vichar Manch conducted the programme while the theme was introduced by senior member and patron of the forum, Prof. Nadeem Hasnain. Neena Sharma from Madhya Pradesh sang a beautiful rendition of Faiz Ahmed Faiz’s celebrated poem “Hum Dekhenge.”

Remembering Ashok Garg and K.K. Chaturvedi, Prof. Nadeem Hasnain said that the passing away of the two comrades within the past year was an irreparable loss. Introducing the theme, he remarked that a fabricated version of the past was increasingly being presented in the name of culture and that this tendency was also reflected in the education system. Science is being linked with mythological legends in ways that create confusion. As an example, he referred to remarks made by Prime Minister Narendra Modi at a 2015 conference of plastic surgeons, where the example of Lord Ganesha was cited as ancient Indian knowledge of plastic surgery. He said that such statements made India a subject of ridicule before the world.

Speaking on various aspects of the education system, Prof. Anita Rampal said that society was being pushed backwards and that institutions which had worked to improve education were facing attacks. When young people and children raise questions about the education system, it creates hope. Referring to demonstrations by schoolgirls on the streets of Lucknow, she said that the students had been raising their voices for months over the absence of science teachers. Such developments represented positive steps towards improving the education system.

Linking the right to education with the right to vote, Prof. Rampal said that India adopted universal adult suffrage at the time of Independence, despite the country's low literacy rate at the time while in Switzerland, women received the right to vote only in 1970. She said that Gandhi and Ambedkar had emphasised the importance of universal education for sustaining democracy. Democracy means that people know, understand and respect one another, and this can develop through education. Education is a social process that develops through dialogue between teachers and students. Its fundamental element is empathy, the ability to understand another person’s humanity and perspective. Such human sensitivity, she said, cannot be created by a digital device.

WORK-BASED EDUCATION

Speaking about work-based education, Prof. Rampal said that in 1938, Dr Zakir Husain had presented a draft of Nai Talim, recommending work-based education for everyone. Such education, she said, meant that there should be no discrimination.

However, that discrimination was subsequently introduced by creating a distinction between those considered capable of “brain work” and those pushed towards manual labour on the assumption that they lacked intellectual ability. She termed this approach deeply problematic.

Giving the example of Finland, she noted that schools there have kitchens where children are taught to cook food. Quoting the 1948 draft of the Higher Education Committee, she said that it had identified the separation of intellectual ability from manual work as one of the major reasons for India’s poverty.

She said that the National Education Policy of 2020 proposed pre-vocational education from Class III. This had been opposed because vocational education was linked to caste, whereas work-based education meant that everyone should learn different kinds of work. She pointed out that work-based education is included in Kerala’s curriculum.

CONCERNS OVER DIGITALISATION OF EDUCATION

Opposing what she described as the mechanisation of education, Prof. Rampal said that even technologically advanced countries were reconsidering excessive reliance on digital education and returning to paper textbooks. Taking Sweden, Norway and Germany examples, she said that these countries had recognised problems associated with excessive dependence on digital education and were moving back towards greater use of printed textbooks.

She argued that the human brain processes information differently when a person writes by hand compared with reading from a screen. Writing by hand helps students assimilate information more deeply, while excessive screen-based learning can result in more superficial understanding.

In India, where inequality exists at every level, digital education could further widen the gap between students. Referring to the scanning of CBSE examination answer sheets by a private company, she alleged that irregularities in the process had adversely affected the future of many students. A teacher evaluating an answer sheet can assess several aspects of a student’s understanding and expression. The increasing mechanisation of education, therefore, undermines the human element of teaching and assessment.

She also criticised an examination system in which students are expected to answer 180 questions in 180 minutes by choosing one of four options. Such a system leaves little time for reflection and understanding.

According to Prof. Rampal, the present education system is increasingly focused on producing measurable results, while genuine learning outcomes receive inadequate attention. Many current tests primarily reflect differences in students’ social and material resources rather than adequately assessing their ability to apply knowledge and learn.

CONCERNS OVER NEET

Speaking about NEET and allegations of question-paper leaks, Prof. Rampal said that despite widespread opposition to the examination, there was not a single educationist on the committee dealing with the issue. Proposals to make NEET computer-based could further exclude large numbers of candidates.

She pointed out that, according to figures, only around 20–22 per cent of students reach secondary education and questioned whether sufficient attention was being paid to the remaining majority. Further exclusion happens via highly competitive examinations such as NEET.

She claimed that around 25 lakh candidates appearing for NEET come from 540 cities, while students from only around 220 cities are selected. She attributed this disparity, along with other factors, to unequal access to coaching and computer facilities, saying that many candidates do not have access to such resources.

Prof. Rampal described NEET as a “paper loot institution” and alleged that it operates in collusion with private coaching institutions. Giving Rajasthan as an example, she claimed that around 1.75 lakh students appear for NEET there and around 1.25 lakh are selected. She alleged that private coaching centres influence the examination process by preparing students for questions similar to those used in coaching mock tests.

She further claimed that a CBI inquiry had brought to light an instance in which Rs.12 lakh had allegedly been paid before the examination. Prof. Rampal called for the immediate closure of the National Testing Agency (NTA), alleging that corrupt practices had entered the examination system under its functioning.

Concluding her address, Prof. Rampal said, “Our education does not belong only to us; improving it is the responsibility of everyone.”

CONCERNS OVER EDUCATIONAL INSTITUTIONS

Prof. Rooprekha Verma drew attention to several problems in the education system and said, “Education is standing on its head today.”

She alleged that educational institutions were increasingly coming under the influence of the RSS. She further alleged that RSS pracharaks, some of whom might not even have passed Class V, were being appointed to positions such as Professor of Practice in universities. According to her, they could be involved in teaching students about ways of living and biographies of prominent personalities, including, she alleged, Golwalkar, Hedgewar and Savarkar, and could promote Hindu-Muslim hostility. She described the situation as deeply concerning.

The seminar concluded with a lively interaction in which a large number of students raised questions and participated in the discussion. Their participation brought the discussion beyond the formal presentations and gave the seminar an interactive character.

At the end of the programme, Prof. Suraj Bahadur Thapa delivered a vote of thanks on behalf of Jan Vichar Manch. The programme was coordinated by Nawab Uddin.