Orissa Review * January - 2006

Education and Success of Democracy

In India
Prof. Jagannath Mohanty

India has declared herself as the Sovereign

Democratic Republic and takes an enviable credit
for being the largest democracy in the world. But
democracy is not merely a form of Government;
it is a way of life. In fact, it is the rule of the people,
by the people, for the people andwith the people.
The saying "as the Government as the people" is
more true and relevant democracy than any in
forms of Government. But unless the people are
vigilant, conscious of their rights and
responsibilities, democracy has no meaning and
no liberty can be safe-guarded with the result that
individual freedom and dignity would be
endangered and corruption, oppression and
authoritarianism would be rampant in the country.

levels. The most significant fact about the NPE,

1986 is the strong commitment and political will
of the Government of India for its implementation.
Unlike preceding National Policies and Education
Commissions, in this case well-developed
strategies and carefully planned procedures were
adopted for implementing the provisions of the
NPE. As per programmes of action, 1986, a
National System of Education was developed and
adopted throughout the country. The National
curriculum was framed and implemented with
emphasis on common core values like India's
heritage, freedom struggle, democracy, socialism,
secularism etc. Planning procedures were recast
and reoriented to suit and facilitate
democratization of education at different stages.

Education is badly necessary for making

the citizenry alert and capable of discharging their
duties and responsibilities efficiently and
effectively. Therefore, it is said that "Universal
Education should precede Universal
Enfranchisement" and "Let us educate our masters
(voters)". Without an educated citizenry
democracy cannot be a success and will fail to
give its rich dividends.

Naik (1968) told that the Institutional

Planning is unique answer to four problems, namely
(i) giving freedom to teachers, (ii) making teaching
effective, (iii) involving every teacher in the
formulation and implementation of planning and
(iv) effective work by monitoring resources.
Modern Education, particularly higher education
is confronted with three major challenges viz.
excellence, equity and efficiency of the system.
The major concerns are (i) maintenance of quality,
(ii) equalization of educational opportunity and
(iii) improvement of efficiency and effectiveness
in the system of higher education.

The Kothari Commission (1964-66)

suggested many measures for democratic
education and National Policy on Education, 1968
and 1986 provided methods and strategies for
introducing democracy in education at various
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Orissa Review * January - 2006

These elements are national for effective

and efficient management, improving the quality
of higher education for removing disparities
existing at various levels, and for providing social
justice to the deprived and disadvantaged for who
are at the lower levels or lowest rungs of the social
ladder. It is necessary for success of democracy
not only in structure but also in spirit.
Democratisation of the education system needs
to be promoted at various levels, not only in
theory, but also in practice, not only in precepts,
but also in practices.

would provide assistance and advice to the UGC

in respect of maintenance of standards and to the
State Government authorities in determining the
block maintenance grants. They would monitor
the progress of implementation of programmes
and assessment of performance of institutions.
They also advise state governments in setting up
new institutions including autonomous colleges in
the state.
The NPE (1986, p.15) provided for
establishment of a national apex body covering
higher education in general, agricultural medical,
technical, legal and other professional fields in the
interest of greater coordination and consistency
in policy, sharing of facilities and developing
interdisciplinary research. The POA 1986 (p.46)
also delineated the functions to be performed by
this body. The major functions would be to advise
Central government on policy, co-ordinate
activities of other bodies, encourage inter
disciplinary and interfaces among different
agencies and fields to allocate resources and
est ablish as well as manage common
infrastructures and institutions.

Democracy also had its impact on higher

education structurally as well as functionally.
Besides teaching and research, other activities
were also undertaken by the institutions of higher
education. Colleges and Universities were no
longer the "Ivory Towers" of learning. They want
to go to the field, and to the community for
organizing various co-curricular and social service
activities as part and parcel of their duties. In the
ancient and medieval times the general assumption
was that those who work would not think and
those who think should not work. The structure
of administrative and financial governance of
private colleges are getting reformed with proper
representation and participation of teachers,
management and funding agencies. Teachers and
non-teachers are now given to ventilate their
grievance regading their salary, other facilities and
security of service through democratic methods.
Since there is no effective machinery for planning
and coordination of Higher Education at the state
level, it is felt necessary to set up State Councils
of Higher Education in all States. It was suggested
in the NPE, 1986 and POA 1986 (p.45) and
reaffirmed subsequently. Some states have already
taken steps in the matter. These councils would
prepare consolidated programme of higher
education and make Universities and Colleges
more effective and more democratic. These bodies

The POA rightly observed (p.204) that the

State Governments were required to work out
these details and issue necessary guidelines for
developing a multi-level planning model for
decentralization and democratisation. It is
emphasized that involvement of the local
community in the management of educational
institutions at various levels would ensure
democracy from the elementary to the higher
education stage. It has been felt that unless wide
participation of people and involvement of
voluntary agencies are adequately promoted, the
desired objectives and national goals as
adumbrated in the NPE, 1986 and 1992 cannot
be realized to a great extent. Democracy cannot
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Orissa Review * January - 2006

are developed and desirable structural changes

have been brought about in different stages of
education. It was, therefore, suggested in the NPE
1986/1992 to increase the investment on
education to reach a level of expenditure of 6%
of the National Income as early as possible. But
unfortunately such investment on education have
not been realized, inspite of several attempts made
by the Government at State and National levels
as well as by the International Organisations like
UNICEF, UNDP, World Bank, DFID etc. It is
felt extremely desirable to take immediate steps
for realizing democracy through Education in our
country on pragmatic stands.

take shape and spirit from grass root level, unless

education is accordingly reformed and reoriented.
The National Policy on Education (NPE),
1986 and the Revised NPE, 1992 have rightly
reiterated, 'India's political and social life is passing
through a phase which poses the danger of erosion
to long accepted values. The goals of secularism,
socialism, democracy and professional ethics are
coming under increasing strain' (p.2). The National
Policies have emphasized common citizenship and
democratic values in education. The National
System of Education and Uniform Pattern of
Education through out the Country were provided
for promoting and sustaining democracy through
education. The multi-culture of the India was
encouraged for promoting democratic values in
education.
Democratization of education at all levels
has been fostered both quantitatively and
qualitatively and for that infrastructural facilities

Prof. Jagannath Mohanty lives at Plot No.2935, Gouri

Nagar, Bhubaneswar - 751002.

Shri Golak Bihari Naik, Minister, Fisheries & Animal Resources Development, Textile &
Handlooms garlanding the photo of Maharaja Ramachandra Bhanja Deo during State
level Birth Day Celebration at Jayadev Bhawan on 17.12.2005. Shri Debasis Nayak,
Minister, Information & Public Relations, Sports & Youth Services is also present.

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