This book is organized into six chapters. The first gives the theme of the study and mentions the reasons for choosing the scheme and also explains the objectives. The second chapter covers the socio-educational profile of Madras Presidency during and before the introduction of Kula Kalvi Thittam. It also focuses the attention to portray the social and communal politics of Madras Presidency.
The political life of Rajaji, his political experiences, visions and ideas of education are expressed in the third chapter. The fourth chapter acclaims the introduction of Kula Kalvi Thittam, its broad features and make-shift of historical sequence. It represent that this policy is neither the national interests, nor the masses. This educational policy is represented on the personal bias of Rajaji, backed by the ambitions of the members of the upper classes and the Brahmin interests.
The fifth chapter presents the critical view of the theorists, educationalists, politicians, writers and orators. It is also criticized because of its narrow-egoistic views. In the final chapter an attempt is made to summaries some of the concrete views of Kula Kalvi Thittam.
Table of Contents
CHAPTER I: INTRODUCTION
CHAPTER II: SOCIO- EDUCATIONAL BACKGROUND OF TAMIL NADU STATE
The Emergence of a new society
The Composition of the New Elite
The Caste Structure in Madras Presidency
The Brahmins
The Formation of Caste Organization In Madras Presidency
Influence of Justice Party on Dravidian Movement
Justice Party Administration
Education in the Justice Party
Midday Meal Scheme
The Revival of the Programme
Madras Elementary Education Amendment Act
The Emergence Of The Dravida Kazhagam and Its Views On Education
CHAPTER III: RAJAJI AND HIS POLITICAL PROFESSION
Rajaji’s Second Ministry
C.R. Administration of Madras Presidency
Rajaji in National Movement
Governor-General of Independent India
Rajaji’s Vision and Ideas of Education
Gandhi’s Views on Education
Gandhi’s fundamental views of basic education
The Wardha scheme of Education
Rajaji’s Views on Education
Chapter IV: INTRODUCTION OF RAJAJI EDUCATIONAL SYSTEM
The Details of the Scheme
The Mode of Introduction
The Scheme Withdrawn
The Alagappa Chettiar Committee Report.
Implementation of the suggestions of the report- a follow up action
CHAPTER V: PROS AND CONS OF THE RAJAJI EDUCATION SYSTEM
The Views of the Educationists
Criticism of the Shift System
Parulekar’s Scheme
Rajaji and Statham
Legal or Juristic Criticism
Reactions
The Socialist Party Criticism
The Ruling Congress
In Defence of the Scheme
Aftermath of Agitation
The Battle over the Scheme
The Kulakalvi Thittam and the Experts Committee
The Trends after the formation of the Andhra State
CHAPTER VI: CONCLUSION
An estimate
Objectives and Research Focus
This work aims to provide a critical analysis of the controversial "Kula Kalvi Thittam" (Modified Scheme of Education) introduced by C. Rajagopalachari in the Madras State, examining the political, socio-economic, and educational motivations behind the policy and the subsequent widespread opposition that led to its eventual withdrawal.
- The historical socio-educational background of the Madras Presidency.
- The political career and Gandhian-influenced educational philosophy of C. Rajagopalachari.
- The specific mechanisms and implementation strategies of the modified education scheme.
- The critical responses from political parties, educationists, and the public toward the scheme.
Excerpt from the Book
The Details of the Scheme
The Scheme is applicable only to non-basic primary schools in rural areas. Basic schools and Primary schools in urban areas are not covered by scheme.
1. The School day of the pupils in primary schools will be reduced to 3 hours a day. The working week may be extended to six days if necessary.
2. Every school will be divided into two batches; one batch will work for three hours in the morning and the other for three hours in the evening.
3. The same teachers will handle both batches.
4. The pupils will have to work in school for 20 to 24 periods per weeks as against 35 periods in force previously.
5. There will be no lowering of standards in subjects like Language, Elementary Mathematics, History and Geography, Hygiene, Civics and Moral instructions. In these subjects, the same number of periods will be provided for each of the subjects and the same syllabus will be followed.
6. The other half of the day when the pupils will not be at school will be spent by the pupils helping their parents in their occupation if the parents belonged to occupational classes.
7. The pupils who do not belong to the families of the occupational classes will be attached to a farmer or craftsman in the villages for learning a trade. Such pupils will be no supervision by any school teacher. The craftsman maintains attendance register indicating that the boys were present during allotted time.
Summary of Chapters
CHAPTER I: INTRODUCTION: Outlines the importance of educational reform in post-independence India and introduces the Kula Kalvi Thittam scheme as a focus of analysis.
CHAPTER II: SOCIO- EDUCATIONAL BACKGROUND OF TAMIL NADU STATE: Explores the societal conditions, caste structure, and political movements in the Madras Presidency that shaped the context for educational policies.
CHAPTER III: RAJAJI AND HIS POLITICAL PROFESSION: Examines the life, political career, and ideological foundations of C. Rajagopalachari, particularly his adherence to Gandhian concepts.
Chapter IV: INTRODUCTION OF RAJAJI EDUCATIONAL SYSTEM: Details the specific measures and implementation process of the Rajaji education scheme and its eventual administrative withdrawal.
CHAPTER V: PROS AND CONS OF THE RAJAJI EDUCATION SYSTEM: Analyzes the multifaceted criticisms, political reactions, and professional debates surrounding the scheme.
CHAPTER VI: CONCLUSION: Summarizes the legacy of Rajaji's educational experiments and their significance in the historical narrative of the Tamil Nadu state.
Keywords
C. Rajagopalachari, Rajaji, Kula Kalvi Thittam, Madras Presidency, Elementary Education, Dravidian Movement, Justice Party, Gandhi, Caste System, Vocational Training, Educational Reform, Kamaraj, Socio-economic Background, Political History.
Frequently Asked Questions
What is the core subject of this publication?
The book fundamentally investigates the "Kula Kalvi Thittam," an elementary education scheme introduced by C. Rajagopalachari in the Madras State, and the intense political and social reaction it provoked.
What are the primary themes discussed in the work?
The central themes include the educational policy shift in the Madras Presidency, the role of caste politics in education, the influence of Gandhian thought on local governance, and the transition from Rajaji's administration to Kamaraj's leadership.
What is the primary research objective?
The research aims to understand the implementation, features, and social repercussions of the modified education scheme and why it faced such significant resistance from various segments of society.
What methodology is applied in this study?
The work employs a historical and analytical approach, utilizing primary sources such as government records, legislative debates, and contemporary newspapers to reconstruct the political and educational landscape of the time.
What is covered in the main body of the text?
The main body examines the socio-educational profile of Tamil Nadu, the life and vision of C. Rajagopalachari, the structural details of the modified education scheme, and a detailed pros and cons analysis including critical critiques from various stakeholders.
Which keywords best characterize this work?
Key terms include Rajaji, Kula Kalvi Thittam, Dravidian Movement, Madras Presidency, Elementary Education, and Educational Reform.
How does the author characterize the shift system?
The shift system is described as a contested method where school hours were reduced to three hours to allow children to participate in family or vocational crafts, a move that critics labeled as "caste-oriented."
What role did the Dravida Kazhagam and DMK play regarding the scheme?
These parties were the leading voices of opposition, characterizing the scheme as an attempt to preserve the status quo of the caste system and as an anti-non-Brahmin educational policy.
- Quote paper
- Dr. P. Selvamani (Author), 2019, Rajaji Views on the Education System in Tamilnadu, Munich, GRIN Verlag, https://www.grin.com/document/468239
