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A Study of Personality Profile of Sh. Rajiv Gandhi

A Study of Personality Profile of Sh. Rajiv Gandhi and his Contribution in the Field of Education.

Ravinder Rathi

Assistant Professor

Tagore P.G. College of Education.

Abstract

A country strength or weakness depends upon its education system. If a country wants to raise progress and develop, it will have to arrange for a good education system for its citizens. If a country’s education system is defective, it can not progress. If we scan the human history, it shows that education has been a powerful and strong instrument for the development of a nation. Today every country wants to progress and does not want to remain backward. But it can only be possible if the citizens of that country are alert and enlightened, are sincere toward their country and are already to do their duty towards it.

In India, when Shri Rajiv Gandhi became the Prime Minister he felt the need of making India enter the twenty first century. It was his dream and to fulfill his dream he thought of improving the education system of our country. The present study is belong to Shri Rajiv Gandhi and his contribution in the field of education.

Keywords used – Personality, Sh. Rajiv Gandhi, Education (Science, Technical Education, NPE 1986.

Introduction

Nations are built by the imagination and untiring enthusiastic efforts of generations. One generation transfers the fruits of its tail to another which, then takes forward the mission. As the coming generation too has its dreams and aspirations for the nation future, it therefore adds something new form its side to the nation’s vision which the next generation strives hard to achieve. This process goes on and the nation climbs the steps of glory and gains higher strength.                 

The man who gave a vision for the twenty first century was Sh. Rajiv Gandhi. He was genius and known for his logic educational and technical temper with a sense of complete revolution to the country. His vision of India transcends all divisine lines of caste, gender, colors, cried, religion and region. India of his dreams is a techno-scientific knowledge super power in 21^st century. He was an Independent thinker and visionary. The pivotal role of education in shaping the destiny of this country had been realized ever since the days of the freedom struggle. After Independence Pt. Jawahar Lal Nehru emphasized the need to revolutionize the whole education system. It resulted in the recommendation of many a committee and commission during the post Independence period. The Kothari Commission (1964-66) said “the destiny of India is now being shaped in her classrooms”.

The nations’ resolve to harness education for productive purpose, technical development, self-sufficiency in agriculture and defense and national well being had been continually reiterated by Late Prime Minister Sh. Rajiv Gandhi. He declared in his first address to the nation on January 5, 1985 that he has asked for a New Education policy to be drafted. He said, “Education must promote national cohesion and the work ethic”. The grandeur of our freedom struggle and its significance for national integration has to be brought home to enemy student. Our schools and colleges should acquaint the young generation with ancient heritage and culture, the curricula and text books should  curb parochial and communal interpretations of our composite culture.

He is formulating programmes to use, on a large scale, the new communication technology in our school system. De linking the degrees forms government jobs in under active consideration steps are being taken to open and rural university to bring higher education within early reaches of all. The central school organization will be expanded. These schools will function as clusters of excellence in every district of country. I would strongly emphasize education’s organic links with the production forces of a society.

Personality profile of Sh.Rajiv Gandhi

The man who gave a vision for the twenty first century was Sh Rajiv Gandhi. He was born on August 20, 1944 in Mumbai in India’s most famous political family. His grandfather Jawahar Lal Nehru played a stellar role in India’s Freedom Struggle and become independent India’s first Prime Minister. He has no blood relation to Mahatma Gandhi despite his name. The eledest son of India and Firoze Gandhi was raised at his grandfather’s home in Allahabad and Delhi with his younger brother Sanjay Gandhi where his mother lived separately from Firoze Gandhi. His parents were reconciled in 1958 but his Father died form heart attack in 1960. Rajiv Gandhi did his schooling from the elite Doon School and then studied at the University in London at Trinity College, Cambridge in Britain. At combridge, Rajiv Gandhi met and fell in love with an Itallian student Edvige Antonia Albina Maino and they got married in 1967, who was latter known as Sonia Gandhi.

Returning to India, Rajiv Gandhi becomes a commercial pilot in Indian Airlines while his mother becomes Prime Minister in 1966. He exhibited no interest in politics and did not live regularly with his mother in Delhi at the Prime Minister’s residence. In 1970, his wife Sonia Gandhi gave birth to Rahul, his first child and in 1972, Priyanka his second child and daughter. Even as Rajiv remained aloof in politics his younger brother Sanjay becomes a close advisor to his mother.

Rajiv Gandhi’s last public meeting was at Shri Perumbudar on May 21, 1991 a village approximately 30 miles from Chennai, where he was assassinated while campaining for the Shri Perumbudar Lok Sabha Congress candidate Mrs. Maragathan Chandrasekhar in Tamil Naidu. The assassination was carried out by the LTTE Suicide bomber Thenmuli Rajarathanam also known as Dhanu later real name of the suicide bomber came to be known as Gayatri. 

Justification of Study

In the post Independence India, many great educational philosophers and thinkers came on the scene and contribute their best in educational process. But their ideas either failed in Implementation or remained cofined to files only. This is the reason that education policy remained almost stagnant for a pretty long time. Despite such a scintillating and sterling contribution towards the philosophy of education, in a general very little research has been done in this regard by the modern day scholars on Rajiv Gandhi. It is shocking sad to note that even after more than eighteen years of his tragic death, no research scholar has bothered to take up and evaluate his contribution in Indian education system. It is not only injustice but also big disservices to education. This is the reason that present study has been undertaken to highlight the principle of Sh. Rajiv Gandhi’s Personality and his contribution in the field of Education.

Statement of the Problem

“A Study on  Personality Profile of Shri Rajiv Gandhi and his Contribution in the Field     of Education.”

Aims and Objectives of the Study-

1.      To study the contemporary education and social circumstances of Sh. Rajiv Gandhi time.

2.      To study personality aspects of Sh. Rajiv Gandhi.

3.      To study educational thoughts of Rajiv Gandhi.

4.      To study in detail contribution of Sh. Rajiv Gandhi’s in filed of science, technology and education system.

5.      To study the spirit of nationalism in his philosophy and thoughts.

6.      To study the educational philosophy of Shri. Rajiv Gandhi in development of the society.

7.      To find out the practicability of Rajiv Gandhi’s philosophy in modern educational thoughts and practice.

Delimitations

1.      The study is limited to Sh. Rajiv Gandhi’s innovative ideas and thoughts on education.

2.      The study is limited to personality aspect based on his philosophical thinking in a systematic way.

3.      The study is limited to educational philosophy as reflected practically in life actions of Sh. Rajiv Gandhi.

4.      The study is limited to ideas, studied from his speeches and writings, obtainable in printed form.

5.      The study is limited to relevance of educational philosophy in present Indian educational system.

Methodology-

In this study the content analysis method is adopted by the researcher both the primary and secondary sources are used to fulfill the mission. Besides this the investigator also collected and scanned relevant information by different educational institution, museums, public libraries and other sources. Consequently the compiled and collected study,material is systematically and methodically arranged and shaped into a well knit compact whole in the form of dissertation.

Educational Thoughts of Rajiv Gandhi                                      

A country strength or weakness depends upon its education system. If a country wants to rise, progress and develop, it will have to arrange for a good education system for its citizens. If a country’s education system is defective, it cannot progress. If we scan the human history, it shows that education has been a powerful and strong instrument for the development of a nation. Today every country wants to progress and does not want to remain backward. But it can only be possible if the citizens of that country are alert and enlightened, are sincere toward their country and are ready to do their duty towards it.

In India, when Shri Rajiv Gandhi became the Prime Minister he felt the need of making India enter the twenty first century. It was his dream and to fulfill his dream he thought of improving the education system of our country.

National System of Education

The concept of a national system of education implies that up to a given level all students irrespective of caste creed, location or sex, have access to education of a comparable quality. To achieve this government will initiate appropriately funded programmes. Effective measures will be taken in the direction of the common school system recommended in 1968 policy.

Education for Women Equality

Education will be used as on agent of basic change in the status of women. In order to neutralize the accumulated distortions of the post, there will be well- conceived edges in favour of women. The National Educations system will play a positive interventionist role in the empowerment of women. It will foster the development of new values through redesigned curricula, text-books the training and orientation of teachers, decision makes and administrators and the active involvement of educational institutions. This will be an act of faith and social engineering. Women studies will be institutions encouraged to take up active programmes to further women’s development.

The Education of Scheduled Tribes

The following measures will be taken urgently to being the scheduled tribes on par with others:

(1) The socio-cultural milieu of the ST has its distinctive characteristics including, in many cases, their own spoken languages. The underlines the need to develop the curricula and devise institutional materials in tribal languages at the initial stages with arrangements for switching over to the regional language.

(2) Educated and promising scheduled Tribes youths will be encouraged and trained to take up teaching in tribal areas.

(3) Residential schools, including Ashram Schools will be established on a large scale.

(4) Anganwades, Non-formal and Adult Education centers will be opened on a priority basis in areas predominantly inhabited by the Scheduled Tribes.

(5) The curriculum at all stages of education will be designed to create an awareness of the rich cultural identity of the tribal people as also of their enormous creative talent.

The Education of Scheduled Castes

1. Pre-metric scholarship scheme for children of families engaged in occupations such as scavenging flaying and tanning to be made applicable from class-I onwards. All children of such families regardless of incomes will be covered by this scheme.

2. The recruitment of teachers from scheduled castes.

3. The provision of facilities far SC students in hostels at district head quarters according to a phased programmed.

Reorganization of Education at Difference Stages

1. Early Childhood care and Education(ECCE). Early child hood care and education will receive high priority and be suitable integrated with the integrated child development services programme. Programme of ECCE will be child-oriented focused around play, and the individuality of the child, formal methods and the introduction of the 3 R’s will be couraged at this stage.

Pace –setting school

Pace-setting schools intended to serve this purpose will be established in various parts of the country on a given pattern. Their broad aims will be to serve the objective of excellence coupled with equity and social justice, to promote national integration by providing opportunities to talented children from different parts of the country. The schools will be residential and free-of-charge.

Open Universities and Distance Learning

The open Universities system has been intimated in order to augment opportunities for higher education and as an instrument of democratizing education. Continue the Indira Gandhi National Open University, established in 1985 in fulfillment of these objectives.

Implications of Sh. Rajiv Gandhi’s Ideas in Modern Indian Scenario

In the present chapter, the various points referred earlier shall be consolidated here in order to find out their implication to the modern age. Rajiv gave a particular scheme of education to be implemented in our schools and it is a reality that he had set the Indian youth or the right path and inspired millions of people with his vision. He realized that education is every potent factor to reform and remold the society. All revolutions begin in the minds of people and schools and colleges are the nurseries of fresh and dynamic ideas.

i) The youth of today is drifting aimlessly in the dark ocean of Indian. The education they are getting in schools and college is not providing them any direction. There is general unrest among the students. The see lack of character, discipline and sense of duty in the people around them.  They become undisciplined and agitation minded . They refuse to obey the authorities. Every wise man feels concerned about this degradation. The world is also facing with the similar crisis. Therefore , it is the responsibility of education to provide a healthy  change, a change which can bring  about human welfare. Is present education capable of it ?

ii)  In Sh. Rajiv Gandhi’s views on education that does not teach man something  deeper  than the mere knowledge of text books is completely worthless. If our education does not make us good men and women, it is of no value. All the knowledge of world can not bring us pleasure unless it brings us self realization. Education teaches us the right use of our body and brain. Education converts the animal existence of man into human excellence. The parents give to their children the physical birth. The second birth is the process of education.

References

Aggarwal,J.C (1925):             Eduction research :an introchiction, Arya Book Depot New Delhi.

Best,J.W.(1978):                    Research  in Education , Prentice Hall of India , New Delhi.

Chauhan, S.S (1978):             Advanced Education Psychology,Vikas Publishing House, New Delhi

Garrett, H.E., (1991)              Statistcs in Psychology and Education, Vakils Fefferand                                                                                                                                                                                                                       Simous Publication, Bombay.

Good, C.V. (1959):                 Dictionary of Education Mc Graw hill Book Co.

Gopal, A.K. (1972):                Differentiated the personality. Second Survey of Eduaction Research, NCERT, New Delhi.

Koual, L. (1979):                    Methodology of Educational Research, Vikas Publishing House, New Delhi

Rao (1972) :                            A Survey of Research in Psychology, Indian Council of Social Science Research, New Delhi.

Rema, M (1993) :                   University of Calicut in her doctored research.

Jankar, S.B. (1994):               Conducted a study on ‘A cirtical appraisal of the educational ideas

Siddequi Mohd. Mahmood (1955): Marathwada University in his doctoral research.

Roy Sekhar Basu (2006):      The Leagacy of Rajiv Gandhi

Mahta Ved (2004):                Rajiv Gandhi & Rama’s Kingdom

Verma Shrikant (1985):         A portrait of Rajiv Gandhi

Aiyan mani Shankar (1992): Remembering Rajiv Gandhi

Gandhi Sonia (1992):             Rajiv

RAVINDER RATHI

ASSISTANT PROFESSOR,

TAGORE P.G. COLLEGE OF EDUCATION

BARWA, BHIWANI (HARYANA)