An Investigation Reviewing the Educational Ideas of Gijubai Badheka and Their Applicability to Basic Education in the 21st Century, in Light of the Suggestions of NEP-2020
|
Ramprosad Das PhD
Research Scholar Department of Education, Usha
Martin University Jharkhand,
India
|
Dr. Neerja Dhankar Professor Department
of Education, Usha
Martin University, Ranchi , Jharkhand
|
Dr. Urmi
Chackroborty Assistant Professor Department of Psychology, IEW Hastings House, Kolkata, West Bengal, India
|
Realising one's full capabilities, creating a
fair and equitably distributed society, and advancing national progress all
depend on education. Gijubhai's effort demands to a diverse array of people
because it combines his capability to think clearly, his commitment to sharing
his opinions, and his command of language with a style and vocabulary that all
readers can understand. Gijubhai Badheka published an enormous number of
resources for parents, teachers, and pupils. The educational philosophy of
Maria Montessori is recognised for having been introduced to the nation by the
creative Indian educator Gijubhai Badheka, who has authored several articles on
the subject of child education. It's critical to comprehend his perspectives on
the nurturing of the child's mental development. Gijubhai Badheka opposed the
use of the British educational structurein our country. He said that academics
were unable to publish innovative philosophies or concepts that would pique
students' interest in learning because of the colonial system. With an emphasis
on elementary education, the New Education Policy- 2020 also marks a
significant development in India's educational attainment and overall
enhancement of educational attributes. The policy will lead to changes in the
Indian Educational Structure. NEP-2020
guarantees universal access to all educational levels, from preschool to grade
12. As a result, it is critical to evaluate the Indian educational system in its
whole within a wider context. The purpose of this article is to go over the
many components of basic education as they are outlined in NEP 2020. This
article will provide readers with a thorough overview of all the numerous
NEP-2020 aspects for the advancement of India's basic education system by
highlighting the Educational Ideas of Gijubai Badheka and Their Applicability
to Basic Education in the 21st Century, In Light of To The NEP-2020
Suggestions.
Keywords: Basic Education, Gijubhai Badheka. NEP-2020
Introduction:
Realising
one's full capabilities, creating a fair and equitably distributed society, and
advancing national progress all depend on education. The greatest approach to
utilise and develop our nation's many skills and resources for the benefit of
each individual, society, the nation, and the globe is to provide all citizens
with access to high-quality, universal education. The existing condition of learning outcomes
falls short of what is needed, and this must be addressed by implementing
significant changes to ensure the highest standards of quality, equity, and
integrity are implemented across the system, from early childhood care and
education to higher education. It is predicated on the idea that education has
to foster not just the "foundational capacities" of comprehension and
calculation as well as "higher-order" cognitive abilities like
problem solving and critical thinking, but also the social, ethical, and
emotional aptitudes and personality. The goal must be to establish an educational
structure in India where all students, regardless of social or economic
context, have fair opportunity to receive the best possible education. Gijubhai
Badheka (1885–1939), one of the pioneers in the domain of early childhood
education, is well-known for his extensive writings on topics related to
education in general and learning for children in specifically. His
accomplishments are sensible in nature, yet they have great impact. Still
today, his concepts on education—particularly those that pertain to a child's
early development and learning—remain incredibly relevant. He disagreed with
the colonial education system that was in place in India because he thought it
gave teachers little opportunity to implement novel concepts or alter existing
ones in a way that would pique students' interests in knowledge. The structure
of education placed an excessive amount of emphasis on rules and regulations,
leaving little opportunity for parents or instructors to instill innovative
improvements in their kids. Despite being the architects of tomorrow's
citizens, educators are unable to provide their charges with a high-quality
education. Gijubhai Badekha asserts that one of the main causes of a poor
standard of imparting education is the disparity in backgrounds between
teachers and students. He brought up a number of important issues regarding the
education of young people. His approach is straightforward and genuine,
providing solutions to the myriad concerns about education those educators,
parents, students, and the general public have expressed. The first education
policy of the twenty-first century, National Education Policy 2020 attempts to
take care of the numerous and more pressing needs of our nation's growth. This
Policy suggests the modification and reorganisation of the whole educational
system, which includes its administration and regulations, in order to
establish an entirely novel system that builds on India's traditions and value
systems and is consistent with the ambitious aims of education of twenty-first
century, including SDG 4. The National Education Policy places a strong focus
on serving each individual grasp their maximum creative capacity.
Objectives:
-
I.
To gain
knowledge about Gijubhai Badheka's educational perspectives on basic education.
II.
To identify
solutions for contemporary pedagogical problems pertaining to gender, caste,
language, and religion.
III.
To draw
attention to NEP-2020 recommendations for ensuring inclusive, egalitarian, and
high-quality education.
Methodology: -
The article
is intended to the Educational Ideas of Gijubai Badheka and Their Applicability
to Basic Education in the 21st Century, In Light of to the NEP-2020
Suggestions. Information has been acquired by the investigator from a variety
of sources. Some of the instances of the secondary data sources used in this
review research are books, articles, libraries, reports, personal sources,
journals, newspapers, websites, government records, and internet data. The
descriptive technique was chosen for this investigation.
Delimitation of the Study:
The
present study is limited to only secondary data only.
Literature Review:
I.
(Principal) Changes in teacher education must be
implemented immediately, as recommended by NEP-2020, which called for a
high-quality education that is deeply rooted in Indian values, tradition,
culture, and diversity and transforms the Indian education system to reach
global knowledge power further leads to VISHAVGURU. Although the objective is
lofty, great consideration must focus on the implementation strategy.
II.
renowned advocates of a child-centered educational philosophy. Even though he
stated his opinions on education a century ago, they still have a lot to do
with the nation's current educational framework. A deeper comprehension of
Gijubhai created chances for the elementary school system to help teachers and
pupils alike.
III.
(Chaudhari) After considering the notion of issues and
the application of digital technological provisions, one can draw the
conclusion that NEP 2020's goals of making the Indian Education System more
globally relevant and deserving of human existence can be successfully attained
with careful planning and the appropriate measures taken by the Govt.
administration as well as other stakeholders.
IV.
Girija Shankar Bhagmanji
Badheka
Biography of Girija Shankar Bhagmanji Badheka:
On 15thNovember, 1835,
Girijashanker Bhabanji Badheka, also referred to as Gijubhai, arrived on
earth. His upbringing was in the city of Bhavnagar in Gujarati. He attended a
primary school in Vala for his early schooling, and around 1905 or thereabouts,
he graduated from Bhavnagar. He enrolled in Shamlals College but left before
finishing his studies. In 1907, he travelled to East Africa in search of work.
He returned to Bombay in 1910 and studied law there. He began working as a
district leader in 1911 and registered as an advocate in high court in 1912.In
India, Gijubhai Badheka brought the Montessori educational approach to India.
After his newborn son was born in 1923, he became concerned with the teaching and
growth of young children. He watched the child education courses at Vaso,
Gujarat, intently, which were led by Motibhai Amin. Here, a Gujarati book
outlining the Montessori educational methodology was given to Gijubhai. He
founded a hostel in Bhavnagar after helping to found Dakshinamurti, now known
as Bala Bhavan, in 1915. He ceased practicing law in 1916 and became an
Assistant Superintendent of the Dakashinamurti.
Gijubhai's Contributions:
Gijubhai
Badekha developed some essential techniques to help him carry out his ideas. He
promoted an approach to learning that was appropriate for the Indian
environment and tradition, and he methodically changed the whole British
education system. The following lists the tactics he supported:
1.
Author
Gijubhai Badheka wrote almost 200 books. He employed comedy and
travelling adventure to appeal to the parents and instructors of his
students since he placed a strong focus on stress-free education. His opinions
were conveyed through plays, novels, pamphlets, poems, songs, and newspaper
pieces in addition to short tales. He employed a narrative format in a way that
seemed like he was communicating directly to the reader because to his
distinctive writing approach. A handful of his novels were published in Hindi,
while the majority was composed in Gujarati. In addition to these works,
Gijubhai Badekha focused on authoring children’s books, including rhymes, short
stories, and tales of adventure travel. Even though he specialised in child
education,
2.
Badheka
also focused on adult education. In 1930, he launched the Adult
Education Campaign. Gijubhai Badheka launched the Gujarati monthly Shikshan
Patrika in 1925, with an unusual importance on the prevailing system of
education. He was known for penning scathing pieces that "sensationalised
the entire state of Gujarat." Parents in particular and people in general
have become much more conscious of the importance of providing children with a
comprehensive education thanks to this institution. Tarabai Modak, dubbed the
"Montessori Mother," gave him a lot of help in this quest. Gijubhai Badekha
promoted a new style of child education and outlined the benefits for kids
through this monthly magazine.
3.
Adhyapak
Mandir: As we've already
seen, Gijubhai Badheka valued the role that educators had in helping children
during their early years of education. Teachers haven't put as much emphasis on
training for educators in the colonist educational system. Gijubhai Badheka
founded the ‘Adhyapak Mandir’ in Dakshinamurti in the year 1925 with the
intention of acquainting educators with the principles of innovative education.
Due to disagreements, Gijubhai Badheka later left Daksinamurti in 1936 and
founded an ‘Adhayapak Mandir’ in
Rajkot.
4.
‘Nutan
Bal Shikshan Sangh’:Gijubhai
Badheka founded ‘Nutan Bal Shikshan Sangh’ in 1926 with Tarabai Modak.
Because they thought sports and other extracurricular activities were a better
way for kids to learn, they also created a variety of inexpensive instructional
materials and devices. They widely disseminated their children's education
model across India, particularly in the Saurashtra area and in the states of
Gujarat, Madhya Pradesh, Rajasthan, and Maharashtra.
5.
Vanarsena:
Gijubhai Badekha founded a group that he
named "Vanarsena," drawing inspiration from India's rich cultural
past. A regiment of young Satyagra his made up of them. Gijubhai, Nanabhai
Bhatt, and Harbhai Trivedi led the Dakshinamurti institution to prominence as a
school of training for devoted independence warriors.
6.
DakshinamurtiBalmandir: The preschool section of the Dakshinamurti organization
was named Balmandir, as the term would imply. Gijubhai Badheka contributed to
the Dakshinamurti constitution's writing in 1915. In Bhavnagar, he also
established a hostel. He made the decision to quit the legal field in 1916 and
began working as an assistant superintendent at Dakshinamurti. He eventually
rose to the position of principal (Acharya) in this organisation. Initially,
Gijubhai used Montessori teaching methods to educate his child. He didn't
decide to use it in bigger educational institutions until he was certain that
it relieved tension and allowed students to freely discover. Consequently, in
August 1920, Dakshinamurti Balamandir, a pre-primary school, was established.
Afterwards, the Shree Dakshinamurti Vinay Mandir School in Bhavnagar was
constructed by GijubhaiBadheka, Haribhai Trivedi, and Nanabhai Bhat.
7.
Inclusive
Education:- Dalits
were encouraged to join the Dakshinamurti organisation by Gijubhai. In
addition, he oversaw the return of farming people to their residences when they
were forced to flee during the Bardoli Satyagraha. He established a school that
is still in operation today in the tiny village of Bhavnagar, with instructors
using Gijubhai Badekha's style of instruction. It is an important place for
teachers, educationists and everyone else who loves cutting-edge teaching
strategies.
Perceptions of Gijubhai Badekha Regarding
Education:
Prior
to comprehending Gijubhai's perspectives on education, we must examine the
factors that contributed to his extreme divergence from them. He has
significantly improved both the teaching and learning process in general and
schooling in particular. In reality, he
redefined and presented education an entirely novel form. He was not pleased
with the system of education general, mainly with how teaching was conducted in
classrooms. He was profoundly inspired by the Italian educationist and
philosopher Maria Montessorie, and he made extensive practice of the theories of
Dalton, Frobell, and others as well. despite the fact that he took concepts
from western cultures, he methodically adapted them to fit the circumstances in
India. His educational approach was native in origin and appropriate for the
Indian culture.
Aspects of Education: Both Theoretical and
Practical:
Dismissing
the current schooling system as "the old survile system," Badekha
developed teaching-learning strategies that prioritised language and the arts.
Badekha eschewed exams and grades in favour of encouraging kids to
"explore" and study for "self-development." He experimented
with these novel techniques on his kid first, and later on other people.
Gijubhai Badekha valued empirical research and first-hand knowledge. Despite
being aware that experimenting was a difficult endeavour, he persisted. He
wrote, "That's precisely why I want to have first-hand experience; I want
to base my conclusions on reality," in his own book Divaswapna.
Gijubhai Badekha outlines the characteristics of his pedagogical attempts in
his work Divaswapna. His innovative approach to education is
contained in this experiment. Pandya (2008), a translator of Gijubhai's
writings, noted that over the 19 years leading up to his tragic death in 1939,
Gijubhai functioned tirelessly, making a lifelong contribution to the fields of
literature of childrenand education. His prodigious literature career (almost
200 books for kids, teens, parents, and educators) is what he left behind.
Divaswapna, or "day dreams," is his most well-known piece of art.
Published in Gujarati for the first time in 1939, it is a unique addition to
innovative pedagogical concepts.
Gijubhai
Badekha spoke of a number of new approaches to learning that many other
educators were reluctant to use. These innovative techniques helped kids become
more creative, proficient writers and speakers, disciplined in their conduct,
and aware of the need of keeping things clean and hygienic. In Badekha's
paradigm, "self-realization" and "self-development" were
prioritised. He placed special emphasison:
Peer influence:
- The importance of fellow students in gaining knowledge was frequently
emphasised by educators. Children often pick up knowledge from their companions
and are more receptive to peer influence than from lecturers. They often pick
up a lot of knowledge by taking part in and becoming involved in things that
captivate them. Through peer groups, they absorb a variety of abilities,
including authority, collaboration, organising, and task execution. As
adolescents interact with their peer groups, they assess their strengths and limitations
and make necessary behavioural adjustments.
Viewpoints of the Teachers On Children: -The way that teachers treat their
pupils matters a lot since they belong to a variety of socioeconomic strata.
Educators ought to approach children with empathy and a humanistic perspective.
Instead of being in charge, teachers ought to be facilitators. Students should
respect and enjoy their teachers. It is not appropriate for kids to be afraid
to approach their instructors. They ought to adore and value the attitudes of
their professors and take pleasure in the educational process.
The issues that Gijubhai Badekha faced.
Despite his innovative approach to imparting knowledge by means of
experimentation, Gijubhai Badekha faced several obstacles. The following part
analyses a few of these.
Traditional Instructional Approaches: -As part of their regular education,
students were taught alphabets, numerals, and tables. There was no passion,
excitement, or joy for learning during this process.
Artificial Learning: -Rather of having pupils comprehend the principals, teachers require that
they remember the teachings. Memorization frequently disrupts a student's
learning process. Badekha disagreed on several points about rote
memorization. He believed that it destroyed kids' imaginations.
Punishment: - Most
people believe that pupils study as they
are scared of being punished. In educational institutions repression was an
integral component of the educational process. Badekha thought that education
should be fun and rejected the notion of punishments. He was absolutely against
the awards and rankings system. After acquiring knowledge, one need to feel
content within, in his opinion. His educational approach does not allow for
penalties or punishments.
Personal Hygiene and Physical Well-Being: -In terms of educational practice,
healthy living and hygiene were ranked lowest. Badekha firmly believed that
maintaining personal hygiene and being physically fit should be the
cornerstones of an effective educational process. He thought that maintaining
one's personal hygiene would lead to societal discipline.
In terms of Examinations: -Gijubhai Badheka asserts that while children should study
for examinations, tests are not the only thing that matter. It is appropriate
to let them read in addition to playing games. He displayed disinterest in
things that required paper and pencil. In his Divaswapna, the three concepts of
failures, humiliation, and remedies are covered. His innovative approach to
teaching kids extended over the day, and he never followed a rigid schedule.
Storytelling, games, and exercises made up a typical school day. Instructors
must utilise their intuition to sense their students' pulses before determining
the best method for teaching them. Divaswapna is a book on effective teaching
techniques that may be used in many classroom settings.
The two the
necessary components for the traditional education system are the syllabus and
textbooks, which are closely adhered to by both teachers and students.
Textbooks and syllabuses were unimportant to Badekha. He argues that true
education may be obtained through gaming. He states that "games are real
education" in his Divaswapna. Playgrounds are where great powers are
created. Building characters through games (Divaswapna, 20).
Library: Gijubhai's initial attempt to establish a library in his
own classroom was unsuccessful, but it eventually proved successful. Both
telling and listening to stories piqued the curiosity of children. They were
limited to reading textbooks and had no opportunity to read any story novels.
Gijubhai then had the idea to establish a library in each classroom.
NEP- 2020:
National
Education Policy 2020 attempts to take care of the numerous and more pressing
needs of our nation's growth. This Policy suggests the modification and
reorganisation of the whole educational system, which includes its
administration and regulations, in order to establish an entirely novel system
that builds on India's traditions and value systems and is according to the
ambitious aims of education of the twenty-first century. The National Education Policy places a strong
focus on serving each individual reach their maximum creative capacity.
The following essential ideas which will
direct the whole educational system:
v Recognising, identifying, and cultivating
each student's individual talents by educating parents and teachers to support
each student's holistic development in both academic and extracurricular
domains;
v Flexibility, allowing students to select their
learning trajectories and programmes and, consequently, pick their own routes
in life based on their abilities and interests;
v giving
the utmost attention to acquiring basic mathematical and literacy skills by
grade 3;
v In
order to remove detrimental hierarchies and silos between various areas of
study, there should be no strict divisions made between the arts and sciences,
between extracurricular and curricular activities, between academic and
vocational streams, etc.
v To guarantee the consistency and integrity of
all knowledge, a multidisciplinary and comprehensive education encompassing the
social sciences, arts, humanities, and sports is necessary for a
multidisciplinary world;
v A focus on intellectual comprehension as
opposed to memorization and exam preparation;
v the
application of creativity and critical thinking to promote innovation and
rational decision-making;
v Morality and human & constitutional
values, such as responsibility, liberty, pluralism, equality, fairness, and a
sense of service, cleanliness, civility, democratic spirit, and respect for
public property;
v Encouraging multilingualism and the use of
language in instruction;
v Life skills including resiliency,
partnership, interaction, and partnership;
v Concentrate on frequent formative evaluation
for learning above summative evaluation, which fosters the current
"coaching culture";
v Broad
use of technology in instruction, lowering obstacles related to language,
expanding divyang students' access, and managing and organising education;
v All
curricula, pedagogies, and policies must respect diversity and the provincial
setting while constantly bearing consideration that Education is
a concurrent subject;
v Complete equity and inclusion as the
foundation for all decisions made in education to guarantee that every student
may succeed in the educational system;
v Curriculum alignment at every educational
level, from early childhood care and education to schooling and higher
education;
v Educators and teaching staff, who form the
core of the educational procedure, should be sought after for their hiring,
ongoing professional growth, and favourable working and service circumstances;
v A "light but tight" governing
structure that promotes creativity and unconventional thinking via freedom,
sound governance, and authority while assuring the educational system's
integrity, transparency, and resource efficiency via audit and public exposure;
v Exceptional research as a prerequisite for
exceptional learning and growth;
v Ongoing evaluation of developments based on
ongoing research and frequent evaluation by specialists in education.
v A sense of belonging and pride in India’s
vast, varied, historic, and contemporary knowledge systems, customs, and
culture;
v Education is a public good; every child has a
fundamental right to get a high-quality education;
v A significant financial commitment to a
robust, dynamic public education system; also, genuine private and community
philanthropy should be encouraged and facilitated.
Now let
us find the Similarities found in NEP-2020 and Ideas of Gijubai Badheka
I.
Early
Childhood Care and Education: -. NEP-2020 has stressed that over 85% of a child's brain development
occurs prior to the age of six, which emphasises how important it is to provide
the brain the proper attention and stimulation in the early years to ensure
healthy brain growth and development. They can participate in and succeed in
the educational system for the next phase of their lives with the help of early
childhood care and education (ECCE). Gijubhai also pointed on the same thing
and said that all students beginning Grade 1 should have universal access to
high-quality early childhood development, care, and education
II.
National
Education Policy -2020 aims to establish an education system based on the ‘Indian
ethos’ that will directly support altering India, or Bharat, into a
balanced and dynamic knowledge society over time, thereby positioning India as
a global knowledge superpower. According to the Policy, our institutions'
curricula and pedagogy must instill in students a strong sense of respect for
the Constitutional values and Fundamental Duties, a sense of national identity,
and an awareness of their roles and responsibilities in a world that is
constantly changing. The goal of the policy is to help students develop
knowledge, skills, values, and qualities that encourage an ethical attitude
towards human rights, sustainable development and living, and the welfare of
the globe. This will reflect a truly global citizen and reinforce in them a
deep-rooted pride in being Indian, not only in thought but also in spirit,
intellect, and deeds. Gijubhai also stressed on the importance of imparting
value based education. Gijubhai believed that assigning them positions or
grades would only foster their insensitive competition, hostility, and
bitterness against one another. His main philosophy was to value education and
to enjoy it. He opposed the use of exams and rankings to determine a person's
potential.
III.
Gijubhai
further made an invitation to Dalits to join the Dakshinamurti group. In
addition, he was in charge of assisting rural people who had been displaced
from their homes as a result of the Bardoli Satyagraha in starting again. This
is an example of social inclusion, which NEP-2020 also endorses.
IV.
Gijubhai
released more than 200 books in Gujrati to support mastering in an individual's
mother tongue and to encourage education that emphasises children. NEP- 2020
also has given priority for education through mother tongue.
V.
Gijubhai
Badheka emphasised the need of establishing an area in the classroom where children
are free to "explore" rather than only listen to the instructor.
Here's where we could find a realistic learning process which is identical to
NEP-2020. As the policy also want Exploratory learning or Experiential
Learning.
VI.
Gijubhai
used to project videos, Films, Cinemas into his classroom to motivate for his
younger students. It refers to incorporating ICT into the educational
process that is in the focal point in NEP-2020.
VII.
NEP-
2020 has laid importance on autonomy of the students. Gijubhai was worried
that kids should be allowed to learn via role-playing games according depending
on their level and interests rather than being made to embrace the beliefs of
elders. Gijubhai Bhadeka emphasised the value of student autonomy in the
learning environment.
VIII.
‘Holistic
Development’ is one
of the key points in NEP-2020.Gijubhai opposed harsh, unpleasant, and
inflexible teaching methods that suppressed all instincts. He felt that
education should be an avenue of becoming an appropriate, practical, harmoniously
appealing and spontaneous way of living. similar to Montessori. Gijubhai
previously stated that children learn naturally and that educators should
support each student's individual development as a whole. Put another way, he
supported education for a child's overall growth.
IX.
NEP-2020
has promised for ‘Flexibility’ and Freedom. Gijubhaie also
stressed how important it is for schools to help children improve their
perception training, motor skills, and autonomous learning abilities. In
general, he upheld young children's rights and advocated for "education
for learning through living" in a fully free environment. Inspired by
Maria Montessori's theories, Gijubhai developed his own unique technique of
educating children, challenging traditional methods of teaching. His
imaginative work, "Divasapna," an imagined fiction about a teacher
who defies the accepted educational tradition, demonstrates his innovative
ideas on education. He shared the convictions of Gandhi and Tagore that
children are supposed to grow up in an environment that values freedom and
self-reliance.
X.
NEP-2020
has asserted that educators and teaching staff should have ongoing
professional growth, and favourable working and service circumstances;
emphasis has been given on training likewise Gijubhai established Adyapan
Mandir, a well-known institution that trains elementary school teachers and
fosters the growth of exceptional educators.
Execution:
The way
a policy is implemented determines how effective it is. Several bodies will
need to undertake different plans and initiatives to ensure that the directives
of NEP-2020 is implemented in its spirit and meaning. Consistency in
arrangement and collaboration across all these education-related bodies will be
required for this kind of implementation. To reach the goals of the Policy in a
vibrant and phased manner, topic-specific Expert implementation committees will
be formed at both the Central and State
levels in support and consultation with other pertinent Ministries. These
committees will create comprehensive implementation plans for each part of the
Policy in harmony with the aforementioned principles. The ensuing guidelines
will direct the execution procedure. First and foremost, the most important
thing will be to put the Policy's spirit and aim into practice. Second, as each
policy point takes many stages to be completed, it is crucial to execute the
policy initiatives gradually, the earlier stage to be effectively carried out.
Thirdly, setting priorities will help to guarantee that the policy points are
implemented in the best possible order and that the most essential and urgent
tasks are completed first, creating a solid foundation. Fourth, a thorough
implementation is essential since this policy is holistic and interrelated;
only a comprehensive implementation—rather than a fragmented one—will guarantee
that the intended goals are met.
Conclusion:
The
thing that Gijubhai Bhadeka emphasised was the need for freedom in the
classroom. He attacked traditional teaching approaches for being limited by
administrative roadblocks. Even though
they were spoken a century ago, his opinions on education still have an impact
on the nation's educational system now. His methodical approach to education is
centred on the needs and interests of the kid. Gaining a deeper comprehension
of Gijubhai allowed the primary school system to help teachers and students
equally in eliminating barriers to high-quality education. In order to
illustrate what authentic learning or high-quality education looks like, the
study compares Gijubhai's views with the current status of education in India. The
New Education Policy-2020 places a strong focus on the holistic development of
pupils. There has been a notable rise in early childhood education
including equity, quality, and critical learning as a result of NEP 2020.
The distinct requirements of today's pupils have led to the development of an
adaptable, multifaceted educational framework firmly rooted in Indian culture.
It is said that his ideas and opinions on education are still applicable today
in addressing issues that remarkably resemble NEP-2020 and impediments to
high-quality education.
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