Azad

Vol 5, Issue 3, 2022 Impact Factor:2.58 DOI: https://doi.org/10.31426/ijamsr.2022.5.3.
5111
International Journal of
Advanced Multidisciplinary Scientific Research (IJAMSR) ISSN:2581-4281
Educational Thought of Maulana Abul Kalam Azad and His

Contribution to The Modern Education System of India
DR. NAJMAH PEERZADA

Faculty of Education, University of Kashmir, India.
ABSTRACT
Maulana Azad, a rarest of the rare personality, did not compromise on
two major issues, first, Unity of India and second, education to its
citizens. As a first education minister of free India, he had a great
burden to democratize and universalize Indian education system,
different from the then practicing British education system and
irrespective of caste, creed, religion, elite class or gender. He believed
that wealth of a nation is not concentrated in country s banks but in
primary schools. He established National System of Indian Education,
which is still continued in free India. According to him, the aims of
education are: quest of truth, the concept of justice, spread of
enlightenment, unity and cooperation, spirit of daring and practice of
courtesy and chivalry. Maulana Azad was focused about girls education,
vocational training, agricultural education, adult literacy, craft and
technical education. According to Maulana Azad, educational standards
needed to be upgraded at the university stage. The universities have not
only academic responsibilities, but social responsibilities as well. He
firmly believed with Pt. Nehru that if the universities discharged their
functions well, all will be well with the Nation. Here, the researcher
critically examined his vision and contribution towards modernizing the
education system.
Keywords: A Thinker of Change, Vision and Contribution,

Education, Post-Modernism Approach.
IJAMSR 5 (3) MARCH 2022 www.ijamsr.com 1

Vol 5, Issue 3, 2022 Impact Factor:2.58 DOI: https://doi.org/10.31426/ijamsr.2022.5.3.5111
Introduction
Education in the largest sense is an act or an experience that has a formative effect on the mind,
character or physical ability of an individual. In its technical sense, education is the process by which
society deliberately transmits its accumulated knowledge, skills and values from one generation to
another of society. Education in real sense is to humanize humanity and to make life progressive
cultured and civilized. It is very important for the progress of the individual and society. It is through
education that man develops his thinking and reasoning, problem solving and creativity, intelligence
and aptitude, positive sentiments and skills, good values and attitudes. Education is a dialogue
between the past, present and the future, so that the coming generations receive the accumulated
lessons of the heritage and carry it forward (UNESCO, 1998). Besides, Kothari Commission (1964-
1966) has put forth that of all the different factors which influences the quality, competence and
character of teacher are undoubtly, the most significant. It is necessary that teachers should be given
full support to develop their potential and creative skills so that their teaching be more effective.
Teacher acts as a pivot for the transmission of intellectual and technical skills and the cultural
traditions from one generation to other. The responsibility of the teacher is very great. Therefore, it is
right to say that the nations well depend on the teachers well-being. A teacher needs much more than
he needs to have the vision of the kind of the society for which he is preparing the students. Every
trade or occupation requires certain necessary qualities and qualifications which an individual
member of it required to possess. It is an admitted fact that the effective and fruitful teaching depends
on the personality of the teacher which influences the developments of the taught. It cannot be denied
that certain typically divergent characteristics make a person an ideal teacher. Kneller (1968) is of the
opinion that of all the person the teacher is the best placed to promote the growth of free and creative
mind; in those who came before him aspiring with a passionate concern. His function is to assist
each student personally in his journey. Towards self-realization, the teacher has the task of
stimulating and guiding his child learning so as to assure his attainment of socially approved goals in
most efficient way possible. The job of teacher is more than teaching, it also involves the job of
improving the profession and education and there is a third role that he has to play the role
educational leader. This third role for teachers are, perhaps unique among the professions, because
the members of no other profession is so intimately involved in lives in almost all the people of the
community so involved in the task of economic, political, social, and cultural life as the teacher.
Every year in India, 11 November is celebrated as the ‘National Education Day’, in order to
remember the legacy of Maulana Abul Kalam Azad. Azad was one of the prominent figures both in
pre-and post-independent India. As a prominent Muslim leader, he always fought for the cause of
Hindu-Muslim unity and opposed the partition of India both on political and communal bases.
Though he did not have much formal education, he gained skill in several languages including Urdu,
Hindi, Arabic and Persian. He was also trained in Mathematics, World History, Philosophy and
Science by some teachers selected for him by his father. From his early age, he showed a keen
interest in literature and edited a weekly called Al-Misbah and also started a monthly journal known

as Lissan-us-Sidq. He also learned English through serious personal study and became well-versed in
history, contemporary politics and western philosophy. Azad was a key figure in the Indian history of
the twentieth century. His learning and training in the traditional Islamic sciences and his strong
intellect earned him prominence even among his towering contemporaries. He began his career as a
journalist with a keen eye on a large number of issues. One of these issues was education. He laid
emphasis on scientific and technical education, which he felt was essential for the development of a
country, colonized and exploited for hundreds of years. Azad grew as a highly skilled man having
knowledge of religion. While he had a respect for it, he was not satisfied with the old and traditional
approach. He was an ardent supporter of rational thinking. He thought that the processes of
enlightenment will liberate people from old and superstitious thinking. His firm belief in modernity
stemmed from the idea that the scientific knowledge and rationality would be able to remove many
evils in a country like India.
Azad wanted to revolutionize the education system in India. He was an ardent supporter of the
emancipation process. He saw so many intricate flaws because of the orthodoxy that prevailed in
most parts in the country. There is an opinion among scholars that Azad had personally nothing
much to do with education, and it was Nehru who handed over the task to him. No doubt Azad
accepted the responsibility on the insistence of Nehru and Gandhi. However, he was a qualified
person to take on the responsibility for the same. They were aware of the fact that Azad was keenly
committed to education, culture and scientific and technical progress. If there were some mistakes
and limitations in his work, Nehru always came forward positively to take care of them. Though
Azad was not a professional educationist like Tagore and Gandhi, his impact on education was vast.
In a newly independent India, there was a need for a person who had an immense vision and
character and who might have been able to judge the situation correctly. In addition, the person
should have been able to implement the sound educational policies which would help infuse its
citizens with the right values. After the Independence of India in 1947, when he took over the
ministry of education, which included science and culture, he presided over this ministry for a
decade. Education for Azad meant nothing less than man’s being and becoming, derived from both
religion and humanism. While talking about education, he says: Education, science and culture have
a unique role to play in making the new India of our dreams, with its rich composite culture, its
precious unity in the midst of valuable diversities, its overall national integrity, its abiding values of
truth, justice and tolerance, and its unique capacity to synthesis the cultures of the East and the West
into a new and creative blend that preserves the best of the part, along with the eager pursuit of new
paths of progress to enrich the quality of our lives. Let us all work together to eradicate illiteracy and
ignorance, laziness and poverty, so that our country can take an equitable place in the comity of
nations. Azad understood that the introduction of adult franchise for a national program of education
should stress the rights and duties of citizenship and the ability to participate in national
development. There ought to be a difference between the citizens of independent India and the
colonial subjects of foreign rule. This change could be only possible through the program of mass

education. He established a section of social education as one of his first measures. Azad emphasized
the role of education in national development and inspired the growth of science and technology.
During an opening address at the Indian Institute of Technology (IIT) Kharagpur in August 1951, he
said: One of the first decisions I took on assuming charge as minister was that we must so improve
the facilities for higher technical education in the country that we would ourselves meet most of our
needs. The large number of our young men who have been going abroad for higher training could
have received such training in the country itself. Indeed, I looked and still look forward to the day
when the facilities of technical education in India will be of such level that people from abroad will
come to India for higher scientific and technical training. Azad gave special stress on the education
of women. In 1949, in the central assembly he said, “no program of national education can be
appropriate if it does not give full consideration to the education and advancement of one-half of the
society that is women.” Further talking about women’s education that had been most marginalized,
Azad argued that it was important for two reasons: first, women need education as citizens of free
India. Second, their education makes the task of educating the younger generation easy.
Objectives
1. To study the Educational Thought of Maulana Abul Kalam Azad.
2. To study his Contribution to Modern India.
As a first union minister of education Azad made a unique contribution and stressed on the necessity
of starting programs and policies for the speedy, all-round and inclusive development of educational
facilities in the country. In the meeting of Central Advisory Board of Education in January 1949, he
stated, “The first and foremost task of the national government is the provision of free and
compulsory basic education for all.” Azad thought that two things were very important. First, the
creation of a nation-wide system of basic education for all children of school going age. Second, the
provision of facilities of the highest type of education in the technical field. After joining the interim
government in January 1947, Azad left his legacy for Indian education system by establishing
various institutions and organizations. He appointed University Education Commission in 1948 and
the Secondary Education Commission in 1952. He recognized All-India Council for Technical
Education, established the University Grants Commission in 1953, and The Indian Institute of
Science. To strengthen cultural relations between India and other countries, Indian Council for
Cultural Relations was established. To provide an advanced training and to conduct research, a
National Institute of Basic Education was established. To review the progress in the field of
secondary education, an All-India Council for Secondary Education was constituted. A Central
Bureau of Textbook Research was established. To promote research and training programs, a Central
Bureau of Educational and Vocational Guidance was established. A National Council for Rural
Higher Education was set up in 1956. To upgrade the teacher training programs, the Central Institute
of Education was established. Library services were extended in various parts of the country. Azad
occupies a key position in the educational, cultural and scientific development of modern India. At a

crucial stage of the nation, he steered sectors such as education and culture and laid the foundation
for a future network of scientific and technological institutions. At the time of Azad’s death,
Jawaharlal Nehru said, “It was the strange and unique mixture of the good qualities of past, the
graciousness and deep learning and toleration, with the urges of today that made Maulana Azad what
he was.” Even after 70 years of independence, India still houses the largest number of illiterate
people in the world, in spite of many achievements in various fields like science, technology, arts,
etc. There is still a wide gap between the opportunities available to the rich, educated, urban people
and the poor, illiterate or semi-literate rural and other disadvantaged people, as well as between men
and women. There is a serious dearth of quality public education at every level of learning and
research. Socio-economic development bypasses a major section of population today, as they do not
have access to quality education. An important challenge facing the country is to bridge the urban-
rural divide in educational investment and opportunities. In the present scenario, it is also necessary
to take urgent measures to ensure gender-parity in education by educating communities and families
about the benefits of girls’ education and by imparting incentives to retain the girls in schools. What
India needs is a national commitment to achieve what Maulana Azad had started as the first
education minister of independent India. It must make all efforts to reach that goal. Azad has a
modern mind, fully realized the importance of fundamental research in science and technology. He
remarked: “There can be no advance in either industry of technology without fundamental research
work. The scope of such research should, however, be extended and cover not only the scientific
subjects but also the humanities, including philosophy, the social science, anthropology, etc”. He not
only dreamt about the scientific development but also take actions to achieve the goal. It was Azad’s
initiative and encouragement that a number of institutions and laboratories of scientific research were
established in a very short period of time. Dr. Rajendra Prasad wrote about these achievements, “The
great impetus and encouragement he was able to give the development of art, literature and cultural
activities and scientific research are demonstrated by the establishment of various institutes, and the
commission which were appointed from time to time to deal with educational problem.” Maulana
Azad always looked to the best institutions of the world model for his own plans. While opening the
India Institute of Technology (IIT) Kharagpur, he said: The Government of India had already
initiated a scheme for the establishment of four institutions to standard of Massachusetts Institute of
Technology. I can clearly visualize the day when the great potentials of this institute will be fully
realized. He translated the book published in Arabic in Egypt Al- Miat Al Muslimah i.e. The Muslim
Woman that stands for gender equality and summaries the debate, which was taking place in Egypt
on women s rights and Azad chose to translate this book as he was in favor of gender equality.
Maulana Azad s policies were not restricted to mass-based education alone, rather he appreciated the
need for setting up centres of excellence in diverse fields. Apart from the University Grants
Commission (UGC), he also set up the Indian Council for Cultural Relations (ICCR) that has made a
significant contribution in the academic growth of the country. He also assisted Jawaharlal Nehru in
establishing the Council of Scientific and Industrial Research (CSIR) that helps carrying out some
pioneering research in science. He also strengthened the All-India Council for Technical Education

gauging the need for technical and vocational skills that would need in building a nation. The
tremendous economic growth witnessed over the past couple of decades would not have been
possible without our engineers and technically skilled workers. During his tenure as education
minister, the Indian Institute of Technology (IIT) was established in Kharagpur in 1951, followed by
similar institutes in Mumbai, Chennai, Kanpur, and Delhi. Even today, the IITs considered premier
institutions of higher education not just in India, but the all over the world. Along with science and
technology, and the social sciences, Maulana Azad laid equal emphasis on art, music, and literature.
He founded the Sangeet Natak Academy in 1953, Sahitya Academy in 1954, and the Lalit Kala
Academy in 1954 that protected and promoted Indian Culture over the decades. Maulana Azad also
focused about girl’s education, vocational training, agricultural education, and technical education.
All this has found a place in the agenda of Government of India today. This shows the great
visionary power he had and how relevant it is today. He established UGC for disbursement of grants
and maintenance of standards in Indian universities. He firmly believed with Pt. Nehru that if the
universities discharged their functions well, all will be well with the Nation. Even today 70 years
after the independence we are talking the same. According to him, the universities have not only
academic functions; they have social responsibilities as well. This is very true even today. He was
pioneer in the field of adult education. Now we realized how important it is. He realized it seven
decades ago. His greatest contribution, however, is that in spite of being an eminent scholar of Urdu,
Persian, and Arabic, he stood for the retention of English language for educational advantages and
national and international needs. Its relevance can be seen in the decision of government regarding
starting English subject, semi-English medium, starting more English medium schools in different
parts of the country. Imparting primary education in mother tongue also found to be relevant even
today. He said, “What worries me most is that the extent and magnitude of the student’s unrest is
very often without any relation whatsoever to the supposed cause.” It seems hundred percent true in
current scenario. The contribution to education of Maulana Azad can be studied in two different
ways. One may be the study of his general educational ideas as derived from his basic philosophy of
life and the other may be the various educational changes and measures of reconstruction in making
education adequately responsive to the needs and challenges of the national life. Objective of
Education: Preparing Human Beings. The context of education, influence of home and religion and
the role of the teacher should aim at building of the character and the practice of moral and cultural
values. He stressed the importance of following values, which contributed to the making of man and
his society in pursuit of excellence.
Objectives of Education
The quest of truth is the principal aim of education, but one should not impose ones truth upon others
through violence and dogmatism. It comes from openness to different points of view and through
tolerance of belief other than one’s own. 2. The concept of justice is another aim of education, which
related to appreciation of rights and performance of duties as necessary conditions to the discipline of

individual and the good of society. 3. Spread of enlightenment through right type of education, for
true civilization and equality of life. Co - operation and unity must be learnt through togetherness and
friendship thus laying the foundation for peace and harmony. 4. The practice of courtesy and chivalry
is a grace of life and enriches its quality 5. The spirit of daring is the most valued asset of youth
society and school should give scope and encouragement to the flowering of the spirit of pioneering
and creativity
Curriculum
Maulana was clear that content and curriculum of education at every level has to be distinctively
different from what it used to be in the colonial era and it should address to the objectives of
education defined by him. He repeatedly stressed following ideas to alter and enrich the content and
scope of curriculum. 1. Educational standards needed to be raised at the university stage and
curricula should be broadened and enriched. 2. Adult literacy and social education programmers
should be suitably devised so as to create awareness and productivity. 3. Women education should be
given special attention. 4. The needs of rural areas with emphasis on agriculture and craft should be
given due focus. 5. Physical education, recreation, and opportunities for games and sports should be
incorporated at all levels. 6. Research and evaluation should test the effectiveness of curriculum and
guide for future educational planning.
Conclusion
Maulana Azad visualized that nation building is possible only through holistic and secular education
and communal harmony. He kept on promoting and protecting the secular character of the nation
despite adverse situations and resistance from within and outside India. He designed the education
policy of the country. His secular, liberal, modern and universal education is relevant even today. His
vision paved the way for achieving education for all. The clue of his education policy was his
conviction that democracy cannot function without the eradication of illiteracy. He realized that the
introduction of adult franchise needed a national programe of mass education. Paying tribute to Late
Maulana Azad in the Indian parliament Pt. Jawahar Lal Nehru stated: "We have had an awesome
man and we will have incredible men, however that impossible to miss and exceptional sort of
significance that Maulana Azad spoke to is not liable to be recreated in India or anyplace else."
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Vol 5, Issue 3, 2022 Impact Factor:2.58 DOI: https://doi.org/10.31426/ijamsr.2022.5.3.

Educational Thought of Maulana Abul Kalam Azad and His

DR. NAJMAH PEERZADA

Keywords: A Thinker of Change, Vision and Contribution,

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