National integration

National integration

The progress and security of any nation depends upon national unity and emotional integration of its people. The aim of education is not merely individualistic. The purpose of education is to make the individual acquire social efficiency. Nationalism and patriotism are indeed noble virtues. Our education must create a lively realization among the students that they are all members of one world. We cannot afford to live in isolation without determent to individual progress.

A.    Definitions of National Integration

 ‘A feeling that binds the citizens of a country.’                   Dorothy Simpson

B.    Need /Importance/ Necessity of National Integration

The need of national integration is felt necessary for the following reasons.

i.                    Threat of Foreign Aggression

National integration is vital for India’s survival especially at a time when the country is under the threat of foreign aggression and internally the people are divided on the basis of castes, religions, regions, communities, languages and Races

i.                    For the Development of National Character

National integration is an essential element for the development of national character. These days there is lack of national character. Corruption is increasing day-by-day. We are sacrificing national interests for the sake of money. National character can be formed only when we have the feeling of national integration.

ii.                  For Success of Democracy

India is a democratic country. National integration is an essential pre-requisite for the success of our democracy. It is a basic need for the success of democracy; otherwise, the fissiparous tendencies in the country may lead to serious consequences.

iii.                For Diversity

National unity is essential for any country at any time. There is unity in diversity in India but now unity is in danger. Therefore, national unity is essential in order to maintain the eternal value of unity in diversity.

iv.                For Peace

National integration is essential for keeping peace at national and international level. Modern age is the age of science. Scientific achievement should be used for constructive work in order to provide peace to humanity. This feeling can develop only when we have the thought of national integration.

C.    Hindrances in the way of National Integration

Despite the efforts being made for securing a high level of national integration in India, the sad fact remains that even after about six decades of independence this objective is yet to be fully secured. Several hindrances continue to the pose a challenge before this objective.

                 1)      Communalism:

It has been the biggest hindrance in the way of national integration. Communal riots, communal tensions and terrorism continue to be present in the Indian environment. The menace of communalism continues to adversely affect the process of national integration.

             2)      Regionalism:

People of different regions attempt to have their regional and local interest over and above the national interests. The regional disparity in economic development creates widespread discontentment among the people of different regions, particularly in north-eastern states of India.

  

           3)      Linguism:

The absence of a national language has been a big weakness. The strong controversy, between pro-Hindi North and anti-Hindi South has always adversely affected the process of national integration. Linguistic regionalism and linguistic riots have been recurrent features of Indian political system.

          4)      Existence and operation of Terrorist and Militant Organizations:

Existence of terrorist organisations and their activities based on communalism and in support of secessionism have always adversely affected the process of national integration. Continued activities of Peoples-War Groups (PWG), increasing role of violence in almost all the North-eastern states, etc. have all been putting grave strains on the efforts towards national integration.

          5)      Sectarianism:

Sectarianism also poses a big threat to national integration. Clashes among the religious sects and their organisations often engulf the entire nation. Sectarian conflicts in India have always hindered the process of National Integration.

         6)      Casteism:

Casteism is proving to be a cancerous trouble for India. It has been keeping the people divided in the name of caste. It has emerged as the strongest political party in India which always works for maintaining caste identities over and above the national identity.

          7)      Cultural differences:

There are cultural differences also which hamper unity and they need to be curtailed.

         8)       Social distinctions:

There are many distinctions of cast and creed in our society. Untouchability is still prevalent which is a stumbling block in national integration and

        9)      Economic disparities:

There are vast economic disparities in business, trade, agriculture, industry, etc. There is a wide gap between the rich and the poor which is getting wider and wider year after year.

        10)  Different political parties:

In our country there are many political parties. Out of these some work for the growth of the national unity but there are certain other parties which cause national disruption.

       11)  Lack of good leadership:

The success of democracy depends upon the good leaders. Most of our leaders are selfish and unscrupulous. They either work for their own wested interests. they do not care for the national interest. Such leaders stand as an obstacle is the path of national unity.

       12)   Frustrated youth:

Youth of today is sitting at the crossroads. He is frustrated because of the rampant corruption, favoritism, unemployment, uncertain future etc.

       13)   Domicile restrictions:

Three are domicile restrictions in various colleges, especially in professional colleges in India. How can the people of all the states gather under one flag and how can all the communities and castes become indistinguishable if such barriers exist.

       14)   Lack of national character:

In India, at every step disruptive tendencies such as adultration in food and beverages and even in life-saving drugs, bribery, black-marketing, smuggling etc are prevalent. Because of these tendencies, national integration faces a great danger

A.    Role of Education in Promoting National Integration

          1.      Restating the Aims of Education: Education also aims at securing co-operation and co-ordination in contrast to conflict and contradiction by creating a new social order based on the pillar of cohesion and solidarity.

      2.      National System of Education: National system of education is an essential pre-requisite for cultivation of national consciousness and a feeling of oneness among the people.

It embraces the following:

(a) Evolving and implementing a common and unified pattern of education throughout the country i.e. 10 + 2 + 3 pattern of education.

(b) Acceptance of aims and objectives of education by all states and union territories.

(c) Assuming a great responsibility by the centre to implement the structure of education.

(d) Need for a uniform syllabus for schools all over the nation.

(e) Providing similar opportunities for education with similar standards all over the country.

        3.      Redesigning the Curriculum:

In order to foster national feeling the curriculum needs to be revised and redesigned. Every subject in the curriculum must be taught from the stand points of national needs and national achievements. Through different subjects of curriculum, a feeling of unity and oneness; a feeling of our rich cultural heritage, hoary tradition, lofty values, mutual interdependence of people etc. can be promoted among the budding citizens of India.

The design of curriculum for national integration is as follows:

i.                    National History:

Indian history must be taught embracing national ideas, unity in diversity, glorious freedom struggle, the steps taken by different emperors for uniting the nation and above all biographies of national heroes.

ii.                  Geography :

A study of geography among other things should include human geography, inter-dependence of different regions, map reading and an account of scientific and industrial development. These aspects may help in understanding the essential unity of the nation.

iii.                Civics:

Students should be encouraged to value the ideals of citizenship and the importance of national integration through civics teaching. It should be taught with a national bias.

iv.                Social Studies:

It should be taught to create a desirable and pleasant attitude for emotional unity and essential integrity among the people of the nation. It should include the lives and works of the great men of India and the world and also stories from the scriptures.

v.                  Teaching of Languages:

Study of a common national language should be made compulsory for the sake of permanent integration of different communities in different regions or provinces. Besides, study of regional languages and knowledge of at least one or more Indian language should be made compulsory along with English. For this, three language formulas has been devised and incorporated in our language policy.

vi.                Study of Art, Music and Literature:

Art is the reflection of culture which appeals one’s emotion and paves the golden way for national unity. Music, like art, satisfies the emotion which is an instrument for bringing national consciousness and cohesiveness.

vii.              Moral, Religious and Humanistic Education:

With a view to achieving national integration, moral, religious, and humanistic education should form an integral part of our educational system. The budding citizens should be trained in the fundamental dictum of all religions i.e. “fatherhood of God and brotherhood of man” in order to promote national feeling. Religious tolerance and respect to all religions other than the one’s own are essential ingredients to weld the nation into one.

viii.            Redesigning the Textbooks:

There is an imperative need for recasting and revising books on Indian history, geography, civics, literature and languages etc. for enabling students to appreciate social, cultural, linguistic and religious solidarities of the people of India.

        4.      Organizing Co-Curricular Activities:

It is admitted on all hands that organisation of different co- curricular activities in an educational institution helps in promotion of national and emotional integration.

The following are some of the co-curricular activities for bringing out national integration:

(i)           Celebration of national festivals like Independence Day, Republic Day, Children’s Day, and Teacher’s Day in the campus instills national temper and consciousness in the minds of budding citizens of the nation.

(ii)         Celebration of birth anniversaries of national leaders and great men need to be organised in schools.

(iii)       Celebration of festivals of other communities should be organised.

(iv)       Students should be made familiar with the meanings of the verses of the National Anthem and should be taught to recite it in unison and behaved in disciplined way when it is sung.

(v)         Respect of national flag, national symbols and national institutions should be taught to the children.

(vi)       Special talks on unity and oneness of the country can be arranged. Eminent persons should be invited to deliver speech on national integration and nationalism.

(vii)     Open-air dramas should be staged at least thrice a year in the school in which students should be encouraged to participate. Glorious events in our Indian history and the life of great national heroes should be staged with active participation of students.

(viii)   Display of educational films and radio and T.V. talks and mass media should be used for inculcation of national outlook and national feeling.

(ix)       Seminar, dramas and exhibition on the theme of communal harmony and national unity should be organised.

(x)         Organisation of educational tours and trips helps the students to have first-hand knowledge about their country and face-to-face contacts by these trips and tours help in breaking the barriers and prejudices and broaden their outlook and vision.

        5.      Organizing National Integration Camps:

Organisation of National Integration Camps by department of school education. Ministry of H.R.D. is a right step in right direction for inculcating feelings of oneness among the students and teachers. The main objective of such camps is to enable school students understand and appreciate the social and cultural life of people in different states of India.

At the state level, state department of school and mass education and SCERT should organize these camps on a wider scale to promote a feeling of unity among the students.

   

       6.      Other Activities:

(i)                 A uniform pattern of school dress for teachers and students all over the nation is a right step in the direction of creating a national feeling in their minds.

(ii)               Development of community life in every educational institution is a step in right direction.

(iii)             Organisation of social and national service programmes concurrently with academic studies like NCC, ACC, Scouts, NSS Camps, Red-cross, Girls Guides Camp etc. are other activities which serve the purpose of fostering of national temper in the tender minds.

(iv)             Participation of students in programmes of community development and national reconstruction should be encouraged.

(v)               Organisation of different games and sports, exercises etc. should be encouraged.

(vi)             Development of national discipline scheme is to be implanted in the school campus for promotion of feeling of oneness.

E.     Suggestions of Commissions and Committees for National Integration

In order to achieve national integration the government of India, appointed so many commissions and committees. The suggestions given by a few such committees follow.

           a)      Mudialiar Commission (1952 – 53)

The commission suggested following factors concerning modern society to serve as indicators of feeling disintegration which is serious for the existence or survival of mankind.

(i)                 Lack of political leadership in the country.

(ii)               Lack of patriotism or taking patriotism in the narrow sense.

(iii)             Casteism as a factor for development hatred.

(iv)             Regionalism and language as a factor in the development of negative Feelings

(v)               Geographical factors, regional, cultural and social variations are the barriers of integration and

(vi)             Ignorance about factors that affect national development today.

  

         b)     Emotional Integration Committee (1961)

The Emotional Integration Committee (1961) constituted by the Ministry of Education, Government of India, under the chairmanship of Dr.Sampurnanand, made the following suggestions for strengthening emotional and national integration.

(i)                 Reorganization of curriculum.

(ii)               Highlighting the achievements of different leaders belonging to all sections.

(iii)             A core curriculum including the freedom movement.

(iv)             Co-curricular activities.

(v)               Teaching of social studies.

(vi)             Text books.

(vii)           Inclusion of minority language into the script.

(viii)         Uniform for school children.

(ix)             Singing of national anthem.

(x)               Reverence for the national flag.

(xi)             Celebration of national days.

(xii)           Special talks on the unity of the country.

(xiii)         Removal of domicile restrictions in admission policy.

(xiv)         Recognition of institutions that work for national unity.

(xv)           Common school system to remove class distinctions.

(xvi)         Community development programmes.

(xvii)       Taking pledge by the students at least twice in a year.

(xviii)     School improvement programmes.

(xix)         School projects which improve pupils’ general knowledge of the country.

(xx)           School curriculum related educational tour.

        c)      Recommendations of the Education Commission (1964 – 1966)

 The following are the recommendations of the Education Commission(1964- 66).

1.   Provision of quality education: A reasonable quality of good education should be made available to all irrespective of any consideration.
2. Common school system: A common school system should be established
3.   No public schools:  A public schools should not be permitted as they breed inequality.
4.   Three language formula: Three language formula should be followed.
5.     Regional language as medium of instruction: The use of regional languages as media of education from the lowest to the highest stage was a matter of ‘profound importance for national integration’.

          d)     National Policy on Education (1986)

1.  Equality of opportunity in education: Equality of opportunity in education is very helpful in promoting national integration. The national policy of education 1986 has observed, ‘The new policy will lay special emphasis on the removal of disparities and to equalize educational opportunity by attending to the specific needs of those who have been denied equality so far’.
2.    Linking past, present and future: Education should link the past with existing realities of the present national identity and the emerging future goals and aspirations of the society.
3.    Integration of rural and urban areas: For achieving meaningful national integration, education should establish proper linkage of the urban elite and the rural people. This task can be performed through providing equal opportunities for education. Programmes of formal and non-formal education through various types of institutions should be organized extensively in the rural areas.
4.    Involvement of students: There is a need for closer involvement of the students and the community in educational programmes for developing a ‘sense of belonging’ and creating necessary enthusiasm for national development.

            e)      National Policy on Education (1992) on National Integration

                    i.  Common core curriculum: The National Policy on Education (NPE) provides for a common core curriculum including the history of Indian freedom movement, the constitutional obligations and other content essential to national identity. These contents are expected to cut across subject areas and designed to promote values such as India’s common cultural heritage egalitarianism, democracy and secularism, equality of the genders, protection of the environment, removal of social barriers etc.

                  ii.  Uniform educational structure: A uniform educational structure should be established all over the country.

                iii.   Equality of opportunity: Equal educational opportunities should be provided to all.

                iv.   Educational opportunities in all parts: All parts of the country should be provided with suitable educational opportunities.

                  v.            Social and national service: Social and national service should be made an integral part of education as its absence is also responsible for increasing the gulf between the educated and the uneducated classes.

F.    Role of the Teachers in Promoting National Integration

Teachers can play an important role in developing values of natural integration among the students. Following are the important measures which can prove very helpful in this regard.

(i)  Teachers should set ideal examples of national integration through their behaviour, ways of thinking and doing things.

(ii)     Teachers should present historical facts in an impartial and objective manner.

(iii)     They should not discriminate students on the basis of caste, colour, language, region and religion.

(iv)    They should lay balanced stress on the achievements of great leaders belonging to different communities, regions, etc.

(v)     In geography and Indian economics, the importance of interdependence of different regions and states should be highlighted.

(vi)    All possible efforts should be made to inculcate an attitude of rational thinking in the students.

(vii)   Community dinner, campus, educational excursions and tours may be organized so that students get opportunities to appreciate the concept of unity and diversity.

(viii)     Deeds of patriotism of great persons belonging to all communities shouldbe suitably explained.

G.    Constitutional Provisions for National Integration

India is nation of multi - religious, multi - social and multi - lingual people. It is the duty of the constitution that it protects the rights. It is also to see that these rights are not exploited by the masses or minorities. Simultaneously India has a good deal of the people of scheduled castes and scheduled tribes. They are the people who have been depressed and suppressed for centuries. The constitution protects their rights. Similarly, the discrimination against the women will also have to dispense with and the constitution is also to protect their rights and to provide them equal status with the man.

The constitution of India came into force on January 26, 1950. As it embodies people’s hopes and aspirations, its provisions have a direct or indirect bearing on national integration. Some articles which have bearing or national integration values are as follows.

(i)                 Articles 5 to 11 deal with the Indian citizenship.

(ii)               Article 14 emphasises equality before law.

(iii)             Article 15 prohibits discrimination on ground of religion, race, caste, gender or place of birth.

(iv)             Article 16 emphasises equality of opportunity in matters of public employment.

(v)               Articles 17 - 31 deal with fundamental rights.

(vi)             Article 21A speaks about right to education.

(vii)           Articles 32 - 35 give constitutional remedies.

(viii)         Articles 36 - 51 deal with to directive principles of state policy which aim at establishing social and economic democracy in the country.

(ix)             Articles 152 - 237 deal with the government of the state level.

(x)               Articles 244 - 244A deal with scheduled tribal areas.

(xi)             Articles 330 - 342 deal with the reservation of seats of SC/ST in the Loksabha and state assemblies.

(xii)           Articles 343 - 351 relate to official language and,

(xiii)         Articles 352 - 360 deal with the emergency provisions.

H.     CONCLUSION

National integration is essential for any nation with socio-cultural, religious, linguistic and geographical diversities. India is a nation having great diversities. The people who inhabit this nation belong to different races, communities and castes. They reside in different geographical regions and speak different languages. They believe in and practice different religions and have varied life styles. But with all these diversities, they all are Indians and they feel like that. National integration is the awareness of a common identity amongst the citizens of a country. This kind of integration is very important in the building of a strong and prosperous nation.