Wardha Scheme of 1935

The Wardha Scheme of 1935 was a proposal for a new educational system in India, presented by
Mahatma Gandhi during his stay at the Sevagram Ashram in Wardha, Maharashtra, India. The
scheme aimed to provide education that was practical, vocational, and relevant to the needs of
rural India. The proposal was based on the principles of Nai Talim or "New Education", which
Gandhi had been developing since the 1920s.

The Wardha Scheme called for an educational system that emphasized manual work, or what
Gandhi called "productive labour", as an integral part of education. The scheme proposed that
education should be integrated with the economic and social needs of the community, and that it
should be available to all, regardless of caste, creed, or gender.

Under the Wardha Scheme, education was to be organized in three stages: Basic Education (ages
6 to 14), Craft Education (ages 14 to 18), and Basic and Higher Education (ages 18 to 35). Basic
Education would focus on the development of literacy and numeracy, along with moral and
social values. Craft Education would provide practical training in a variety of crafts and trades,
such as carpentry, weaving, and agriculture. Basic and Higher Education would provide
specialized education in areas such as engineering, medicine, and law.

The Wardha Scheme had a significant impact on Indian education, and many of its principles
were later incorporated into the Indian education system. However, the scheme was also
criticized for being too focused on rural development and for neglecting the needs of urban areas.

Background: Mahatma Gandhi was a strong believer in the value of education and its
potential to transform society. He had been developing his ideas on education since the 1920s
and believed that traditional education in India was too focused on memorization and lacked
practicality. He believed that education should be tailored to the needs of the community and
should focus on the development of skills that were relevant to daily life and work.

Proposal: In 1935, Gandhi presented his proposal for the Wardha Scheme, which was based
on the principles of Nai Talim or "New Education". The scheme was designed to provide
education that was relevant to the needs of rural India and that would help to promote self-
sufficiency and economic development.

The Wardha Scheme proposed a three-stage education system, as mentioned earlier. Basic
Education would focus on literacy, numeracy, and moral and social values. Craft Education
would provide practical training in a variety of crafts and trades, and Basic and Higher Education
would provide specialized education in areas such as engineering, medicine, and law.

The scheme emphasized the importance of manual work as an integral part of education.
Students were expected to participate in productive labor, such as farming or handicrafts,
alongside their academic studies. This was seen as a way to develop practical skills, foster a
sense of community, and promote self-reliance.

Mahatma Gandhi introduces the Wardha Scheme of 1935. His main intention to introduce this
scheme was to improve the prevailing system and aims of education in India.

Before we directly jumped into the Wardha Scheme of 1935, let us understand Indian education
during the British rule and the historical background of the Wardha Scheme of 1935.

The concept of the Basic Education of Gandhi gives evidence of the creative genius of
Gandhiji in the field of education. As a nationalist leader, he fully realized that the British system
of education introduced by Lord Macaulay could not serve the socio-economic and cultural
needs of the country. Its aim was to create a class of people who could assist the British
administration by producing some clerks. The education system was urban-oriented which
neglected the socio-cultural ethos and economic needs of the rural Indians. The English language
dominates the course of study. Further, the objective of Lord Macaulay’s education was to create
a group of intellectuals who were Indian in blood but European in taste and aptitude. Also, it
neglects mass education and good citizenship training.

Gandhiji himself had said, “I am convinced that the present system of education is not only
wasteful but positively harmful.” It was in this context that the concept of useful education to the
millions of poor people of India through craftwork had emerged in the mastermind of this great
thinker.

Historical Background of Wardha Scheme of 1935

As a Lawyer, Gandhi went to South Africa in 1893 in connection with a legal case to plead there.
The case was settled and yet he preferred to stay there for long 20 years. During these years he
saw the miserable condition of the poor African and Indian children there. He established the
Tolstoy Farm at Transvaal and undertook the responsibility of training children including his
own son.

He experimentally tried to design a system of education that was less costly but capable of
training the hand and heart of children in a family environment. Also, he attained a
commendable success in his method of serving the useful educational purpose of the Indian and
African children there.

He returned to India in 1915 and established Sabarmati Ashram in his home state of Gujrat in the
same year. The Ashram was able to draw women, children, and the illiterate adults in giving
them useful education. Soon he became the spiritual father of the Ashram respectfully called
‘Bapu’.

Later on, he established Sewagram Ashram at Wardha in 1935. It was from here that he
popularized his political as well as the educational ideals of the nation. He wrote a series of
articles on his concept of basic education and published them in the newspaper ‘Harijan’. He
wrote, “Literacy itself is not education. I would, therefore, begin the child’s education by
teaching it a useful handicraft and enabling it to produce from the moment it begins its training.”
Finally, he placed his Basic Education of Gandhi system to the nation in the Wardha
Conference of 1937.

Wardha Education Conference

As a result of the provincial autonomy given to the states by the British administration popular
governments were formed in different provinces in 1935. There was a strong public demand for
making primary education free and compulsory and Congress Governments were committed to
it. On the other hand, the provincial governments did not have the required sum of money to
work out the plan. At this critical juncture, Mahatma Gandhi came forward with his proposed
plan of mass-education which was self-supporting, free, and compulsory at the same time.

For this purpose, an All India Education Conference was held in Wardha on 22 nd and
23rd October 1935. In this conference, it was attended by the eminent educationists, workers
along with the Education Ministers of the seven states, and Congress leaders. Gandhi himself had
presided over it.

Resolution of Wardha Conference on Primary Education

In this Wardha Conference after a good deal of discussion following important resolutions on
primary education was passed.

1. Free and compulsory primary education must be provided for 7 years on a nationwide
scale.
2. The medium of instruction should be the mother tongue.
3. Education for this period should center round a manual craft and productive work
suitable for the local condition.
4. The system of education will be able to cover gradually the remunerations of the
teachers.

However, the Conference could not whole heartedly accept the fourth resolution which proposed
for productivity in primary education through craft. A Committee was formed in the conference
in order to formulate the necessary scheme of basic education to be worked out and frame a
suitable curriculum. Dr. Zakir Hussian headed the committee with nine other members
including Vinoba Bhave and Kaka Kalelkar. The Committee had submitted its report in two parts
within a short period of time.

Philosophy behind the scheme: The Wardha Scheme was based on Gandhi's philosophy of
education, which emphasized the need for education to be holistic, integrated, and aimed at the
development of the whole person. Gandhi believed that education should not just be about
acquiring knowledge, but should also focus on character-building, moral values, and the
development of practical skills.
Emphasis on indigenous crafts: One of the key features of the Wardha Scheme was its
emphasis on indigenous crafts and trades. The scheme aimed to promote the development of
local skills and industries and to help people become self-reliant. The idea was that students
would learn practical skills that would enable them to earn a livelihood and contribute to the
development of their communities.

Integration of education with social and economic needs: Another important aspect of the
Wardha Scheme was its emphasis on integrating education with the social and economic needs
of the community. The scheme aimed to create a system of education that was relevant to the
lives and needs of people in rural areas, and that would help them to overcome poverty and
social injustice.

Opposition to traditional education: Gandhi was a strong critic of the traditional education
system, which he believed was too focused on memorization and rote learning, and neglected the
practical needs of people. He believed that the existing education system had failed to produce
citizens who were capable of contributing to the development of the country, and that a new
system of education was needed.

Impact on Indian education: The Wardha Scheme had a significant impact on the development
of Indian education. It led to the establishment of many new schools and colleges that followed
the principles of Nai Talim. The scheme also influenced the development of educational policies
in India, and many of its ideas were incorporated into the National Education Policy of 1986.
Today, the principles of Nai Talim continue to influence educational thinking in India and other
parts of the world.

Curriculum: The Wardha Scheme proposed a curriculum that was centered on the needs of the
community. Basic education included language, arithmetic, history, geography, hygiene, and
music. Craft education involved learning a specific craft or trade, such as pottery, weaving, or
agriculture. Higher education was focused on specialized fields such as engineering, medicine,
and law.

Teacher training: The success of the Wardha Scheme depended on the availability of skilled
teachers who could teach students the practical skills they needed. To this end, the scheme
proposed the establishment of teacher training centers, where teachers could learn how to teach
crafts and trades.

Emphasis on self-sufficiency: The Wardha Scheme was based on the idea that education should
help people become self-sufficient and independent. The scheme aimed to create a system of
education that would enable people to meet their basic needs and improve their quality of life.

Focus on character development: The Wardha Scheme emphasized the importance of

character development and moral values. The scheme aimed to create citizens who were honest,
hardworking, and committed to the welfare of their communities.
Criticism: The Wardha Scheme was not without its critics. Some people felt that the scheme
was too focused on rural development and neglected the needs of urban areas. Others felt that the
emphasis on manual labor was too narrow and did not prepare students for the modern economy.

Legacy: Despite its shortcomings, the Wardha Scheme had a lasting impact on Indian education.
It influenced the development of educational policies and led to the establishment of many new
schools and colleges. The principles of Nai Talim continue to inspire educational thinking in
India and other parts of the world.

International influence: The Wardha Scheme was not just a national initiative but also had
international influence. Gandhi's ideas on education were widely discussed and debated in
educational circles in Europe and North America. The scheme inspired the establishment of
alternative schools in other parts of the world, such as Summerhill School in England and the
Sudbury Valley School in the United States.

Women's education: The Wardha Scheme emphasized the importance of education for women
and girls. It aimed to provide equal opportunities for education to both boys and girls, and to
empower women to participate in the economic and social development of their communities.

Role of language: The Wardha Scheme emphasized the importance of using local languages as
the medium of instruction. The scheme recognized that the use of a language that students were
familiar with would make learning easier and more effective. The scheme also aimed to promote
the use of local languages as a means of preserving cultural heritage.

Implementation challenges: The implementation of the Wardha Scheme was not without
challenges. The lack of resources, trained teachers, and infrastructure posed significant
challenges to the establishment of new schools and colleges. The scheme also faced opposition
from traditionalists who were resistant to change.

Continuing relevance: The Wardha Scheme remains relevant today, as it offers a model of
education that is focused on the needs of the community, promotes self-sufficiency and
independence, and emphasizes character development and moral values. The principles of Nai
Talim continue to inspire educational reforms in India and other parts of the world.

Establishment of institutions: The Wardha Scheme led to the establishment of several

institutions, such as the Kasturba Gandhi National Memorial Trust, which aimed to promote
rural development and women's education. The scheme also led to the establishment of the All
India Spinners Association, which aimed to promote the use of locally produced cloth and reduce
dependence on imported goods.

Nai Talim principles: The Wardha Scheme was based on the principles of Nai Talim, which
emphasized the importance of education for social, economic, and moral development. The
principles of Nai Talim were based on the belief that education should be practical, meaningful,
and relevant to the needs of the community.

Emphasis on self-expression: The Wardha Scheme emphasized the importance of self-

expression and creativity in education. The scheme recognized that each student had unique
talents and abilities, and that education should be designed to promote self-expression and
creativity.

Impact on Gandhian philosophy: The Wardha Scheme had a significant impact on Gandhian
philosophy, as it emphasized the importance of education as a tool for social and economic
development. The scheme also led to the development of Gandhi's concept of Gram Swaraj, or
village self-rule, which aimed to empower rural communities and promote self-sufficiency.

Relevance to contemporary education: The principles of the Wardha Scheme continue to be

relevant to contemporary education, as they emphasize the importance of practical skills, moral
values, and community development.

Impact: The Wardha Scheme had a significant impact on Indian education, and many of its
principles were later incorporated into the Indian education system. The scheme helped to
promote a more practical and relevant form of education, and it emphasized the importance of
education in promoting social and economic development.

The Wardha Scheme also had a broader impact on the development of Indian society. It helped
to promote a sense of national identity and pride, and it encouraged a greater focus on self-
reliance and community development.

Criticism: The Wardha Scheme was not without its critics. Some argued that the scheme was
too focused on rural development and neglected the needs of urban areas.

Overall, the Wardha Scheme was an important milestone in the history of Indian education and
played a significant role in shaping the development of educational policies in India.

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