70 CHAPTER III
DEVELOPMENT OF EDUCATION IN MAHARASHTRA A .m wEsTE^’f-MAlURASHTftA ANT) TM------sEl EcTES O T iA T T O m sO'CIETTEs
Development of Education In Maharashtra In the background perspective of Indian education.
Development of Educational facilities in VJestern
Maharashtra from pre-school stage to higher education
Development pattern of three typical educational societies as a part of detailed case study ; a) Rayat Shikshan Sanstha, b) Deccan Education Society, c) Bharati Vidyapeeth. 71 Development of Education in India
Though ancient Universities in India were leading centres of learning in the contemporary world, these institutions and their traditions did not survive. The earliest of modern Universities in India, namely the Universities of
Calcutta, Bombay and Madras, were established in 1857.
They were largely patterned after the earlier model of
London University and were for long purely examining bodies.^ At the time of Independence in 1947, India had 19 Universities, 636 colleges and a total enrolment 2 of 2,56,000 at the post Matriciolate stage. Since
Independence, the number of u n iversities, deemed univer sities, institutions of national importance and enrolment of students have grown at a rapid pace. The latest published data available from University Grants Commission shows that there has been a considerable expansion of education. At present, we have 105 universities, 10 institutions deemed to be universities, 8 institutions of no.tlonal importance and above 4500 colleges (including at about 300 engineering/technical, medical and dental colleges). The post-matriculate enrolment is of over
50 lakhs.
JZ Prof. M.S. Mathur, "Higher Education in India, Some Reflections" Reading Material, Orientation Programmes for Educational Planners and Administrators in Higher Education, National Institute of Educational Planning, p 1. 2. Ibid , p 1. 72
India is thus operating world's third largest system of higher education, next only to the system of U .S .A . and
U.S.S.R.1 revelopment of Education in Maharashtra
The responsibility for organising education in India rests largely with the States. The Constitution of
India has delineated the respective responsibilities of the Central and State Governments in the fie ld of education. The Constitution assigned to the States the 2 entire field of education including universities. The main responsibility of the Central Government in the fie ld of higher education emanates from entry 66 in the union list, which enjoins on the centre to take steps necessary for the co-ordination and determination of standards for higher education or research and scientific and technical institution. The Central
Government has, however, direct responsibility of
Central Universities.
Soon after Independence, there was a rapid expansion of the educational facilities in Maharashtra. The education service organized by the Government was
influenced by two principal objectives :
1 . Prof. Mathur, M.V. , Op. Clt. p.3 2. Entry 11 in the State list in the Constitution of India (as modified upto 1st July, 1960), Delhi, Manager of Publication, 1960, p 263, 73
(1) Providing a net work of educational institutions
to cater the needs and ability of the people;
(2) Ensuring their optimum utilisation by the
socially and economically weaker sections
of the people in particular to whom the
opportunities were so far denied or were
prohibit ive.
Mooted with the above objectives, educational planners
of the State adopted various educational programmes for
development of education in the State. Among the
different schemes accepted by the state, the scheme of
introduction of comp'ulsory primary education in all the
villages with a population of 1000 and above was the
most Important landmark during the First Five Year Plan
(1951-61). Voluntary organizations conducting primary
schools were also paid grants for opening schools in
the villages with a population between 400-700. The
physical education programme has also received major
attention along with the introduction of N .C .C .
programme.
Re-organisation of the States took place in the year
1956 when the First Five Year Plan was over and Second
Five Year Plan was just started. In 1960, the re
organised bigger bilingual state was bifurcated and
new State of Maharashtra and Gujarat ware foraied. 74
During the planning years, the Government attempted to
expand compulsory education and primary education,
training facilities for primary teachers. So also
several ordinary schools converted into basic schools;
and miiltipurpose schools and buildings were constructed
for schools. Higher education in humanities, basic
sciences and other professional subjects like law and
commerce formed a part of general education. Apart from
opening Government colleges in these subjects. Government
assisted non-Government agencies in maintaining and
expanding such institutions. From 91 institutions of
higher education in 1951-52 the number rose to 520
institutions in 1980-81. In order to enlarge opportuni
ties for higher education. Government established
Marathwada and shivaji Universities. All the Univer
sities in the State undertook various schemes for
development of their departments for which they received
grants from the University Grants Commission. The
Maharashtra Government also provided matching grants
to the universities.
With a view to inculcating qualities of leadership,
community work, discipline and character in students the
N.C.C. and N.S.S. Schemes are started in the colleges.
The third and subsequent plans sought to provide the
essential needs of Universal and compulsory education 75
in the primary stage, to reorient the pattern of
secondary education and to decentralise arrangements for higher education* University education has been
dispersed by opening new colleges, even in remote rural
areas.
Growth of Higher Education in Maharashtra
A development of education in Maharashtra can be visualised by Table N o .l. The total number of insti
tutions in 1980-81 was 60021 and the number of students
in these institutions was about 125.02 lakhs, being 20^
of the total population of Maharashtra. The total
nijmber of teachers imparting instructions to these
students was 3.76 lakhs, registering teacher, students
rat io of 1; 33.
The number of students enrolled at the primary and
secondary educational institution was highest to the
extent of 83.92 and 33.9 lakhs or 67=^ and 26^^ of the total
enrolment respectively. The n-umber of students turning
to higher education was found smaller than the num.ber
■ enrolled tc primary and secondary educatirm. It,
as is seen from the table, was 4,88 lakhs or just
3.90^ of the total enrolment and teachers engaged in
teaching these students were .18 lakhs or 6^ of the
total teachers engaged in the total system of
education. 76
The need to train the teachers is appropriately realized by the educational planners since sixties. However, the
total facilities available for training the teachers v/ere found inadequate. Thus .25 lakhs or ,19fo of the
total students were in the institute for Teacher
Training. (Table No.l).
Teacher : Students* Ratio
A need for larger number of teachers to teach students
at different levels is emphasized invariably by the
educational experts. How this need is met is seen from
the Table Mo.2 which highlights the fact. Of teacher
students ratio at various stages of education for the
year 1980-81. *
Teacher; students ratios in all the educational
institutions was 1:33, at school level it was 1:34,
whereas at college level it was 1:27. In rest of the
institutions it was further at the lower margin. This
reflects the satisfactory state of affairs. However,
some complained that this is some what deceptive because
at some stages, especially at Xllth standard, under
new pattern of +2, the size of students in class is
invariably more than 100 which is difficult tj control
by a teacher. Leaving aside such cases which are
envisaged usually in the urban areas, the fact of
satisfactory rate of teacher ; students ratio cannot be 77
Table No.l.
SiJminary of all Educational Institutions in the whole of Maharashtra (1980-81)
Sr. Type of Institution ^ o . of Enrol Teachers No. Insti- ment ( ’ 000) tut ions ( ’ 000)
1. Pre-primary school 654 64 2
2 . Primary school 51045 8392 222
3. Secondary schools 6119 3309 114
4. Institution for Teachers Training ;
a) Degree level 54 9 1
b) Under Graduate level 147 15 1 .5
c) School level 6 1 (49)
5. Arts, Science and Commerce College 407 488 18
6 . Institutions for professional education :
a) Degree level 190 78 7
b) Under Graduate level 226 5b 4
7. Other higher e due at ion 143 20 2
8 . Institutions for special education 1030 70 4
Total ; 6.0021 12502 3755
Source: Directorate of Jiducation, Government of Maharashtra 78
Table No. 2.
Teacher : Students Ratio at various stages of the Educational System in Maharashtra (1980-81)
Educational Stage Teacher Students Ratio
1. School level (Pre-primary, primary and secondary) 1 : 34
2. Institute for TetvChers Training 1 : 10
3. Arts, Science and Commerce College 1 : 27
4. Institute for Professional Education 1 ; 12
5. Institute for Special and other higher education 1 ; 15
All Institutions for 1 20 higher education
All Institutions 1 33
Source : Directorate of Education, Government of Maharashtra 79 overlooked. It competes even with the advance countries like the U .S .A . or Japan.
The Growth of Pre-Primary Schools
Pre-primary education is very comprehensive education which Includes parental education, pre-natal and post natal and school care. The Maharashtra State was unable to register any spectacular progress in the development of this type of education. The present facilities for such education are limited. The existing pre-schools are mostly free-supported, privately managed and urban in location. They, therefore, meet the needs of mostly the middle and upper classes. By and large, these facilities exist only to a very limited extent in the rural sector and for the poor and the under-privileged social groups who really need them most.
The development of pre-primary education is seen from the Table No.3. The total involvement in this sort of education and teachers engaged in imparting insti tutions in them rose from 34,000 and 1351 in 1960-61 to
64,000 and 1647 in 1980-81 respectively. Out of the total number of 1647 teachers engaged in teaching in
1980-81, about 70^ teachers were trained. The total
expenditure incurred on pre-primary schools rose from
Rs.16.95 lakhs to Rs.62.46 lakhs in which Government
share rose from rs.1.87 lakhs to te.12.48 lakhs during 80
Table No.3.
Details of Pre-Primary Schools (1960-61 to 1980-81)
Item 1960-61 1970-71 19801-81
No. of Schools 527 704 654
Enrolments
Boys 18561 27525 35000
Girls 15370 23846 29263
Total : 33931 51371 64283
Total Teachers
Men 68 35 77
IJomen 1283 1601 1570
Total ; 1351 1636 1647
Trained Teachers
Men 48 31 52
Women 927 1323 1152
Total : 975 1354 1204
Expenditure (in lakhs)
Total ; 16.95 37,29 82.46
Government Share 1.87 2.49 12.48
(Source ; Directorate of Education, Government of Maharashtra) 81 the period under review (1960-61 to 1980-81).
Development of Primary Education
The primary education constituted a very important part of the entire structure o:^ education in the Maharashtra.
It is, at this stage, that the child starts going to a formal institution and formal education starts. This education lays down the foundation of physical, mental,
emotional, intellectual and social development. Perhaps the best achievement for last three decades in Mahara
shtra is in respect of the universal provision of
facilities for the primary education. The large portion of the State upto 1947 was without such facilities.
During planning period, however, thousands of primary
schools have been established by the Government and
private educational societies together. The existing
position, therefore, is that, there is a lower primary
school (Classes I-V) within easy walking distance from
the home of every child. The provision of upper primary
schools (Classes VI to VIII) is, however, not so
universal. The Table No.4 highlights the grov/th of
primary education in Maharashtra and in Western
Maharashtra. The total number of institutions and
enrolment rose in Maharashtra from 35,000 and 41.78
lakhs in 1960-61 to 51,000 and 83.92 lakhs in 1980-81
respectively. The share of Western Maharashtra in 82
Table No,4,
Development of Primary School Education in Maharashtra and in Western Maharashtra (1960-61 to 1980-81)
Part iculars Y EARS Maha- W estern M aha W e s te r n M aha V /e s te rn rash- Mahara- r a s h M a h a r a r a s h M a h a r a t r a s h t r a t r a s h t r a t r a s h t r a
1, Institu t i o n s 35 21 45 25 51 29 (’ 000 )
2 . E n r o l 41.78 30.08 6 2 .2 9 42.50 83.92 54.73 m e n t (' 000 )
Source : Directorate of Education, Government of Maharashtra State 83
the enrolment was 54.73 thousands or 65.2fo in 1980-81, reflecting how the Western Maharashtra is far ahead of the rest of the regions of Maharashtra.
The total nmber of teachers engaged in teaching to primary students was 202070 in 1980-81, out of which
147132 or 72.8^ were in Western Maharashtra. Mearly
24000 teachers in the State were employed in private schools whereas rest of the teachers employed in the schools managed by the Central Government, State
Government, Zillha Parishad and M unicipalities. Out of this 24000 teachers, working in private schools, as large as 19000 or 79'^ teachers were working in the schools located in western Maharashtra.
Thus, the overall statistics reflect ho’^r the primary
education is broad-based in Vvfestern M aharashtra.
The foregoing information helps us to reach to the
conclusions that -
i) There has been spectacular growth of primary
education in VJestern Maharashtra during the
last three decades. This grov^th is reflected ‘
by increase in number of students, teachers
and schools.
ii) Among all the regions of Maharashtra, the Western
Maharashtra registered spectacular growth of
activities in primary education. 84
T a b le N o.5
Teachers in Primary Schools in Maharashtra and Western Maharashtra by Management (1980-81)
T y p e N o. o f In Western M an ag em en t Teachers in M aharashtra M aharashtra
Central Government 359 226
State Government 1605 1061
Z nia Parishad (Rural) 1 4 9 8 0 9 9 0449
Z illa Parishad (Urban) 5509 4696
Municipalities 40310 32426
Aided Private 14657 10157
Un-aided Private 9821 8 1 1 7
Total : 202070 147132
(Source : Directorate of Education, Government of Maharashtra) 85
iii) The larger proportion of activities carried
in primary education by private management
are located in v/estern Maharashtra than in
the other regions of the State. iv) Qualities of primary tea,chers in terms of
their higher qualification seem to have been
much increased. (Table No.6 ).
Growth of Secondary Education in Maharashtra
Secondary education, in fact, is the stage of education which assists children to become active members of a complex modern society. It develops, to the highest potential, his ability, his attitudes, his interest and qualities and character. This education is really nation building education and maintenance of good quality therein is of tremendous importance. As primary teachers come from secondary schools, good standards at secondary education helps ultim ately to improve primary
education. The university students, too, are coming
from secondary schools.
The demand for secondary education has been increased:
The Government and private agencies in Maharashtra
tried to meet social demand for secondary education
by opening more and more schools. How the secondary
education has been expanded in Maharashtra is seen from the available statistics. 86
T a b le N o.6
No, of trained and untrained teachers in Secondary Schools in M aharashtra (1960-61 & 1 9 8 0 -8 1 )
R e g io n Years 1 & ^ 0 -6 1 1 9 7 0 - 7 1
Trained Teachers
Men 1 5436 3 9 7 4 5 77456
VJomen 6309 16638 30779
T o t a l : 21745 56383 108235
Untrained Teachers
Men 11080 16400 4386
VJonien 2213 3747 1 4 8 4
Total : 13293 2 0 1 4 7 5870
Total Teachers
Men 26516 5 6 1 4 5 8 1 8 4 2
VJomen 8522 20385 32223
Total : 35038 76530 1 1 4 0 6 5 io of Trained to Total Teachers
Men 5 8 .2 7 0 .8 9 4 .6 4
Women 7 4 .0 8 1 .6 9 5 .5 1
T o t a l ; 6 2 .1 7 3 .7 9 4 .8 8
Source : Directorate of Education, Government of M aharashtra 87
The total number of secondary schools and enrolment of
students in them increased from 2468 and 8,58 lakhs in
1960-61 to 6119 and 33.09 lakhs in 1980-81 respectively.
This shows the spectacular increase in the matter of
secondary education in the State. However, major group
of beneficiaries, as compared to others, under the
secondary education was from the Western Maharashtra.
Thus nearly 60^ schools were located in Western Maha
rashtra and about 65?^ total enrolment of students was
alone in the above i.e. in the secondary schools of
Western Maharashtra.
The total number of teachers engaged in teaching students
of secondary schools was 114065 in 1980-81 out of these,
larger proportion of 73503 or 64.4^ teachers were
working in the schools located in the Vfestern Maharashtra,
The proportion of trained teachers in the State was 62^
in 1960-61. During the span of 20 years, more and more
teachers obtained training. As a result, by the end of
1980-81, the proportion of trained teachers in
Maharashtra reached the height of 94.88/5 (Table ’^lo.e)
The total nianber of non-teaching staff engaged in all
types of secondary schools in the state was 38395; out
of these 24954 or 65^ employees were in the secondary
schools located in Western Maharashtra. 88
The total number of employees working at privately- managed secondary schools in 1980-81 in M aharashtra was
33893; out of these 23474 or 69% were employed in the privately managed secondary schools.
The extent and scope of secondary and higher secondary education in Maharashtra can be visualised with the help of statistics of number of students appeared and
got through the examination. In March 1981, 4.9E lakhs of students appeared for S.S.C.(X) and 2.08 for H.3.C.
(XII) examinations; out of these appeared, 50.36^ got
through from the S.S.C. and 45.79^ from the H.S.C.
respectively. This highlights the huge wastage (drop
out) in the secondary education.
The following conclusions are drawn on the basis of
the information ;
1) During the last 20- years, the scale of secondary
education has been increased. This expansion is
noticed from the increasing number of secondary
school and enrolment in them.
2) As with the increase in number of schools and
students the number of teachers has also been
increased. Not only there is quantative
expansion in the number of teachers but 89
qualitative improvement is noticed by the aspect
of growing proportion (94.889^) of trained teachers,
3) Besides expansion in teaching staff, and enrolment
"''■'of students, there has been spectacular rise in
non-teaching staff.
4) In the matter of development of secondary education,
the Western Maharashtra is far ahead than the rest
of the regions. This fact is noticed from the
higher proportion students, teachers and non
teachers involved in secondary education in
Western M aharashtra.
5) The privately managed schools have major share in
the matter of expanding the scale and extent of
secondary education. This fact is noticed from the
overwhelming majority of the teachers and non
teachers working in Institutions, managed by the
private educational societies.
6 ) The extent of wastage or drop out at level of
secondary education is of cognizable nature. 90
Development of Education at +2 Stage
Vie have seen how the Government and private institutions
together have provided broad base to general education
in the first ten years of school education. This
education provides insight and lays the foundation for
further specialization. A ten year general education
is followed by two years of higher secondary school to
provide specialised/diversified courses of studies in
classes 11th and 12th. At this +2 stage, the students
are provided with general and vocational courses in
conformity with their aptitude and abilities. Education
at this phase is divided into two streams i.e. academic
and vocational. The scale of this +2 stage of education
in Maharashtra is highlighted with the help of
statistics.
The total number of secondary schools and colleges in
1980-81 at +2 stage in Maharashtra was 767 and 407
respectively. The aggregate enrolments of students in
1980-81 at S.Y.J.C.Classes was 1.75 lakhs, out of
these .52 lakhs or 29»7fo students were in the wings in
higher secondary schools and 1.23 lakhs or 70,2'/o i n
Senior Colleges. (Table No.7). Among all these
students, the students from the Institutions located
in Bombay and Poona divisions together formed a
sizable share of at about 7Cffo. This statistics 91
Table No,7.
Number of higher Secondary Schools and 3r.Colleges with Junior College Wings (i.e. F.Y.J.C. and S.Y.J.C.) in Maharashtra (1980-81)
Particulars C 1 a s s e s
No. of Higher Secondary Schools where Junior Colleges were attached 76 7 767
No, of Senior Colleges where Junior Colleges were attached 407 407
Source : Directorate of Education, Government of M aharashtra 92
highlights the fact of increasing participation of the
VJestern Maharashtra in the matter of providing education
to the students at terminal stage of +2. The facility-
wise enrolment brings out the dominance of Commerce
Courses over other courses. The technical and agri
cultural courses registered marginal (less than 2?^)
e n r o l m e n t . .
Students enrolment at F.Y.J.C. classes in Junior
Colleges was 1.98 lakhs. The larger n-umber of students
i.e. 1.41 or about 70^ were in the educational institu
tions located in Bombay and Poona divisions. This
again Indirectly points out the fact of major partici
pation of the Western Maharashtra in the +2 stage.
The faculty-wise enrolment at F.Y.J.C. brings out the
fact that the enrolment for commerce courses was
highest (42.95^) and agricultural and technical courses
the same was lowest ( 2% +)
Development +5 Stage in Higher Education
The growth of education at +3 stage is seen from the
Table No. . Table shows that in the year 1980-81
the tptal number of colleges was -i07). In these
colleges 18390 teachers were working during the above-
referred to period. 93
The faculty-wise position of enrolment given in the
II part of the table reveals that the total number of students rose from 4.27 lakhs in 1977-78 and reached to
4.87 lakhs in 1980-81. The students enrolment at
Commerce Course was highest (45^^) as compared to Arts
(30?^) and Science ( 25/0) courses (Table No.8 ).
Region-wise Growth of Higher Education
The total number of institutions for higher education including colleges so far established upto the year
1980-81 in Maharashtra was 857. Out of these, 520 were in Western Maharashtra, 214 in Vidarbha and 123 in
Marathwada regions. Table No,9 gives the elaborative account of different types educational institutions.
Among all these institutions, however, the University
Departments and Colleges (Arts/Science/Commerce) have occupied major proportion.
The total number of students taking education in all the above-referred to institutions of higher education in Maharashtra was 6.02 lakhs in the State and out of these, 4.29 lakhs were from Western Maharashtra, 1.10 from Vidarbha and .61 from Marathwada region. « > 94
T a b le N o,8
Type-wise Institutions and Teachers, Faculty-wise EnroXment in A rts, Science and Commerce Colleges
Institutions T e a c h e r s 7'?'-78 ’■ 79-50-SO -gi 7-?-78 79-80' "SOl^
Arts & Science 40 37 22 3609 3660 2066
Arts & Commerce 165 172 171 3461 41 1 7 4 4 4 9
Arts, Science & C om m erce 112 117 135 4806 65 1 8 8 5 4 6
A r t s 18 19 20 432 4 9 9 526
S c i e n c e 24 2 4 24 1041 1173 1308
Com m erce 34 3 5 35 1 1 3 3 1568 1 4 9 5
T o t a l : 393 4 0 4 4 0 7 14482 17535 18390
II Faculty-wise Enrolment
1977-78 1979-80 1 9 8 0 -8 1
A r t s Total 1,82,155 1 ,4 9 ,8 5 6 1 , 4 5 , 8 2 9
S c i e n c e T o t a l 9 7 ,1 6 2 1 , 1 5 , 9 2 7 1 , 2 1 ,0 9 9
Com m erce Total 1,47,566 1,97,071 2,20,814
T o t a l : Boys 3 , 0 4 ,2 9 2 3 , 1 8 ,9 7 3 3 ,3 2 ,2 9 1 G i r l s 1 , 2 2 ,5 9 1 1,43,881 1,55,451 T o t a l 4 , 2 6 , 8 8 3 4 , 6 2 , 8 5 4 4 , 8 7 ,7 4 2
Source : Directorate of Education, Government of M aharashtra. 95
Table No.9.
Region-wise No. of Institutions for Higher Education and Enrolment 1980-81
3 r . Type of Institutions M a h a r a - V I d a r - M a r a t h - V J e s te rn N o. s h t ra b h a w ad a M a h a r a s h t r a
1 . University Depart m e n ts ISO 31 16 73
2 . Research Institu t i o n s 21 — 21
3. Institutions of Nb-tional Importance 1 ____ 1
4 . Institutions deemed as University 1 — — 1
5. Colleges of General Education (Arts, Commerce and Colleges) 407 107 68 232
6 . Agriculture 15 6 2 7
7 . Veternery Science 3 1 1 1
8 . Architecture 2 - - 2
9 . Eng ineering 9 3 1 5
1 0 . Technology 1 1 --
1 1 . Polytechnic 2 1 - 1
1 2 . Business Management 3 - - 3
1 3 . Law 31 3 5 23
14. Library Science 2 1 - 1
1 5 . Journalism. 1 -- 1
1 6 . Fine Arts (including Music and Dancing) 6 2 4 96
Table No,9 (contd.)
S r . Type of Institutions M a h a r a V i d a r - M a r a t h - W e s te r n N o. s h t r a b h a w ad a M a h a r a s h t r a
1 7 . A l l o p a t h y 13 3 2 8
1 8 . D e n t a l 3 1 - 2
1 9 . A y iirv e d 17 6 1 10 ao . N u rs in g 4 -- 4
2 1 . P tL a m a c y 3 -- 3
2 2 . L ab o u r 1 - - 1
2 3 . Vocational Guidance 1 -- 1
2 4 . Co-operative 1 - - 1
2 5 . Social Science 7 5 - 2
2 6 . O r i e n t a l 4 1 3 -
2 7 . Home Science 5 1 1 3
2 8 . Y oga 2 - - 2
2 9 . Colleges of Education ( B .E d .) 163 38 221 103
3 0 . Colleges of Education (Physical Education) 7 3 1 3
31. Film Institute 1 - - 1
T o t a l : 8 5 7 214 1 2 3 520
Enrolment in lakhs 6.0 1 1 .1 0 0 .6 2 4 . 2 9 97
Statistics confirm the fact that the Western Maharashtra has larger facilities in the field, of higher education than the facilities available in other regions.
Development of Educational Facilities in W estern Maharashtra
The Western Maharashtra as compared to Marathwada and
Vidarbha, regions has always been ahead of in educational facilities. Since long back, Tilak, Agarkar and their
Associates started the movement of education in western
Maharashtra and later on Karmaveer Bhaurao Patil carried the task by spreading the educational institu tions in VJestern Maharashtra.
After 1950, the Government began to regulate the field of education, in order to reduce the regional imbalance in educational facilities. All the districts started receiving financial assistance for the development of educational facilities. Table No.10 gives account of the results of efforts of the Government and private agencies in the educational field.
It seems from the table that the enrolment in primary schools per 1000 population in Maharashtra rose from
106 in 1960-61 to 134 in 1980-81 and to that of secondary schools and colleges from 22 to 53 and 2 to 8 respectively. 98
Table No.10.
Enrolment per 1000 population in various types of Institutions by Regions
60-61 65-66 70-71 75-76 79-80 80-81
G reater Bombay
Enrolment per 1000 109 128 116 114 132 117 in primary schools secondary Schools 57 71 73 77 83 73
Colleges (Arts, Science & Commerce) 10 11 13 16 20 17
W e s t e rn M aha ra s ht ra (Including Greater B om bay)
Enrolment per 1000 129 141 144 141 150 142 population in primary s c h o o l s
Secondary Schools 16 25 31 37 56 56
Colleges (Arts, Science & Commerce) 1 23 4 6 9 9
M a r a th w a d a
Enrolment per 1000 61 89 188 90 110 112 population in primary s c h o o l s
Secondary Schools 13 30 35 32 37 39
Colleges (Arts, Science & Commerce) ,1 2 4 6 5 5 99
Table Wo.10 (contd.)
60-61 65-66 70-71 75-76 79-80 80-81
V I d a r b h a
Enrolment per 1000 population in primary schools 85 107 103 105 130 129
Secondary Schools 24 36 38 43 52 54
M aharashtra
Enrolment per 1000 population in primary schools 106 123 124 121 139 134
Secondary Schools 22 33 38 42 52 53
Colleges (Arts, Science & Commerce) 2 3 5 7 8 8
Source; Directorate of Education, Maharashtra State 100
V/estern Maharashtra is, however, ahead of t^he above
State average. Thus the enrolment in Western Mahara
shtra in primary schools over per 1000 population rose
from 129 in 1960-61 to 142 in 1980-81 and to that of
secondary schools and colleges from 16 to 56 and 1 to 9
respectively, other two regions were below the averages which registered at State level and at level of Western
Maharashtra. The Greater Bombay, being a metropolitan
area seems to have been far ahead, as compared to the
rest of Maharashtra, in the matter of educational
development.
Development Pattern of Three Educational Societies in Western Maharashtra viewed In the form of case study
The foregoing statistical account shows the educational
development in Maharashtra. The private managements
along with the Government have been playing pivotal role
in expanding education of different types. At present,
in the State, there are several hundred private manage
ments which are engaged in the task of giving the
education. While imparting the education, some of
these managements have also been undertaking other
types of work like carrying social extension services,
opening shops, banks etc. Many of these managements
have therworkers instilled with the spirit of self
help, self reliance, and patriotism. So also many of
TK (2.33 101
them have glorious historical account in which the promoters of the institutions had recorded the special place by their acts of self sacrifice for the cause of e d u c a t i o n .
At present, these three managements have to face several problems as well.
It is however not possible here to undertake the survey of all the educational managements and their problems. It is therefore thought to highlight the fact of the growth of and problems of following three educational bodies.
1, The Deccan Education Society,
2, The "^ayat Shikshan Sanstha
3, The Bharati Vidyapeeth
The Spicer Memorial College and the Anjuman Khairul
Islam Society, belonging to minority communities have
also been referred to for ascertaining their peculiar problems arising out of their belonging to minority.
The extent, scale and scope of activities of the above
institutions may help to visualise the pattern of
growth of similar other institutions. These institu
tions are selected because by and large they typically
represent most of the other societies in western
Maharashtra. The educational bodies enable one to 102 understand the working of most oi: the other sim ilar institutes in Western Maharashtra, xiach oi: these three societies has a typical individuality of its ov/n, The
D*E.Society has concentrated its work in urban centres only and caters for advances, middle class group of people. The Raya t Shikshan Sanstha has spread its network in rural areas. The third one has located its activities in Poona on.ly although it concentrates on serving the rural people coming to Poona for education and yet has, in a small span of few years, adopted most modern methods of adm inistration.
Shikshan Sanstha
3hri Karmaveer Bhaurao Patil had laid down the founda tion stone of the .cayat Shikshan 3anstha in 1919 by
start-ing a hostel in village Kale in the Karad Talxajca of oatara D istrict, Later on the Sanstha shifted its central office to cjatara for convenient adm inistration of the educational activities. The Rayat Shi]cshan
Sanstha - a peasant education society/ the Diaaiond
Jubilee of vniich was celebr'ated in July 1982, is oJoout
the largest educational society in the country having
312 O';;condari^ schools (including ol juirlor colleges
Jittached to them; , 20 degree colleges, seven primary
teachers training colleges, six primairy schools and
72 hostels. All those educational activities 103
carried with the expenditure budget more than r^. 12 t o
15 crores, SOfo of v;hlch is met from government grants.
These institutions in 13 VJestern cities of the State
have produced several of M aharashtra's public figures,
eminent educationists, a.dministrators and professionals
in different fields. Shrl Karmaveer Bhaurao Pat11, to
whom the credit of this gigantic task in the educational
field goes, is a major source of inspiration to students
of R.S.Sanstha. He had started his work in the
educational field by starting the hostel so as to
facilitate education to poorest classes of the society.
The removal of untouchab11ity became his highest
priority and in his hostel, students of different
cs.stes, classes and religions lived and worked together
without distinction .
Rayat Shikshan 3anstha*p Hostels
These hostels are run vrith the Pirns narrated below :
" The secondary and higher education appeared to be
monopoly of the privileged few. The people could n t
send their children for taking rducation on account of
financial difficulties. The effective remedy was
thought to ■ establlshv hostels where the Inmates
would have to spend as little as possible and which
would be conducive to the attainment of the main 104
object of Sanstha of imparting liberal and efficient education and also- ‘
i) Providing facilities for the smart,
intelligent pupils from the rural areas to
enable them to undertake stuc3y;
ii) Making all the students live and eat
together with a view to eradicate artificial
class and caste distinction;
iii) Teaching the students the important feature
of self reliance and dignity of labour by-
involving them in the work of clearing
dormitaries and utensils, cooking their
food, making purchases of their requirements,
working in the fields of growing vegetables
and selling them* to the market;
iv) Inculcating the desire to live by adhering
to principles of self reliance and self-help.
At present the R.s.Sanstha runs 72 hostels, out of these 60 are for male and 4 for female students. The total number of students accommodated in their hostels was 4304 in 1982. Out of these, 2677 were of backward c a s t e s ^ 105
Expansion of Voluntary Schools
Shri Bhaurao was called father of voluntary school movement under his scheme :
i) Education was to be provided free of tuition
fees to the rural students;
ii) A teacher appointed by Rayat Shikshan Sanstha
was to be sent to village willing to have
a voluntary school;
iii) Village was to provide school building usually
the village temple, failing which a part of
Chavadi in the village, or some rooms from
the house of a well to do persons in the
v i l l a g e ;
iv) Village was also to provide an accommodation
for the teacher and food grains for the
maintenance of the teacher or ready meals by
turn at the house of each pupil;
v) Necessary stationery, books, slates for the
boys etc. were to be provided free of cost
to teacher;
vi) The teacher was to be given whatever grant
was received by way of his salary;
vil) The teacher who worked for two years as a
voluntary teacher was to be trained in the
training college of the Sanstha without charging 106
any tution foes. His board was provided for in the
boarding house at cheap rate.
According to this voluntary school scheme, first
school was started in 1938. In the same year, 60 more voluntary schools were started.
Teachers' Training Colleges
Shri Kamiaveer Bhaurao P atil Sanstha had realised the
need to start training colleges for teachers. In all,
there are 7 such colleges with enrolment capacity of
about 700. So far more than 12,000 students got the
education from these training colleges. The teachers
trained in these colleges do not grudge to wori? even
in the smallest village. The mess is managed by the
trainee themselves v/lthout servant. The cost of
training is very small as compared to that of colleges
in urban areas.
Expansion of Secondary Education
The major work of R.S. Sanstha has been in the field
of secondary education. In 1939-40, the secondary
education was not within the reach of ordinary villages
due to its high cost. Hence Bhaurao started residen
tial and free high school at Satara in memory of
H.H. Sayajirao Galkwad. 107
The school set unique example of sim plicity, austerity, self-help and dignity of labour. Academic standard of the school was also high; usually IC^ to 15?^ students used to be Government scholarship holders. Later on,
8hri Karmaveer Bhaurao P atil promoted the scheme of starting secondary schools, especially in rural areas.
The running of a secondary school^ in an urban or
semi-urban areas was easy, since the income from fees and grants was sufficient, due to sufficient admission
in a class. In a rural area, admissions were poor. As a result, R.S.Sanstha was to face financial difficulties while running the rural schools. Despite the difficul ties, the Karmaveer Bhaurao P atil's target of lOl
secondary schools was completed just a month after his death in 1959.
Today the total number of secondary school is 313, out of which 5 are technical, 11 agriculture, 9 with facilities of commerce teaching and 66 schools have
junior college wings giving education in Arts, Science
and Commerce disciplines. The total enrolment in
1981-82 in all these schools was 1,73,889 consisting
of 1,28,855 boys and 49,034 girls. (Table 11). The
total number of 5,801 teachers and 2,155 non-teachers
was engaged in carrying the work of all the secondary
schools spread over in the 14 districts of Maharashtra
and Karnataka. 108
Table No. 11.
Students Enrolment i n R a y a t S h ik s h a n S a n s t h a ( 1 9 8 1 - 8 2 )
Educational Type B oys G i r l s T o t a l
Pre-Primary and P r i m a r y 1 442 1059 2501
Secondary Including Higher Secondary 1 28855 49034 173889
C o l l e g e s 1 6 9 2 8 4096 2 1024
T eachers/T raining C o l l e g e s 366 294 6 6 0
Total : 143591 54483 1 9 8 0 7 4
(Source; Annual Reports of R.S.Sanstha) 109
Expansion of Higher Education
Prior to Indopendence period the increasing niimber of students especially students from backward classes completing education fnm R.S.Sanstha schools were waiting for the facilities of higher education, gome of them requested Bhaurao to start science college at oatara. The decision to start college was m aterialised in 1946 on account of financial support from the people. This college was residential and free from tuition fees. Bhaurao himself, however, refused big donations since the college was to be named after
Chhatrapati Shivaj1 Maharaj. The principles of self help and self-reliance were practised to meet expenses of this college. Later on, the public willingly came forward to start colleges under the management of R.S.
Sanstha, at Pandharpur, Vita, Karjat, Satara, K'pargaon,
Dahiwadi, Manohar, Kolhapur, Ramanandnagar and Madha.
a r e t o At present there/20 colleges imparting education/about
21,000 students in different disciplines of Arts,
Science and Commerce.
The total number of teachers and non-teachers serving in the Rayat Shikshan .ganstha in 1981-82 was 9,613, out of these 3,325 or 35^ were from the backward classes. Among the 6,834 teachers, the proportion
■ . . \ ‘ ''i. \ ' .1 110
of trained teachers was about lO^o thus revealing the higher academic qualities of teachers.
It is thus seen that the Rayat Shikshan Sanstha indeed has made remarkable expansion in the field of education.
R.3. Sanstha started its affairs by the opening of a cosmopolitan hostel for boys or girls of all castes, creeds and religions. The inmates lived like members of one family pratising the principles of self help
and self reliance. Eradication of untouchability and
the removal of separatist tendencies were achieved
through the educational activities and personal behaviour of the inmates, by resorting to common
cooking, common dining, common living. The modern
concept of 'Foregone Income' was tapped for supple menting the opportunity cost of education through
’Earn and Learn’ scheme by cultivation of agricultural
lands, constructing buildings at low cost through the
labour and boys. The savings were spent for their
amenities and fees. This gave the inmates the sense
of joy in creation and recreation.
Mass education was taken to be the key to rural
uplift by introducing scheme of the voluntary school
at primary school level. At the secondary education
level, R.S. Sanstha aimed at removing regional I l l
imbalance and inadequacy in the provision of secondary education. The recruitment to teaching and non teaching cadres was made from out of the past students of the Sanstha. The adoption of "Earn and Learn" scheme through the cultivation of the donated agri cultural lands; and other schemes of manual labour, gave a ray of hope to the poor rural boys, who flocked t h e at these rural schools. At/collegiate level also, the same practice was followed.
The Deccan Education Society
The primary object of the D.E.Society was "to facilitate and cheapen education" by starting, affiliating or incorporating at different places (in Maharashtra) schools and colleges under the native management or by any other way suitable to meet the wants of people.
The founders of the D.E.Society had come to this decision on account of some reasons. Firstly the school managed by the Government used to charge heavy tution fees which deprived poor to take advantages of education. Secondly, the B ritish Government had a plan to hand over its school to private Christian
Missions. Thirdly, the Government was interested
in receiving assured number of educated people from the mission schools for utilising the same in State administration. In return, Christian missionaries 112
were to get liberal grants from the Government without having to sacrifice their religious activities. As a result of this, a band of patriotic and enterprising young men in Poona launched the '^Tew English School into existence, on 1st January, 1880. Chlplunkar,
Tilak, Nam,ioshi, Apte and Agarkar were the main promoters of the school. Later on, in 1885 the
Fergusson College was started.
The founders of D.E.Society wanted to control this situation which was in the hands of Government and
Christian missionaries. As the missionaries were to be driven out, the indigenous private societies were to come ahead for the cause of education. The founders of D.E.Society insisted frequently to hand over the management of Government schools in the hands of D.E.
Society. The members of the Society hoped to take charge of all the Government high schools within a p e r i o d o f 8 to 10 years if Government favoured.
Principal Apte rightly realised the need to take the
Government managed school in their own hands. He had objection to teaching the Bible in the missionaries' school for the natives. With a view to stop this practice, opening of a college was also thought to be essential. He placed this need before patrons and 113
the fellows of '^ciety. While accepting the consti tution of D.E.Society, he said, "our ambition has ever been to cover in time the greater part of this presi dency with a network of private independent school.
But for (achieving) this object, it is necessary that we should have college of our own which may give us graduates educated under over own supervision and our system and prepared to make all activities in a good c a u s e . "
Second and real object not included in the constitution was to preach self respect and patriotism. During pre-Independence era, the cheapening of education coupled with patriotic, sentiment was the main aim of
D.E.Society. Self-reliance and self-sacrifice were the major tools in the hands of teachers for serving the above purpose. This has been achieved by the D.E.
Society. In the struggle for national freedom, the part played by the Deccan Education Society and its workers has been really outstanding. As has already been pointed out, the inception and birth of the
Society and the college synchronise with the birth of the Indian National Congress, and the spirit of national awakening and self respect which that organisation embodies. '^Founded by stalwarts who 114
included the great Lokmanya Tilak the "Father of
Indian Unrest", nursed by the Hon’ble Shri G.K.Gokhale
who stood for "spiritualizing politics", who played
his part in the National struggle and added to the
stature of Indians abroad by his powerful and reasoned
advocacy of India's cause, and sustained and raised
to the height of glory by R.P. Paranjpe, the senior
Wrangler at Cambridge whose achievement in the
intellectual sphere were emulated and in a sense
surpassed by his pupil, Dr. G.S. Mahajani, the Deccan
Education Society and the Fergusson College have come
to occupy a premier position in the social, political
and intellectual life of Western Maharashtra".^
Today (1980-81) more than 25,000 students are taking
education in different institutions of D.E.Society.
About 900 teachers and 600 non-teachers are working in
19 institutions, out of which 5 are colleges, 1 is
management institute, one technical institute and the
rest are schools. The total assets of the D.E.Society
are to the extent of more than 4 crores and annual
expenditure about 2.5 crores.
1. K.G. Pandit, Op.Cit., p 109. 115
Table No.12.
Strength of the Staff and Students in different institutions of D.E.Society
(as on 31st March, 1981)
Institutions Teaching Staff Non-teaching S t u d e n t s P e r m a T em po P e r m a Tempo n e n t r a r y n e n t r a r y C on C o n - f i r m e d f ir m e d Cl) (3 ) T4) (5)
1. Fergusson College, P u n e 122 35 131 23 2969
2. willingdon College, S a n g l i 57 26 68 15 1 289
3. Brihan Maharashtra College of Commerce,Pune 23 28 57 3 2428
4. K irti M..Doongursee College, Bombay 64 51 82 3 2 7 4 7
5. Chintamanrao College of Commerce, Sangli 12 6 26 1 901
6 . Institute of Management Development & Research, P u n e 1 1 7 2 8 2 9
7. Technical Institute, P u n e 3 1 5 3 81
8 . New English School, Ramanbag, Pune 50 6 7 8 1 771
9. New English School, Tilak P.oad, Pune 42 4 12i 3 1 5 2 4
10. Ahilyadevi High School for Girls, Pune 54 4 15 2 2025 116
Table No.12 (contd.)
TO' w -- T51---
11., New English School, S a t a r a 37 11 13 1 1529
12. Dravid High School, W ai 35 7 12 2 1 2 7 6
13. Hindustan Antibiotics School, Pimpri, Pune (Secondary Unit) 42 14 9 6 1841
14. Navin Marathi Shala, P u n e 26 8 1 1 2 5 7
15. Justice M.G.Ranade Balak Mandir, Pune 8 6 1 476
16. Hindustan Antibiotics school, Pimpri, Pune (Primary & Pre-Primary U n i t s ) 37 6 12 0 6 4 5
17. Hindustan Organic Chemicals School, Rasayani (Dist. Raigad) 46 22 15 1 1009 (Pre-Primary, Primary, Secondary & Higher Secondary Units)
18. Navin Marathi Shala, S a t a r a 9 0 4 0 492
19. Balak Mandir, Satara 3 0 0 0 105
20. Deccan Education Society’s Office
T o ta l ; 671 225 4 9 2 t 78 27194 117
Model of D.E.Society
The work of D.E.Society paved the path towards the mass education. The Society has been instrumental in
giving an impetus to the spread of education by its
example. Its constitution has served as a model to many a young society and its achievements have instilled
the spirit of self confidence and diverted much useful
talent to the cause of education.
The promoters of D.E.Society had decided to start boarding houses and other schools in Maharashtra
under its management. But this task now has been
fulfilled by the Rayat Shikshan Sanstha. R.S.Sanstha
also undertook the task of spreading of primary and
collegiate education and achieved glorified success.
Rayat Shikshan Sanstha concentrated its attention in
rural areas for the education of people, most of them
are peasants.
The D.E.Society on the other hand has concentrated its
attention in urban centres. Out of 19 institutions
conducted by the D.E,Society, 13 are conducted in
Pune alone. The remaining institutions are in big
cities or towns only i.e. Bombay, Sangli, satara,
Wai, Umbergaon and Panvel. The Society explained
the reasons which forced it to house the institutions 118
of D.E.Society largely in Poona or in big cities or towns only. The D.E.Society had to depend upon local assistance from middle class and hence the choice of the locality concerned was lim ited to urban centres only. One more reason was the reputation of the
New English School and the Fergusson College. The life members must have also developed a liking for urban life of ease and comfort. As a result, there might have been much reluctance on the part of teachers to work in rural areas where the educational leaders with missionary zeal were needed. But the promoters of D.E.Society failed to plant such missionary zeal
aniong the teachers who came in to take charge of work
in place of retiring teachers. Many of these teachers had not been inspired by any ideology and had taken up
the profession of teaching as a source of livelihood.
Such persons had no motivation to work in rural areas.
The self-sacrifice, self-reliance and patriotism were
the words without tune for them. Consequently the
building up of net work of secondary schools in
Maharashtra was left un-realised. Dr. G.S. Mahajani,
Ex-member of D.E.Society explained how the Rayat
Shikshan sanstha has completed educational task which
was left unrealised by the D.E.Society. He said,
"Lokmanya T ilak and his associates founded the 119
D.E.Society in 1884 with a view to cheapening education
and making it easily available to the general public.
But their educational work could not reach below
certain level, that is below a certain social level
down to the rural areas. This latter work was
completed by Bhaurao P a til.”
When the D.E.Society was at an infant stage, the
M issionaries were conducting their schools in rural
areas. These Missionaries used to extend sympathetic
treatment to untouchables who were treated by them
on the principles of equality of human being. Mahatma
Gandhi and Mahatma Phule were also mooted with the
sim ilar principles. They viewed education as an
instrument of emancipation of low castes and un
touchables, first from social and religious bondage
and then from the political bondage of the B ritish.
Excepting Lokmanya Tilak, Chiplunkar, Agarkar,
Paranjpe and other few, most of the members and
patrons of D.E.Society were far away from this human
aspect envisaged by Mahatma Gandhi or Mahatma Phule.
Education of the lowest was out of their consideration.
Therefore, they could not go down below a certain
social level in their approach to education. They
R.A. Kladlyai, Op.Cit, p 373 120
could not take primary education, to the rural masses composed of the lower castes and untouchables^. Bhaurao
Patil however did this. It is noticed that the practice evolved by Bhaurao and his followers over a period of years in themselves have become ideals to be followed by educational institutions in the rural areas of
Maharashtra. Many educational institutions have followed and are still following the lead given by the
R.S.Sanstha. This can easily be noticed from the history of educational development in Maharashtra during post world war post Independence periods.
Growth of Institutions in Bharat1 Vidyapeeth
Bharati Vidyapeeth has started functioning on 10th
May, 1964 with the aim of bringing about an Intellectual awakening and transfom ation in educational, economic, social and cultural fields in India and more parti cularly in Western Maharashtra. During the short span of its working, the Vidyapeeth has managed to bring more than 25,000 students and 4,000 workers under its fold through its 24 institutions and sections. Annual
Budget Is tuned ground Rs.1.30 to 1.40 crores with the
total assets of Rs.2 crores. Bharati Vidyapeeth's
R.A. Kadiyal, Op. G it., p 373. 121
ot)j'^ctives of providing od.ucat.ion rijh t from tho
Nursery ochool to post .:rraduato Ik.-vo.l on tho same
campus has boon roalisud,
'ju'ho promoters of Bharati Vidyapoeth necm to have been under influence of tho Karmaveor Bha-arao P atil's
ideologic"/ the major theme of v/hich is to facilitate
the education to poorest among the poox' by adhorii:ig
to principles of self help and Sv;lf raliancc.
The promoters of Bharati Vidyapeoth/ besides adopting
traditional ideology of Bhaurao, have also made tho
use of skills v/hich 2.re used by succoosfui Gntreprenaur
w hil‘-- promoting his business 4 It is> looking to the
spe^^d of vjork and achievements no exaggeration if the
promoters of this institution ere called as entrepre
neurs in educational fields. In pursuance of the main
objectives, the Vidyapeoth has opened various educa--
tional institutions and branches and also undertaken
som^ other projects# all v.dthin a short period.
The Bharati Vidyapeoth started the management institute
in Poona frora June 1978 and its branch at oholapur
in June 1981, The Institate conducts the a.B.A.,
M,P, .4,, D,B.M, and M.M.S, courses v/ith a viev/ to
train and prepare young men for managerial careers
in the puJ^lic# co-operative and private sector and 1 2 2 also to develop entrepreneural skill with a view to utilise locally available resources. A centre of social science studies has also started functioning from June 1981* It conducts M,3 .W.course. All these courses are run by taking the assistance of local industrialists. The experts froiXi the various industries
Come to institute and contribute their knowledge for enriching the students' theoritical experience with the practicals. Students have also direct approach to
industries for practical work.
The college named Yeshwantrao Mohite College of Arts,
Science and Commerce affiliated to Poona University was started in June 1978. The new building for the college built at the cost of 20 lakhs. The college
is functioning, besides curricular with several co^-
curricular activities like N.S.S., N.C.C., Shramadan,
earned learn project, cultural associations. Tbe
college has undertaken the ta.sk of educating the
younger generation and making the students ambitious
and enlightened in regard to their social, cultural
and national responsibilities.' The college conducts
courses leading to B.A., B.Com. and 3.Sc. degree of
the Poona University arid the F irst and second Year
Commerce courses in the Junior College. In all, 123
there are 1100 students In the college, Construction
work for Laboratory and Library buildings has recently
co m m en ced .
In order to cater to the needs of students desirous of
studying Law and also to bring the knowledge of law
within the easy reach of common man^ Bharati Vidyapeeth
has started its New Law College from 1st August, 1978
in Poona. Special measures are being undertaken to
train and prepare the students to become good lawyers.
Now, the college has become a full-fledged college,
v/ith F irst, Second and Third LL,B.classes.
The college has also started a Diploma Course in
Taxation Law to impart specialised knowledge in the
field of taxation laws. Specialised persons and
experts in the field are invited to deliver lectures.
Since June 1980, the college has started D.L.L. and
D.L.W. courses, for which there is a great demand. The
management is keen on making this college also an
ideal institution.
From July 1979, Bharati Vidyapeeth has also taken over
the management of the Poona College of Pharmacy which
v^as till then conducted by the Indian Pharmaceutical
Association, Local Branch, Poona. Since the academic 124
year 1979-80, the college is permitted to admit 60 students for 2 years' Diploma Course in Pharmacy.
Further, the college conducts one year condensed
Diploma Course in Pharmacy for those who are already working in this field for more than two years. For this course, the permitted strength is 120. There is a great demand for these Diploma Courses. The college has started a degree course in Pharmacy from June 1981.
It has the distinction of being the only Degree College in Pharmacy in the Poona University area. A separate building at an estimated cost of Rs. 40 lakhs is being constructed for the college. The building will have most modern and up-to-date laboratories.
In memory of the great patriot and progressive thinker
Shri Shankarrao More, Bharati Vidyapeeth started, in
1968, a high school in the V/estern part of Pune, and this has earned a reputation as an ideal experimental
institution. The majority of the students come from
the rural areas and from the weaker sections of the
society. All the girl students and poor boys are
given free text books and clothes. It is worth noting - that the S.S.C. Examination resiolts of this
school have been between 80 to 100^ . 125
Bharatl Vldyapeeth has spent fc, 10 lakhs on the three storeyed school building which is well~ equipped. In all 1500 students are studying in this school.
The M arathi Medium Nursery School was started in 1974, and in June 1977, one English Mediiam Class was ttdded.
About 200 children are taking the benefit of this s c h o o l .
Bharati Vidyapeeth conducts external examinations in
Mathematics and English, twice a year at 1400 centres all over Maharashtra. So far, nearly 10 lakhs students have appeared for them. 4000 graduate teacher-members of Bharati Vidyapeeth have been voluntarily partici pating in this programme of raising the standards of education, well-known educationists, Zilla Parishads,
Municipal Councils and Corporations have silso sponsored these examinations.
Forum for Intellectuals
In order to stimulate thinking among youths and social workers and to have deliberations on various issues
in the educational, social and cultural fields.
Bharati VicJyapeeth has been organising seminars,
campus and workshops. The yearly get-together, of
young Marathi writers from rural and urban areas
is a notable feature of the Forum. 126
Vlchar Bharatl Magazine
This monthly is being brought out by the Vidyapeeth
since January, 1971. It is a journal of the Forum for
intellectuals and publishes thought provoking articles
on various topics as well as on literature.
Publications Division
Bharatl Vidyapeeth Publications Division plans to
bring out books for intellectual awakening and social
education and has so far published ten such books.
Out of these, two Marathi books, ’’Sugarcane Industry
of Maharashtra" and "Shrl Yashwantrao M ohite's Speech
at the Panhala Camp'* have been well received and
become very popular.
Bharatl Students Hostel
This hostel and mess which is being run at subsidised
rates has a capacity to accommodate 80 students.
Quality meals at subsidised rates for economically
backward sections of students are provided with the
co-operation of Bharatl Sahakari Bhandar. Further,
25 students are admitted free and the Vidyapeeth bears
the expenditure for their lodging and boarding.
Bharatl Printing Press
This press set up in 1970 caters to the printing
requirements of Bharatl Vidyapeeth and its 127
associated institutions. Students can earn in their spare time by working in the press.
Bharati Foundation for Rural Development
Bharati Vidyapeeth has started a programme for
integrated rural development under the auspices of
"The Bharati Foundation for Rural Development". The main object of this programme is to bring about an all
round development of the rural community in general.
To begin with a regional development project is to be
undertaicen, in the Chinchanl Wangi group of 14 villages which form a part of the Khanapur Block in Sangli
D istrict. This programme covers economic, health and
educational aspects of rural life and living.
The Vidyapeeth has started Adult Education Programmes
at 30 centres in the slum areas of Western Poona and
neighbouring villages.
Bharati Central Library
One of the conspicuous and salient features of the
Bharati Vidyapeeth is its unique and well-equipped
Central Library. It is the comprehensive product of
vn.rious institutions of Bh^.rati Vidyapeeth. It is
reg’olarly enriched with all sorts of necessary books
and journals. The library subscribes to almost all 128 the important periodicals pertaining to Science,
Commerce, Management and Law in particular, and to some on general topics.
Vidyapeeth Campus
The Vidyapeeth Campus consists of ten acres of land at the foot of the Haiauman H ill in Erandavne Area.
Located in this area, are the buildings of Yashwantrao
Mohite Junior and Senior Colleges, Shankarrao More
Vidyalaya, Printing Press, Students' Hostel, Staff
Quarters, Guest House, Canteen, Store, etc. involving an Investment of fc. 60 lakhs.
Raw Projects
The nev; building of the Pharmacy College and also the
Laboratory buildings for Yashwantrao Mohite College
are under construction. Plans for construction of ladies hostel, boys hostel and staff quarters are also
in execution. These projects together will cost
Pw. 1 crore or so.
Other Associated Institutions
The Bharatl Vidyapeeth is managing the following
institutions. 129
Bharat1 Sahakari Bank Limited
This co-operative bank has been established for
assisting the members of the weaker sections of the
Society to become self-reliant. Its annual turnover
exceeds Rs, 3 crores and it has been classified in 'A’
category. A dividend of 9io has been given during the
current year i.e. 1980-81.
Bharatl Madhyawartl Sahakari Grahak Bhandar L im it'e H ~
This co-operative store makes available to the common
man, articles of dally necessity, like food-grains,
cloth, grocery etc. at fair prices. This store has
also undertaken manufacture of Bharatl Bread, first
co-operative bread In Poona, at its modern bakery
plant. The annual turn over of the store exceeds
Rs. 1 crore and it has secured 'A' Audit Class.
The construction work of the store's godown worth
Es. 1.5 lakhs near Gultekadi has been com.pleted. The
operational area of the stores extends to six districts
viz. Eune, Satara, Sangli, Kolhapur, Solapur and
Ahmednagar.
Mahatma Gandhi Hospital
This is a charitable trust medical-aid and treatment
is made available here to the common man at very 130
nominal fees. In £ .1 1 the sections, such as ear, nose, throat, eyes, skin, dental etc. highly qualified and specialised doctors are associated and they are working
in a spirit of social service. The two storeyed hospital building consists of modern equipment, laboratory, operation theatre and beds for patients.
Notable addition to this hospital include an Eye Bank.
A centre for Medical Research is also being located
in this hospital. Medical check-up facilities for all
diseases are also provided.
Plans for the Future
3harati Vidyapeeth*s objectives of providing education
right from the Nursery School to Post Graduate level
on the same Campus hasye been realised. In the near
future, the Vldyapeef. proposes to set up a Social and
Cultural Research Institute, Technical and Medical
Colleges, Industrial Projects and an Auditorium. A
centre for Rural Studies and centre for guidance for
State as well as All India Competitive Examinations,
are in the offing, Bharat1 Vidyapeeth's future
endeavour would be to set up a.n Open University.
All these institutions and future plans as well
projects of development call for capital Investment
on a large scale. As per moderate estimate this 131
phase of development w ill require at least 10 c r o r e s of rupees, 3haratl Vidyapeeth therefore proposes to
develop new sources for raising resources for capital
investment.
Spicer Memorial College, Poona (Christian Missionary Institution)
Spicer Memorial College was established in 1915 as a high school under the name South India Training School
at Coimbatore, South India. G.G.Lowry was the first
Principal. It was moved from Coimbatore to Bangalore
in 191?.. In 1922, the institution was again moved to
a new campus at Krishnarajapuram, seven miles from
the city of Bangalore,
As the premier pioneer educational institution of the
Seventh day Adventist Church in the Southern Asia
region, it soon attracted students from all parts of
undivided India, Burma and Ceylon. In 1937, the
school was reorganized and a Junior College (Inter
mediate) section added. name was also changed to
Spicer College in honour of W.A.Spicer, an early
Adventist leader in India, with this reorganisation,
the vision of H.R. Salisbury, an educational pioneer
in England and India, was fulfilled. In 1915 he had
called I.F.Blue to establish the India Union Training 132
School at Lucknow, which fostered the concept of an
All India Burma School for four years.
After twenty years at Krishnarajapuram, in 1942, a
.ew period began with the relocation of the College
at its present site. In 1945, the four-year degree programme was introduced. In 1955, three years after
the death of V/.A.Spicer, the name was modified to « Spicer Memorial College.
In 1960, the College Board of Trustees authorised the
establishment of the School of Religious Studies by
reorganising the academic division of Christian
Theology and Philosophy. This was followed by a
decision to introduce fifth-year degree programmes
in Theology and secondary education.
With the introduction of the +2 educational pattern
in the country, Spicer Memorial College reorganised
its courses in 1978 to provide for a +2 programme and
for a three year degree programme.
In 1980, the College Board approved the introduction
of graduate studies in Business Administration,
Education, and Religious Philosophy. Accordingly
the School of Business Studies, the school of
Education, and the School of Religious Studies 133 have been set up and Master’s programmes introduced.
In addition to the college, the institution operates a high school, an English medium elementary school and a M^J-rathi medium elementary school.
Today Spicer Memorial College with its distinctive philosophy and programme of education attracts, students from all parts of India and from many countries of
Africa, Middle East, Far East and Southern Asia. Thus, the student body and faculty represent over fifty
different languages and over twenty different countries..
Spicer Memorial College is a member of the Association
of Seventh-day Adventist Colleges and Secondary Schools
and is accredited by the Board of Regents of the
General Conference of Seventh-day Adventists. There
fore, academic credits from Spicer Memorial College
are accepted by these sister colleges and universities.
Graduates of Spicer Memorial College may obtain
admission to the University of Poona on an individual
merit basis.
The institution is situated in the suburbs of the
well-known educational and cultural city of Poona in
in Maharashtra State. Such a location provides the 134
students an opportunity to obtp-ln college education in very favourable surroundings. It also makes it possible for them to make use of the facilities of a number of well-known libraries and research centres and to visit many places of cultujral aad historical interest in and around Poona.
Environment and Buildings
The college campus is a seventy-acre country estate blessed with natural beauty and excellent farm land.
It is bounded on the North by the Mula River and on the East by the Government Fruit Bxporiment Station^
The temperate climate and quiet surroundings are conducive to study and meditation.
A two-storeyed building, accommodating the adm inistra
tive offices, class-rooms, and the library; another housing the Science division; the women’s home
enclosing a garden quadrangle; and the farm buildings
are the nucleus from which the institution has grown.
Regular expansion has included the school of Religious
Studies building; industrial arts and press buildings;
an auditoriTJm; a home economics building and an
n,gricultural building. Along the hedge-lined campus
roads are the staff and faculty homes surrounded by
lovely shade trees, lawns, and flowers. 135
The men’s home situated West of the ac3mlnlstration
building consists of two structures, one completed in
1955 and the other in 1975. These two homes accommodate
over 500 men. Next to the men's home is the new
elementary school-cum-elementary education building
erected as a Gandhi Centenary Project, For the time
being the Secondary School is also being housed in
this building. To the West side of the ccanpus the
Products and Services Complex is situated. The same
area has also been used for the construction of
additional staff houses and married students^
q u a r t e r s .
Anjuman Khalrul Islam (AKI)
The An;5''JsiE'-n Khalrul Islam is a Rublic T rust, registered
under the public Trust Act and Societies Registration
Act.. It is open to all irrespective of caste and
creed and is dedicated to the cause of orphans and
e d u c a t i o n .
A.K.I. is an organisation dedicated to the cause of
orphans and education. The rapid strides in social
upllftment of orphans and an unparallel progress in
the sphere of education could be possible because of
the dedicated band of middle class social workers
who after discharging their vocational duties burn 136
midnight oil for realisation of the cherished dreams
of their organisation.
Educational, social and economical backwardness of
the Society cannot be wiped out unless the service- minded young men from all walks of life join such
organisations which have set the upliftment of the
community as their goal. It is a historical fact
that so far only a few enlightened elites and
intellectuals used to take interest in the social
activities. But A.K.I. have found in Mr. M.A.Mitha,
a new kind of leadership. He has brought this
movement to the masses. His dedicated and dynamic
leadership has encouraged even a common man to work
for the society.
Education is the lever for economic and social
development of every community. A.K. I. started its work
in this direction in the year 1957 and within a very
short span it rose from ashes of small 1 0 ' x 1 0 '
tenement accommodating 30 orphans to the gigantic
organisation through intelligent planning and
guidance of Mr. M.A. Mitha, A.K.I. runs 27 social,
educational, vocational and medical institutions
which impart education to students from kindergartens 137
to post graduate studies A.K.I. places right emphasis on moral values and religious education.
Women’s education has been grossly neglected by the community. Mothers are not capable of preparing children at home for educational career. A.K.I. i s conscious about this sorry state and has decided to start separate college for women. The special care
is being taken for women education in all colleges
and schools run by A.K.I. and wherever possible,
separate divisions had been started for them. G ir ls '
attendance to the schools and colleges is facilitated
to the best possible extent,
A.K.I. is also aware that there is terrible competition
for jobs and well trained boys with good merit can
only compete for few jobs therefore it attaches
adequate importance to the qualitative upgrading of
its institutions and have started job-oriented courses
such as air-conditioning and refrigeration courses
and watch repairing course etc.
Society conducts six orphanages at Bombay, Lonawala,
Panchgani, Mahabaleshwar, Satara and Panhala with
about 400 inmates (300 boys and 100 girls) on roll.
The society provides these Inmates fre e f o o d , 138 shelter, clothing r.nci Gcluca-tion, A fter tho m atricula t i o n o f th e i n m a t a s , some in r n a te s a r e pro■^;■ided t h e facilities of higher education v/hereas som3 arc provided training in technical coux'ses. The aniTaal expenditure on the orphanages oxc^;eds Ks, 5 lakhs,
'.■'he Society conducts 5 primary schools ant?. 1 2 h i g h s c h o o l s h a v i n g :'.nro?.rnen-t c a p a c i t y o f 1003 a n d 5 500 stu-'^nfcs respectively. All those schools are at urban places. Besides this -tho socioty conduc-t£- 4 colleges namely the Maharashtra College of Ar-ts and Science,
Borabay, Poona College of A rts, Sci^jnce and Coranorco,
Tho Tibbia College and Hospital, Boi.ibay and the pro- primary Toachcrs Training College at Kurla. All these colleges impart education upto master level. Some colleges have resoarch wings providing education upto
Ph,D.level. All facilities are being provided for poor and deseirving students, ^arrangements have been made to give Scholarships and Books through the Book
Bank and reading facilities through tho Library v/hich are open upto midnight.
Technical courses are also conducted by tlie socioty at different scho~ls, A diagnostic medical contra in the centra of Bombay is also the outcome of the efforiss of the society. About 50,000 poor, sick 139
and needy persons get medical treatment every year at a very nominal fees.
During the short span of one and a half decade the
Anjuman Khairul Islam has made rapid progress and is serving the cause of socialism its true sense for the upliftment of the poor and middle classes. The
institution provides now education right from K.G. classes, to Post Graduate level to more than 15,000
s t u d e n t s .