Shiksha Aur Berojgari

Here's a comprehensive summary of the Jain text "Shiksha aur Berojgari" by G L Chaplot, focusing on its key arguments and analysis:

The book "Shiksha aur Berojgari" (Education and Unemployment) by G L Chaplot argues that despite appearing distinct, education and unemployment are intimately related and often manifest together, particularly with industrial development. The author posits that as industrialization progresses, the population's dependence on agriculture shifts towards industry.

Chaplot asserts that education should encompass more than just theoretical knowledge; it should aim for the holistic development of individuals, including their mental, physical, moral, and character development. True education, he contends, contributes to economic growth, social modernization, and the creation of essential institutions by producing qualified individuals. It fosters interest, skills, and the development of personal qualities conducive to progress and creates informed and educated citizenry. Ultimately, education is a primary means for personal prosperity and socio-economic advancement.

However, the author critically analyzes India's current education system, describing it as primarily bookish and a legacy of British rule, designed by Lord Macaulay. Its original purpose was to create clerks and administrators for the English government. This system, according to Chaplot, has produced an excess of graduates ill-equipped for practical life, making it difficult to accommodate them in independent India. While some aspects of Indian culture and literature are still taught, there's a deficiency in building character and practical skills. Students are taught extensive theoretical subjects but lack the courage, self-confidence, and practical knowledge to undertake any enterprise or earn a livelihood through their studies alone.

The book highlights the flaws in the existing three-tiered education system (primary, secondary, and university). Primary education is neither universally compulsory nor free, considering the economic conditions of the population. While some experimental changes are being made, they are not yet comprehensive. Chaplot contrasts this with foreign systems, like Russia's, where education is free, resources are provided by the state, and technical education receives significant attention. He describes India's system as a hybrid ("half partridge, half peacock"), failing to fully embrace either Indian or European educational models.

The problem of unemployment is presented as an old and escalating issue, particularly in developing nations like India, exacerbated by rapid population growth. The author warns that inaction will have dire consequences for the country's future. Job creation has not kept pace with the growing labor force, and unemployment among educated and technically qualified individuals is a persistent concern. Statistics are cited to illustrate the alarming rise in unemployment, with a significant increase in the number of registered unemployed individuals and a declining rate of job placements compared to the growth in job seekers.

Chaplot presents data showing that the economy's capacity to create jobs is limited (around 4-5 lakh annually) compared to the population growth rate, which is alarmingly high (estimated at 16.76 to 22 per thousand people). This disparity points to a bleak future if current trends continue. He mentions past government assurances to eradicate unemployment and current efforts, but notes a recent decline in job placements, indicating a deteriorating situation.

The author proposes solutions, emphasizing the need for both salaried employment and self-employment. He argues that self-employment, particularly in agriculture, small-scale industries, trade, and commerce, holds significant untapped potential and is crucial for addressing unemployment.

A vital aspect of the proposed solution is establishing a closer link between education and employment. This involves nurturing students' interests, skills, and personal qualities. Chaplot stresses the importance of updated curricula and effective teaching methodologies that equip students with skills applicable to various professions, enhancing their employability and adaptability. Furthermore, he advocates for the integration of practical life skills and character-building education, emphasizing values like sacrifice, discipline, and morality, which are currently lacking.

The text delves into the reasons for student dissatisfaction and university strikes, identifying indiscipline, misconduct, and discontent as primary causes. This discontent is attributed to the current education system that breeds unemployment. Other contributing factors include a societal aversion to manual labor, leading to an obsession with white-collar jobs, and the reluctance of entrepreneurs to invest in underdeveloped regions. The decline of traditional small-scale industries, with the educated offspring of artisans eschewing their ancestral professions for city jobs, is also highlighted. This influx to cities, coupled with limited job opportunities often requiring connections or bribery, breeds frustration and can lead to a rise in crime.

Chaplot also points out the challenges faced by traditional businesses, such as a lack of capital, delayed access to raw materials, and intense market competition, coupled with a failure to modernize. While government and financial institutions have made efforts to support these traditional industries, the lack of interest from the educated youth has hampered their success.

In conclusion, the author reiterates that controlling population growth is a pathway to solving unemployment, but the core solution lies in reforming the education system. Education must become practical, encourage students towards their ancestral professions, instill the value of labor, and promote self-reliance. Without these changes, unemployment figures will continue to rise. Chaplot calls for a serious rethink to bridge the gap between education and employment, emphasizing that the responsibility lies not only with the government but also with the youth, students, entrepreneurs, and institutions. Collective effort is essential for any meaningful resolution; isolated attempts will prove insufficient.