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Summary
 3
RAJIV GANDHI NATIONAL UNIVERSITY OF LAW,
PUNJAB

HISTORY PROJECT

TOPIC: JAWAHAR LAL NEHRU AND THE POST INDEPENDENT INDIA

SUB-TOPIC/ TITLE: CRITICAL ANALYSIS OF EDUCATIONAL AND SOCIAL

ACCOMPLISHMENTS OF THE INDIAN SOCIETY DURING THE NEHRU ERA

SUBMITTED BY: SUBMITTED TO:

LAKSHYA KOTWADYA DR RACHNASHARMA

ROLL NO.- 22185 ASST. PROFESSOR OF

HISTORY
 ACKNOWLEDGEMENT

I'd want to give special thanks to Dr. Rachna Sharma, for letting me work on this project
and giving me the chance to learn so much. In addition to learning how to research
and write about a variety of topics, this project gave me the opportunity to put my
opinions on writing. The members of the library staff, my classmates, and my
teachers who helped me during my endeavor also deserve my gratitude. My parents
deserve a lot of the credit, too, because they inspired me, drove me, and helped me
stay on track to finish the project. Once more, id like to express my gratitude who has
contributed to this project. Lakshya Kotwadya BA.LLB.(Hons.)1st Year

LAKSHYA KOTWADYA
Contents
ACKNOWLEDGEMENT ..................................................................................................................... 2
PREFACE.............................................................................................................................................. 4
INTRODUCTION ................................................................................................................................. 5
1.1 Introduction Of The Topic...................................................................................................... 5
8
1.2 Object and Purpose of the Study ............................................................................................ 5
1.3 Review of Literature .............................................................................................................. 5
1.4 Research Methodology .......................................................................................................... 6
1.5 Research Gap ......................................................................................................................... 6
1.6 Research Questions ................................................................................................................ 6
2. EARLY YEARS AND CONTRIBUTION OF JAWAHARLALNEHRU IN THE FREEDOM
STRUGGLE .......................................................................................................................................... 7
2.1 Early Years and Family Background ...................................................................................... 7
2.2 Educational Background and Development of a RemarkableIdeology .................................. 7
2.3 Contribution of Nehru in the Freedom Struggle ..................................................................... 7
3. CRITICAL ANALYSIS OF THE NEHRU ERA: ACCOMPLISHMENTS IN THE FIELD OF
EDUCATION ........................................................................................................................................ 9
3.1 Educational Reforms and Developments ............................................................................... 9
3.2 Development of Scientific Studies ....................................................................................... 10
4.1 Foundation of Secularism .................................................................................................... 13
4.2 Upliftment of Suppressed Groups ........................................................................................ 14
5. CONCLUSION ........................................................................................................................... 16
6. BIBLIOGRAPHY ....................................................................................................................... 18
PREFACE

❖ The main contention of the researcherwhile undertaking the research work related
to this project was to explain and elaborate on the contribution of the 1st Prime
Minister of India, Pandit Jawahar Lal Nehru in the social and educational sphere
in post-colonial India. This project.

❖ In this project work on contemporary history, Jawaharlal Nehru's contribution to

enhancing the social and educational status of Indian society during the country's early
years of independence is examined holistically in light of the country's nearly two
centuries of colonial rule and valiant mass struggle for independence

❖ This project is not just a record of significant events during the initial years of
independence but it aims at analysing the contributions and failures of Indian
26
society in the field of social upliftment and spread of education under the
leadership of Jawaharlal Nehru. Throughout this research, the researcher has
tried to refrain from using personal biases and opinions from interfering and
influencing the neutral nature of this project work.
 INTRODUCTION
1.1 Introduction Of The Topic
The years spanning from 1947 to 1964 are symbolic of achievement and maturity in post
colonial India. These years were also marked by optimism and aspirations of growth and
prosperity. Jawahar Lal Nehru can be arguably considered as the architect of not only growth
and development during the above-mentioned era, but modern India also.1 As Michael
Brecher has stated in his pungent political biography, Pt. Jawaharlal Nehru was “the
philosopher, the architect, the engineer and the voice of his Country’s policytowards the
outward world”.2It was Nehru who planted the seeds of parliamentary democracy, growth,
and development in India, which in course of time became a full-fledged tree.3 This project
work tries to highlight the contributions of Jawahar Lal Nehru in the social and educational
sphere in post-colonial India.

3
1.2 Object and Purpose of the Study
The object and purpose of the research study undertaken are to understand and provide
information regarding the contribution of the 1ST Prime Minister of India, Pandit
Jawahar Lal Nehru in the social and educational sphere in post-colonial India. The
4
research study will also delve into the various initiatives taken by the Indian
Government under the leadership of Pt. Jawaharlal Nehru to improve the social
condition of the Indian society such as the Anti-Untouchability law of 1955, the setting
up of prestigious educational institutes such as IIT Bombay in 1958, etc.4
2
1.3 Review of Literature
In this research project, the researcher primarily examines journal articles and website
materials on the topic of Jawahar Lal Nehru's contributions to the social and educational
arena in post-colonial India. There24
are a number of reliable sources that offer high-quality
information on the topic at hand, and the researcher has used these sources in this project
while also properly citing them.

1
Bipan Chandra et al., India Since Independence, Penguin Books, 2008, at p.
219.
9
2
Brecher M. Nehru, Nehru – “A Political Biography”, Beacon, Boston, 1959.
3
Agarala Easwara Reddy & D. Sundar Ram, “Jawaharlal Nehru And Modern India”, The Indian journal of
Political Science, Vol. 50, 1989, pp. 445-468, available at https://www.jstor.org/stable/41855452. 4 Shalini
Rajvanshi, “Jawaharlal
6
Nehru’s contributions towards education”, The Indian Express, 14 November 2016,
available at https://indianexpress.com/article/education/childrens-day-nehrus contributions-towards-
education/.
 21
Journal Articles such as Jawaharlal Nehru And Modern India by Agarala Easwara
12
Reddy & D. Sundar Ram and Jawaharlal Nehru’s Contribution to Secularism in India-
An Estimate by A.M. Rajasekhariah discusses the role of Jawaharlal Nehru as the
architect of parliamentary democracy, growth, and development in India and his
contributions in fields such as foreign policy, improvement of social scenario, etc. Apart
from using conventional sources such as the textbook of India Since Independence by
13
Bipan Chandra, Mridula Mukherjee, Aditya Mukherjee, and India After Gandhi: The
History of the World’s Largest Democracy by Ramchandra Guha, the researcher has also
made use of web sources and e-newspaper articles such as Jawaharlal Nehru And
Modern India by Shalini Rajvanshi published on The Indian Express website and web
articles such as Jawaharlal Nehru: Achievements As Prime Minister on Encyclopaedia
Britannica website.

1.4Research Methodology

2
The use of secondary sources, including research papers, reports, and web articles, along
with proper citation of these sources in the project, is the main method of research used
in this project. It is emphasized slightly more to employ qualitative data than
quantitative data. On the subject of Indian history, both printed books and online sources
like blogs, e-books, and e-journals are used.

1.5 Research Gap

In the first study, it was noted that there were numerous research articles and
publications that mentioned Jawahar Lal Nehru's contributions to a number of
2
sectors. Due to the scope of the subject at hand and the lack of relevance of
some aspects, certain topics such as Comparative analysis of the contribution
of Jawaharlal Nehru with other formidable leaders such Nelson Mandela in the
development of their respectivecountries, etc. have not been included..

1.6 Research Questions

Through this research work, the researcher tries to answer various questions like:

• How did family background and education influence the ideology of Jawaharlal
Nehru?
• What was his contribution towards development of science and technology in the
post-independent Indian society?
• What were the major lacunas prevalent in the plans and policies
introduced byJawaharlal Nehru?
 2. EARLY YEARS AND CONTRIBUTION OF JAWAHARLAL
NEHRU IN THE FREEDOM STRUGGLE
2.1 Early Years and Family Background

On November 14, 1889, in Prayagraj, Uttar Pradesh, Jawaharlal Nehru was born. His
family was well recognised for its administrative thoroughness, aristocratic attitude, and
scholarship. He was born into a Kashmiri Brahman family. 5 This academic background
affected Jawaharlal Nehru's ideology. His father, Motilal Nehru, was a well-known
lawyer, an important figure in the Indian Independence Movement, and one of Mahatma
Gandhi's closest allies. 6 Western preferences were well known for Motilal Nehru. He
was a fan of western civilization and principles. Because of this preference, Jawaharlal
Nehru's father gave him a western upbringing and surroundings.7

2.2 Educational Background and Development of a RemarkableIdeology

Jawaharlal Nehru went to receive education at the Cambridge University of Britain. Britain
was a country that was wedded to the idea of Parliamentary Democracy. It was because of
his education in Britain that Jawaharlal Nehru imbibed the concepts of modernity. Inspired
by the virtue of modernity, He decided to join India’s freedom struggle movement launched
by Mahatma Gandhi. Nehru had a profound understanding of Indian History and society and
because of his extended stay in Britain and a cosmopolitan and pluralistic outlook, he was
able to critically analyse the political, social, and economical issues prevalent in India.8 From
the above discussion, it is clear that the ideology of Nehru regarding the political, socio-
economical, and constitutional matters developed and matured prior to the independence of
India and it was because ofthis ideological development he was able to contribute
significantly to the freedom struggle, constituent assembly, and leadership of independent
India for around fifteen years.

11
5
Frank R. Moraes, ‘Jawaharlal Nehru: Prime Minister of India’ Britannica Encyclopedia, available at
https://www.britannica.com/biography/Jawaharlal-Nehru(last accessed 3 March 2021). 6id.
7
Bhoomi Shroff, “Role of Jawaharlal Nehru in Nation Building”, JEITR, Vol. 4, 2017, pp.
360-62. 8 V.T. Patil & Narayana, A Study Of Nehru’s Ideas, Devika Publications, 1998, pp.
355-364.

2.3 Contribution of Nehru in the Freedom Struggle

 Nehru returned to India in 1912 after the completion of his education. He served as a
9
barrister in Allahabad and contributed little to the nationalist movement. Nehru
associated himself with Mahatma Gandhi in 1919 during the Non-Cooperation
movement and actively started participating in the National Freedom Struggle. In the
Allahabad district conference of INC, Nehru was elected as the district committee’s

vice-president, his first official position.10 Nehru was jailed because of his participation
in the Non Cooperation movement and his spell of imprisonment lasted till January
1923. Nehru was appointed as the chairman of the Municipal Board of Allahabad, Uttar
Pradesh and he gained administrative experience through this appointment.11 Nehru
travelled to Europe in 1926 due to the medical condition of his wife. He met prominent
European intellectuals during his stay such as Romain Rolland, Albert Einstein, Song
Qingling, etc. Upon his return from Europe, Nehru participated in the boycott against
the all-white Simon Commission. In the INC session of Madras, 1927, Nehru steered a
resolution declaring “independence with full control over the defence forces of the
country, the financial and economic policy and the relations with foreign countries”.12 In
1929, Nehru was elected as the president of INC and he presided over the monumental
1929 Lahore session, where Congress moved the Purna Swaraj (Complete
Independence) resolution.13 Nehru presided over several Congress Committee
movements. He played a significant role as the leader of the Indian National Congress
(INC) by defining the goals and aims of the INC and laying down the foundation stone
for the political, economic, and philosophical foundation of the organization. He also
participated in the Civil Disobedience Movement, Dandi March, etc. Throughout this
period, Nehru travelled throughout India and was also jailed several times. Throughout
the Independence struggle, Nehru not only participated physically but steered and
guided the freedom struggle movement because of his intellect and experience.

9
supra note 7, at p. 361.
10
Jivanta Schottli, “Strategy and Vision in Politics. Jawaharlal Nehru’s policy choices and the
27
designing of political institutions”, Faculty of Economics and Social Sciences, the Ruprecht Karls
University, Heidelberg, 2009, pp. 96-113.
11
id., at p. 103.
12
Selected Works of Jawaharlal Nehru Subjects Committee of Madras Congress, Chennai, 1972, at
13
p. 3. supra note 10, at p. 105.
3. CRITICAL ANALYSIS OF THE NEHRU ERA:
ACCOMPLISHMENTS IN THE FIELD OF EDUCATION
Jawaharlal Nehru’s contribution to the development of Indian
education is commendable. His views on education were partly influenced by M.K.
Gandhi’s ideas and Karl Marx’s ideas. Nehru was a rationalist and his theory of
knowledge was formulated around the principles of empiricism, rationalism, and
positivism.14 Nehru laid more emphasis on facts and intelligence than religion and his
sole focus was on the development of the intellect of man. The Nehru years witnessed a
rapid expansion of education because of emphasis on knowledge and rationalism.15

3.1 Educational Reforms and Developments

After its independence, the Indian government faced the immediate challenge of
development and spread of education in Indian society. The literacy rate of India in
1951was only 16.67% with the ruralliteracy rate hitting rock-bottom at only 6%.16To
improvethis situationAccording to the constitution, all children up to the age of
fourteen must receive free and mandatory education from the state.17 The expenditure
of the government on expansion and spread of education was also subsequently
1
increased under theleadership of Jawaharlal Nehru. The expenditure on education
increased from Rs 198 million in 1951-52 to Rs 1463 million in 1964-65 because of the
continuous efforts of Nehru. It was Nehru who urged the state governments not to
reduce their expenditure on expansion and development of education, whatever the
nature of financial crisis or stringency. There was also a formidable increase in the
number of universities and the number of students enrolled in these universities. The
number of universities increased from 18 in 1947 to 54 in 1964 along with the
development of around 2500 colleges during the same period.18 The number of students
enrolled in these universities doubled in the same period. The female education also
improved under the leadership of Nehru with the proportion of girl students among
total students increasing six-fold and constituting 22% of total studentsin 1964
5
14
Roshni Chakrabarty, ‘Jawaharlal Nehru and his views on education’ NewsGram, available at
https://www.newsgram.com/jawaharlal-nehru-and-his-views-on-education/.(last accessed 5 March
2021). 15 supra note 1, at p. 184.
14
16
Dr. Navinchandra R. Shah, “Literacy Rate in India”, International Journal of Research in all
Subjects in Multi Language, Vol. 1, 2013, pp. 13-15.
17
supra note 1, at p. 184. 18 id, at p. 185.
18
The Indian Institutes of Technology (IITs), the All India Institute of Medical Sciences
(AIIMS),
20
and other famous educational institutions were founded thanks to Nehru's vision.
19 The first Indian Institute of Technology (IIT) was founded in Kharagpur, West Bengal, in
1950 as a result of Nehru's persistent efforts. When it comes to developing India's foreign
policy, Nehru was also a superb strategist. In order to establish IIT Bombay in 1958, Nehru
was able to secure support from the USSR. 20 IIT Kanpur was founded in 1959 with
assistance from American finance as a result of the Cold War between the6 US and the USSR.
This demonstrates the effectiveness of Nehru's non-alignment policy. The Motilal Nehru
National Institute of Technology (MNNIT) was founded in 1961 by Jawaharlal Nehru, and
Lal Bahadur Shastri opened it in 1965. 21 In addition to this, a number of measures were
made to guarantee the expansion of education in the Indian society after independence.

A major lacuna that crept up in the educational reforms was the decline in the quality of
education. Even though the problem was recognized, but still the quality of education
continued to deteriorate except for the technology sector. 22 Steps were taken by Jawaharlal
Nehru to improve the standard of education, but only during the ending years of his tenure,
that is, in 1963, when he wrote to the Chief Ministers that “right education open to all is
perhaps the basic remedy for most of our ills.”

3.2 Development of Scientific Studies

The development of science and scientific studies is not an independent process. It is

shaped and influenced by the socio-economic and political structure of the society.23
Inculcation and establishment of scientific and technological activities in a society are
dependant nature of government support, investment in the priority areas, application of
resources on Research and Development (R&D), etc. As Nehru himself was a rationalist,
he took several steps to expand the field of scientific research and technological research
in the post-independent Indian society.24 His emphasis on rationality and scientific
approach is evident from his message to the Indian Science Congress in 1938, where he
said, “It was science alone that could solve these problems of hunger and poverty, of
insanitation of illiteracy, of superstition and deadening custom and tradition, of vast
resources running to waste, of a rich country inhabited by starving people”.25

24
supra note 1, at p. 179.
25
Jawaharlal Nehru, 'Nehru SW' (1972), available at http://archive.org/details/HindSwaraj-Nehru-SW-08
This is indicative of his rationalist and positivist ideology. In this regard, the Scientific
Policy Resolution was passed in Lok Sabha in 1958 and this resolution recognized the
17
importance of science and technology in the economic, cultural, and social development
of the country. Nehru supported the scientific community of India throughout his tenure
as the president of INC Prime Minister of India. It was because of this support the Board
of Scientific and Industrial Research was established in 1939 under the supervision
25
ofS.S. Bhatnagar.26 Under the initiative of S.S. Bhatnagar, the Council of Scientific and
Industrial Research (CSIR) was set up for the development of industry-oriented
research.27 Under the initiative of Nehru, the first of the five institutes of technology,
1
established and designed on the pattern of Massachusetts Institute of Technology (MIT),
was set up at Kharagpur. The other four institutes of technology were set u subsequently
4
at Madras, Bombay, Kanpur, and Delhi.28 Under the leadership of Nehru, India became
the first country in the world to create a Ministry of Scientific Research and Natural
Resources in 1951. The main purpose of the Ministry was to organize and direct
scientific research for the advancement and development of the nation.29 From the
above discussion, it is clear that Nehru played a prominent role in the growth and
development of science and technology in post-independent India through the means of
parliamentary deliberations and encouragement to the scientific community of the
7
nation. The most important development of that period was the passing of the Scientific
Policy Resolution in the Indian Parliament in 1958.30 Nehru emphasized achieving
material prosperity, efficient utilization of natural resources, and industrialization of the
country throughscientific developments and discoveries. In his Parliamentary speech
after passing of the 1958 resolution, he said, “We have to industrialize India as rapidly
as possible for upgrading the living standard for upgrading the living standard at a
quicker pace”. This is indicative of Nehru’s rational ideology and it was because of his
initiatives and support, there was formidable development of Science and Technology
during his tenure as the Prime Minister of India.

26
Deepak Kumar, Science and the Raj,Oxford University Press, 2006, at p.
16
255. 27 supra note 23, at p. 1169.
28
supra note 1, at p. 180.
29
supra note 23, at p. 1171.
30
id.
Even though Nehru did a commendable job in ensuring the spread of science and
technology in Indian society, but still several lacunas crept us. The first lacuna was the
prevalence of factionalism and a sense of frustration among the members of the
scientific institutes. This was because of the highly bureaucratic and hierarchical nature
of the scientific institutes.31 Secondly, the abrupt shift of India to the decimal coinage
and a metric system also created issues because of the illiterate population of India
during that period.
 4. CRITICAL ANALYSIS OF THE NEHRU ERA:
ACCOMPLISHMENTS IN THE SOCIAL SPHERE

The founding fathers of the Republic of India were not only limited to the aim of national
unity and political stability. Along with these two concerns, they also aimed to move India
towards social change.32 Jawaharlal Nehru was determined to bring about a good change in
how India's society was organised, resulting in social integration and the release of previously
socially oppressed and backward segments of the population. Nehru’s speech of1956 is
indicative of the intent of Nehru and the founding fathers of the Republic of India. In this
speech, Nehru stated: “We have not only striven for and achieved a political revolution, not
only are we striving hard for an economic revolution but . . . weare equally intent on social
revolution; only by way of advance on these three separate lines and their integration into
one great whole, will the people of India progress.”33

4.1 Foundation of Secularism

He was crucial in establishing the fundamental aspects of Indian society and governance as
the country's first prime minister. Many historians and scholars also regard his contributions
to democracy, socialism, and secularism as his priceless gifts to contemporary Indian society.
34 Nehru was devoted to the principle of secularism and actively opposed the emergence of
communalism throughout his life. In his first book, Letter from a Father to his Daughter,
Nehru criticised the role of religion and states as well as communalism.: “first came as fear .
. . But however, much it may have grown, we see even today that people fight and break each
1
other’s heads in the name of religion. And for many people it is something to be afraid of.”35
Nehru defined secularism in a dual sense of keeping the state, education, and politics away
and separate from religion, making religion a private matter for the individual, and showing
equal respect for all the faiths and providing equal opportunities for their adherents, keeping
this weakness of people following religion and the sadistic communal riots of pre-
independent British India in mind. 36 He described communalism as an ideology that
considered Hindus, Sikhs, Muslims, and Christians as homogeneous groups in terms of
economic and political issues, as well as politics being seized by a certain religion and one
religion inciting hatred against another.37 Nehru was able to create the idea of secularism in
the Indian context thanks to his rational philosophy and socioeconomic study of the country's
communal foundations. Because of his deterministic and economic slant, Nehru's
understanding of the communalism issue had significant flaws. He felt that the spread of
education and planned economic growth would reinforce the advancement of science and
technology in India, mitigate the effects of communal thinking, and foster the emergence of a
secular awareness. 38 Due to this belief, he disregarded communism as an ideology and paid
little attention to the dissemination of science and education among people.

36
supra note 1, at p. 229.
37
Publications Division, "Jawaharlal Nehru’s Speeches", Publications Division,
2017. 38 supra note 1, at p. 229.
39
10
Ayush Verma, 'Minority rights in the Constitution of India' (2021) IPleaders, available at
https://blog.ipleaders.in/minority-rights-constitution-india
4.2 Upliftment of Suppressed Groups

The upliftment of the minorities has been upheld in Article 14 stating prohibition of
19
unequal treatment, Article 14(1) stating equality before the law, Article 29 and Article
30 upholding the cultural and educational rights of the minorities.39 Objective
Resolution Plan was moved by Jawaharlal Nehru in the constituent assembly on
December 13th, 1946. The Objective Resolution plan was unanimously adopted on
January 22nd, 1947 and it was unanimously decided that to ensure the upliftment of
minority communities, tribal areas, and suppressed classes, a safeguard mechanism
will be adopted. In 1948, under the name of “Special Provisions Relating to
Minorities”, various laws were formulated in part fourteen (XIV) and was numbered
article 292-301 in the Indian Constitution.40 After substantial discussions and
modifications, no special rights except cultural and educational (Article 29 & 30)
were concerned to minorities. Apart from these initiatives, a number of community
development programmes and other reforms were also undertaken by the Government
of India under the leadership of Nehru.

Nehru was influenced by the theory of Socialism propounded by Karl Marx. He

supported the concept of planned development and believed that it was only through
planned economic development that science and technology can prosper and
41
subsequently, there will be upliftment of socially disadvantaged classes. In 1952, the
Community Development Programme was introduced. The primary goal of this
community development programme was to establish the welfare state's basis in the rural
areas. During his administration, 42 social laws were passed as well. The fundamental
components of the goals and plan for the Indian Plans to accomplish progress with social
justice were provided by Nehru's thoughts and philosophies. 43 Along with a focus on
balanced regional development, social upliftment, and national self-reliance, the plans
23
also placed an emphasis on the development of science and technology, infrastructure,
social services, and a number of institutions.44

15
41
supra note 3, at p. 452.
42
supra note 1, at p. 186.
43
supra note 3, at p. 454.
44
M.L. Sudan, "Nehru and Economic Policy", 1982 at p. 458.
Even though several steps were taken to ensure the upliftment of disadvantaged classes in
the Indian Societies, but still there were several administrative and other lacunas. The first
lacuna was the dependence of Nehru on his administration. Even though Nehru was in
favour of public participation in the growth and development of the nation, but still he was
dependent on the government machinery and administration. Nehru took several steps to
ensure upliftment of women. But because of fear Muslim conservatism, there was no
major change in the social condition of Muslim women. Biographer and historian
Sarvepalli Gopal, in 1989, stated that “But this was an incomplete achievement, leaving
Muslim women outside the pale of his reform acts. Not lack of political will, as in the case
of faltering land reforms, or shortfalls in awareness which led to a neglect of population
control, but, very much worse, an excessive concern for Muslim conservatism, resulted in
a major act of social reform being left incomplete. And here again, for lack of proper
social environment and the dominance of reason in thecollective sensibility, even the
legislative achievement weakened on the ground and we still have with us the horrors of
Sati and Dowry murder.” This is indicative of the lacunas prevalent in the
administration and spread of the initiatives taken under the leadership of Nehru
5. CONCLUSION
From the above discussion, it is clear that Nehru as the first Prime Minister of the
independent India has played a detrimental role in laying foundation of the modern India.
As discussed in chapter 2, titled “Early Years And Contribution Of Jawaharlal Nehru In
The Freedom Struggle”, it was because of his westernized education and rationalist
ideology, he was able to critically analyse the political, socio-economic, and constitutional
matters of a country in a better way possible because of his cosmopolitan and pluralistic
outlook. He also contributed to the Indian Freedom Struggle by not only participating
physically but also steering and guiding the freedom struggle movement because of his
intellect and experience.

As mentioned in Chapter 3 titled “Critical Analysis Of The Nehru Era: Accomplishments

In The Field Of Education”, Jawaharlal Nehru’s contribution to the development of Indian
education is commendable. He was a rationalist and emphasized on facts and intelligence
than religion and his sole focus was on the development of the intellect of man. He took a
number of initiatives to ensure spread of both education and science and technology in the
Indian society. These steps include setting up of Indian Institutes of Technology (IITs),
increasing governmental expenditure on education, Council of Scientific and Industrial
7
Research (CSIR), passing of the Scientific Policy Resolution in the Indian Parliament in
1958, etc. But, still there were some administrative lacunas prevalent such as bureaucratic
and hierarchical tendencies in the scientific institutions leading to factionalism and
difficulties for the illiterate strata of society to adjust to the new metric and coinage system,
etc.

As mentioned in Chapter 4 titled “Critical Analysis Of The Nehru Era: Accomplishments

In The Social Sphere”, Jawaharlal Nehru was keen to ensure a positive reform in the social
22
organization of India, leading to social integration and liberation of the hitherto socially
backward and suppressed sections of the society. A number of steps were taken in this regard
such as incorporation of Article 29 and 30 in the Indian Constitution, community
development programmes, social legislations, etc. But still there were some lacunas
prevalent. These lacunas limited the impact of these initiatives. The dependence of Nehru on
his administration and no major upliftment of Muslim women because of fear of Muslim
Conservatism are some of these lacunas
The hypothesis formed before the undertaking of the research work related to thisproject
was basically that despite the prevalence of a number of issues and lacunas in the post
independent Indian society, Nehru did a commendable and nearly flawless job in
ensuring the spread and development of education and science and technology in the
Indian society and to ensure social upliftment and liberation of the suppressed classes in
the Indian society.

From the above discussion, it is clear that even though, there were some lacunas in the
impact and reach of the initiatives introduced by Government of India under the
leadership of Pandit Jawaharlal Nehru, but still, we cannot ignore the contribution made
by Nehru to the upliftment and improvement of suppressed classes and growth and
spread of education and technology in the post-independent Indian society and he, in a
true sense, did a commendable and nearly flawless job in ensuring the spread and
development of education and science and technology in the Indian society and to
ensure social upliftment and liberation of the suppressed classes in the Indian society.
6. BIBLIOGRAPHY
‘Motilal Nehru National Institute of Technology (MNNIT) Allahabad’
Indianeducation, available at https://www.indiaeducation.net/nit/nit-allahabad/.
....................................................................................................................13 • Verma
Ayush, 'Minority rights in the Constitution of India' (2021) IPleaders, available at
https://blog.ipleaders.in/minority-rights-constitution-india/. ......... 17 • Moraes Frank
R., ‘Jawaharlal Nehru: Prime Minister of India’ Britannica Encyclopedia,availableat
https://www.britannica.com/biography/Jawaharlal
Nehru .......................................................................................................... 10 •
INDIANEDUCATION,Motilal Nehru National Institute of Technology (MNNIT)
Allahabad, https://www.indiaeducation.net/nit/nit-allahabad/ ........................ 13 •
Nehru Jawaharlal, 'Nehru SW' (1972), available at
http://archive.org/details/HindSwaraj-Nehru-SW-08 ..................................... 14 •
Chakrabarty Roshni, ‘Jawaharlal Nehru and his views on education’ NewsGram,
available at https://www.newsgram.com/jawaharlal-nehru-and-his
views-on-education/ ..................................................................................... 12
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4 <1%
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