80 நாடு நலம் பெற and guided by those far, removed from where people live and work. The whole system is so completely cntralised that little, if any, initiative is left to people even at state or district levels. Education co-related to life has to be linked to clearly defined social objectives and comprehensive strategies. But the whole approach of gevernment actvities is sectoral, so much so that thc different policies of the government such as educational agricultural, industrial, forest, water, or even a policy for scheduled castes and tribes, do not refer to each other and are often even mutually contradictory, They are in fact, design to attain objective internal to their respectives sectors, and not to any fundamental social objectives. The result is that the only option left is expansion without proper thought to quality or relevance. So, our education has expanded without thought to quality or relevance. One many admit that for this situation education alone is not responsible. During the last forty - three years we have pursued a model of economic development that has led to the creation of two lndias-one. of the rich, the other of the poor. A new privileged class has come into being. It holds monopoly over political and economic power and sources of wealth. It controls culture and education. It is firmly establi shed every where. It is this class whose interests our education is made to serve. The result is that as in economy so in education, two parallel systems have come into being-one for the rich, the other for the poor. No wonder, a divided education finds itself totally devitalised, and incapable of meeting the chall enges of Independent lndia's national life. To the rise
