ndia observes National Education Day on November 11 every year to commemorate the birth anniversary of Maulana Abul Kalam Azad, the country’s first Education Minister after Independence. Born on November 11, 1888, Azad was a freedom fighter, journalist, scholar and educationist whose contribution extended beyond India’s struggle against British rule.
Serving as Education Minister from August 15, 1947, until his death on February 22, 1958, he championed universal primary education, adult literacy, girls’ education and equal learning opportunities for underprivileged communities. His tenure witnessed the establishment of the Indian Institute of Technology (IIT) in 1951 and the University Grants Commission (UGC) in 1953.
His vision helped establish important foundations for India’s educational system, and his birth anniversary continues to serve as a reminder of the importance of accessible and inclusive education.
From Freedom Struggle to Nation-Building
Maulana Abul Kalam Azad, born Abul Kalam Ghulam Muhiyuddin in Mecca on November 11, 1888, developed an early interest in learning, literature and intellectual discussions. His family settled in Calcutta in 1890, where he received his education at home under teachers appointed by his family. He studied several languages, including Arabic, Persian, Bengali, Hindustani and English, alongside mathematics, philosophy, science and world history. His academic interests developed at an unusually young age.
By the time he was 12, he was reportedly managing a library, a reading room and a debating society. He also began writing articles and publishing journals during his teenage years. Azad’s intellectual development eventually extended into journalism and political activism. In 1912, he established the Urdu weekly newspaper Al-Hilal in Calcutta, using it to criticise British colonial policies and encourage Indian nationalism and Hindu-Muslim unity. The publication was banned by the British government in 1914 under the Press Act.
His subsequent publication, Al-Balagh, was also prohibited in 1916, and Azad was arrested and imprisoned in Ranchi until January 1920. Following his release, he became increasingly involved in the freedom movement and worked closely with Mahatma Gandhi. He supported the Non-Cooperation Movement, promoted non-violent resistance and opposed communal divisions. In 1923, at the age of 35, he became the youngest person to serve as president of the Indian National Congress.
He later presided over the party from 1940 to 1946, a period that included the Quit India Movement. Following the launch of the movement in August 1942, the British authorities arrested Azad along with other Congress leaders. His years in public life reflected his commitment to independence, secularism and national unity, values that also influenced his approach to education after Independence.
Building an Education System for Independent India
Following Independence on August 15, 1947, Azad took charge as the first Union Minister of Education, a position he held until his death in 1958. At a time when the country was dealing with the challenges of nation-building, he viewed education as an essential foundation for social and national development. His approach went beyond establishing institutions of higher learning.
He emphasised universal primary education, adult literacy, free and compulsory education for children up to the age of 14, girls’ education, vocational training and improved access to secondary education. He particularly stressed the importance of extending educational opportunities to rural communities and economically disadvantaged sections of society.
During the All India Education Conference on January 16, 1948, Azad articulated his belief in education as a basic entitlement, stating, “We must not for a moment forget, it is a birthright of every individual to receive at least the basic education without which he cannot fully discharge his duties as a citizen.” His tenure also witnessed developments in higher education and research. The first Indian Institute of Technology was established in 1951 under his leadership, marking an important step towards strengthening technological education in the country. In 1953, the University Grants Commission was established to support the development of higher education.
Azad also oversaw the establishment of the Central Institute of Education in Delhi, which later became the Department of Education at the University of Delhi, serving as a research centre for addressing educational challenges. He supported the development of the Indian Institute of Science in Bengaluru and the Faculty of Technology at Delhi University. His association with Jamia Millia Islamia was another important part of his educational legacy. In October 1920, he was elected to the foundation committee formed to establish the institution at Aligarh without assistance from the British colonial government.
He later helped facilitate its relocation to Delhi in 1934. Beyond institutional development, Azad’s educational vision was closely connected to social equality. He believed that access to learning should not be restricted by economic circumstances, gender or geographical location. In recognition of his contribution to public life and nation-building, he was posthumously awarded the Bharat Ratna in 1992.
Several educational institutions across India, including Maulana Azad Medical College in Delhi, Maulana Azad National Institute of Technology in Bhopal and Maulana Azad National Urdu University in Hyderabad, have also been named in his honour.
The Logical Indian’s Perspective
Maulana Abul Kalam Azad’s contribution to India’s educational foundation reminds us that nation-building is not limited to political independence or economic progress. It also requires creating opportunities for every individual to learn, grow and participate meaningfully in society. His emphasis on universal education, girls’ learning, adult literacy and access for underprivileged communities remains relevant to discussions about educational equality.
While institutions such as IITs and the UGC represent important milestones in India’s higher education journey, his broader vision also highlighted the need to ensure that basic education reaches every child, irrespective of their social or economic background. Education can help bridge inequalities, encourage critical thinking and create greater understanding between communities.
His commitment to secularism and Hindu-Muslim unity also reflected the importance of building a society where differences are respected and opportunities are shared. National Education Day, therefore, should not remain limited to remembering a historical figure. It should also encourage meaningful reflection on the accessibility, quality and inclusiveness of education across the country.
As India continues to strengthen its educational system, how can we work towards ensuring that every child, regardless of their background, has access to quality education?
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