Education stands as a cornerstone for individual growth and societal progress, serving as a dynamic force that continually adapts to the evolving needs of humanity. Throughout history, various commissions and expert bodies have endeavoured to articulate the fundamental purposes and future directions of Education, seeking to define its role in shaping a better world. Among the most influential of these was the International Commission on the Development of Education, established by UNESCO, and chaired by Edgar Faure. Its landmark 1972 report, “Learning to Be: The World of Education Today and Tomorrow,” offered a groundbreaking perspective, advocating for a holistic and humanistic vision of Education that transcended mere instruction or vocational training. The Faure Commission’s insights were revolutionary for their time, emphasizing lifelong learning, the development of the complete individual, and education as a process of continuous adaptation.

The “Learning to Be” report emerged at a pivotal moment, following decades of post-colonial nation-building, rapid technological advancements, and a growing recognition of global interdependence. It challenged conventional notions of schooling, proposing that Education should be a lifelong pursuit, fostering not just knowledge acquisition but also critical thinking, creativity, and the capacity for self-fulfillment. This comprehensive framework laid the philosophical groundwork for subsequent educational reforms worldwide, influencing discourse on human development and sustainable futures. This examination will critically analyse the core aims of education articulated by the Faure Commission and subsequently assess their resonance, implementation, and the challenges faced within the contemporary Indian education system, particularly in light of recent policy shifts and evolving societal demands.

The Aims of Education According to the Faure Commission

The International Commission on the Development of Education, led by Edgar Faure, convened with the mandate to reflect on the future of education and to provide guidelines for its development. The resulting 1972 report, “Learning to Be,” presented a radical departure from traditional, rigid educational models. Its core philosophy was deeply humanistic, positing that education’s ultimate purpose is to serve humanity by enabling individuals to achieve their fullest potential. The Commission argued against a fragmented approach to learning, instead advocating for a unified, continuous process that integrates various dimensions of human experience.

At the heart of the Faure Report lay several interconnected aims, which, while not always explicitly enumerated as “pillars” in the way the later Delors Report would formalise them, collectively articulated a profound vision for human-centred learning. These aims collectively sought to prepare individuals not just for employment, but for life itself, in all its complexity and dynamism.

Learning to Be

This is arguably the most central and profound aim articulated by the Faure Commission, lending its name to the report itself. “Learning to Be” refers to the development of the full potential of every individual, encompassing their personality, creativity, autonomy, critical judgment, and sense of responsibility. It moves beyond the acquisition of specific skills or factual knowledge, focusing instead on the holistic growth of the human being. This aim stresses the importance of self-discovery, self-actualization, and the cultivation of an inner life. It implies that education should foster intellectual curiosity, aesthetic appreciation, ethical reasoning, and emotional intelligence. The report championed the idea that education should enable individuals to think for themselves, to make informed choices, and to adapt to ever-changing circumstances, rather than merely conforming to pre-defined roles. It promotes the cultivation of human values, the ability to cope with uncertainty, and the capacity for continuous personal evolution.

Learning to Know

This aim refers to the acquisition of knowledge, but more importantly, to the mastery of the instruments of knowledge. It is not simply about accumulating facts or rote memorisation, but about learning how to learn. The Faure Commission emphasized the development of cognitive skills such as critical thinking, analytical reasoning, problem-solving, and the ability to synthesize information from diverse sources. It advocates for a deep understanding of concepts, principles, and broad intellectual frameworks, rather than superficial coverage of vast amounts of information. This aim encourages intellectual curiosity and an active engagement with knowledge, fostering a lifelong appetite for learning and understanding the world. In an era of burgeoning information, the report foresaw the necessity for individuals to discern, interpret, and make sense of information rather than passively receive it.

Learning to Do

“Learning to Do” concerns the acquisition of practical skills and competences that enable individuals to apply their knowledge in real-world contexts. This includes vocational and professional skills, but also broader capabilities such as innovation, adaptability, entrepreneurship, and the ability to work effectively in teams. The report recognized that the world of work was rapidly changing and that education needed to prepare individuals not just for existing jobs but for jobs that might not yet exist. It emphasizes the importance of hands-on experience, project-based learning, and the development of practical intelligence. This aim underscores the need for education to bridge the gap between theory and practice, ensuring that learners can translate their understanding into tangible actions and solutions.

Learning to Live Together

Recognizing the increasing interdependence of nations and the growing diversity within societies, the Faure Commission stressed the crucial importance of “Learning to Live Together.” This aim focuses on developing understanding, empathy, respect for others, and an appreciation of cultural diversity. It emphasizes the cultivation of social responsibility, cooperation, and the ability to resolve conflicts peacefully. Education, in this view, must equip individuals with the interpersonal skills necessary to function effectively in diverse communities, fostering a sense of shared humanity and global citizenship. It calls for an education that actively combats prejudice, promotes tolerance, and builds bridges between different groups, recognizing that collective well-being depends on mutual understanding and collaborative action.

Lifelong Learning

Underpinning all these aims is the overarching principle of lifelong learning. The Faure Report famously declared, “The concept of lifelong education is the master concept for the educational policies of tomorrow’s societies.” It challenged the notion that education is confined to a specific period of schooling, arguing instead that learning is a continuous process that extends throughout an individual’s life, from infancy to old age. This concept encompasses both formal and informal learning, recognizing that individuals learn through various experiences, not just within institutional settings. Lifelong learning implies the need for flexible educational pathways, recurrent education opportunities, and the constant upgrading of knowledge and skills to adapt to personal, professional, and societal changes. It empowers individuals to take charge of their own learning journey, fostering resilience and adaptability in a rapidly changing world.

Contemporary Developments in the Indian Education System

India, with its vast demographic dividend and ambitious aspirations, has consistently recognized education as a critical driver of its socio-economic transformation. The Indian education system is one of the largest in the world, grappling with the dual challenges of ensuring universal access and delivering quality learning outcomes across diverse socio-economic strata. Over the decades, India has undertaken numerous reforms, from the Kothari Commission in 1964-66 to the more recent National Education Policy (NEP) 2020, to align its educational landscape with national goals and global standards.

Key Policy Frameworks and Initiatives

  1. Right to Education (RTE) Act, 2009: A landmark legislation, the RTE Act made elementary education a fundamental right for children aged 6 to 14 years. It mandated free and compulsory education, specified norms and standards for schools, and focused on universal access, enrollment, and retention. While primarily addressing access and equity at the foundational level, it implicitly laid the groundwork for a more inclusive educational environment.

  2. National Education Policy (NEP) 2020: This is the most significant and transformative policy in contemporary Indian education. Replacing the 1986 policy, NEP 2020 proposes a comprehensive overhaul of the education system from pre-school to higher education. Its overarching vision is to transform India into a vibrant knowledge society and global knowledge superpower by making education more holistic, flexible, multidisciplinary, and relevant to the 21st century.

    • Early Childhood Care and Education (ECCE): Emphasizes a strong foundation from the age of 3, recognizing the critical period for cognitive and socio-emotional development.
    • Foundational Literacy and Numeracy (FLN): Prioritizes achieving universal FLN by 2025, recognizing it as essential for all future learning.
    • Curricular and Pedagogical Restructuring: Proposes a 5+3+3+4 design, moving away from the 10+2 system. It advocates for reduced curriculum content, experiential learning, critical thinking, creativity, and multidisciplinary education, breaking down silos between arts, sciences, and vocational streams.
    • Vocational Education Integration: A strong emphasis on integrating vocational education from school level onwards, promoting skill development and hands-on learning.
    • Holistic Development: Explicitly promotes the development of character, ethical values, socio-emotional learning, and overall well-being, moving beyond rote learning.
    • Digital Education: Recognizes the importance of technology, proposing a National Educational Technology Forum (NETF) and promoting digital learning resources (e.g., SWAYAM, DIKSHA) and online education.
    • Teacher Education: Calls for comprehensive reform in teacher education, advocating for continuous professional development and improved working conditions.
    • Multilingualism: Encourages multilingualism and the use of the mother tongue/local language as a medium of instruction up to at least Grade 5.
    • Research and Innovation: Aims to foster a robust research ecosystem in higher education through the National Research Foundation (NRF).
    • Equity and Inclusion: Sustained focus on ensuring equitable access and quality education for all, especially disadvantaged groups.

  3. Skill India Mission: Launched in 2015, this umbrella initiative aims to provide vocational training and certification to millions of Indian youth, connecting skills with employment opportunities. It includes schemes like Pradhan Mantri Kaushal Vikas Yojana (PMKVY) and aims to create a skilled workforce for various sectors.

  4. Digital Initiatives: The push for Digital India has permeated education. Platforms like SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) offer MOOCs (Massive Open Online Courses), while DIKSHA (Digital Infrastructure for Knowledge Sharing) provides e-content for teachers and students. The COVID-19 pandemic significantly accelerated the adoption of online and blended learning models across the country.

  5. Focus on STEM and Innovation: There has been a concerted effort to promote science, technology, engineering, and mathematics (STEM) education, coupled with initiatives like Atal Tinkering Labs (ATLs) to foster innovation and entrepreneurial spirit among school children.

These contemporary developments collectively reflect India’s aspiration to build an education system that is not only accessible and equitable but also globally competitive, preparing its youth for the challenges and opportunities of the 21st century.

Critical Examination: Faure’s Aims and Indian Education

The aims articulated by the Faure Commission in “Learning to Be” provide a robust lens through which to critically examine the contemporary developments in the Indian education system. While separated by several decades, there is a striking conceptual alignment between Faure’s humanistic vision and the stated objectives of India’s recent educational reforms, particularly the NEP 2020. However, the critical assessment must also consider the significant challenges in translating these lofty ideals into widespread practice across India’s diverse and resource-constrained educational landscape.

Alignment and Strengths

  1. Learning to Be: The NEP 2020 strongly resonates with Faure’s emphasis on holistic development. It explicitly moves away from rote learning towards conceptual understanding, critical thinking, creativity, and experiential learning. The policy’s focus on developing “21st-century skills” and incorporating socio-emotional learning, ethical reasoning, and constitutional values directly aligns with the idea of nurturing the “whole person.” The proposed multidisciplinary approach in higher education, breaking down rigid silos, also supports the development of well-rounded individuals capable of adapting and thriving in diverse fields. The encouragement of arts, sports, and vocational streams alongside academics aims to foster various facets of an individual’s personality and talents, echoing Faure’s call for self-fulfillment.

  2. Learning to Know: India’s contemporary reforms demonstrate a clear shift towards fostering deeper understanding over mere factual recall. The NEP 2020 advocates for reducing curriculum content to focus on core concepts, promoting inquiry-based learning, and developing critical thinking skills. Digital initiatives like SWAYAM and DIKSHA provide unprecedented access to vast repositories of knowledge and diverse learning resources, democratizing “Learning to Know” beyond traditional classrooms. The emphasis on research and innovation through bodies like the National Research Foundation also aims to cultivate a culture of advanced knowledge creation and dissemination.

  3. Learning to Do: This aim finds a strong echo in India’s robust skill development agenda. The Skill India Mission, with its various schemes like PMKVY, directly addresses the need for practical skills and employability. The NEP 2020’s radical proposal to integrate vocational education from Class 6 onwards, including internships, is a significant step towards enabling “Learning to Do” from an early stage. This aims to bridge the gap between education and the world of work, preparing students not just for academic pursuits but also for diverse livelihood opportunities and fostering entrepreneurial mindsets.

  4. Learning to Live Together: The Indian Constitution itself embodies principles of unity in diversity, secularism, and social justice, which inherently align with “Learning to Live Together.” The RTE Act, by promoting inclusive classrooms, aims to foster understanding among children from different backgrounds. The NEP 2020 further reinforces this by emphasizing constitutional values, promoting multilingualism, and encouraging cultural understanding and empathy. By advocating for a diverse and inclusive learning environment, where students from various social, economic, and cultural backgrounds interact, the policy aims to cultivate respect for others and a sense of shared community.

  5. Lifelong Learning: India has a long-standing tradition of open and distance learning, exemplified by institutions like IGNOU, which aligns perfectly with the concept of lifelong learning. The NEP 2020 explicitly endorses lifelong learning as a foundational principle, promoting flexible learning pathways, adult education, and opportunities for re-skilling and up-skilling. The increasing availability of online courses and digital learning platforms further facilitates continuous learning beyond formal schooling, catering to the evolving needs of the workforce and society.

Challenges and Gaps

Despite strong conceptual alignment, the implementation of Faure’s transformative aims within the contemporary Indian education system faces significant challenges:

  1. Implementation Gap and Scale: India’s education system serves over 260 million students, making large-scale pedagogical shifts incredibly complex. Translating progressive policy pronouncements (like those in NEP 2020) into actual classroom practices is a monumental task. The pervasive culture of rote learning, driven by high-stakes examinations, remains deeply entrenched, often undermining the true spirit of “Learning to Be” and “Learning to Know” in a deeper, conceptual sense. Teachers, often overburdened and inadequately trained for the new pedagogical approaches, struggle to implement experiential and inquiry-based learning effectively.

  2. Quality Disparities: While access has significantly improved, the quality of education varies widely across states, districts, and even within the same locality, with private schools often perceived as offering better quality than government schools. This disparity affects learning outcomes and the equitable realization of all aims, particularly “Learning to Be” and “Learning to Do,” which require robust infrastructure, trained teachers, and innovative learning environments that are often lacking in disadvantaged settings.

  3. Digital Divide: While digital learning is a major focus, the persistent digital divide in India, characterized by unequal access to devices, internet connectivity, and digital literacy, creates a significant barrier. This exacerbates inequalities, hindering equitable access to modern learning tools and potentially marginalizing those without digital access, thereby impeding “Learning to Know” and “Lifelong Learning” for a substantial portion of the population.

  4. Teacher Preparedness and Professional Development: The success of Faure’s aims hinges on a highly skilled, motivated, and continuously trained teaching workforce. India faces challenges in attracting top talent to the teaching profession, and existing teachers often lack adequate training in modern pedagogies required for holistic development, critical thinking, and vocational integration. Providing continuous professional development at the scale required for millions of teachers is a Herculean task.

  5. Societal Mindset and Assessment Reform: Deeply ingrained societal preferences for traditional academic streams (engineering, medicine) and a narrow definition of “success” continue to pose a challenge to the holistic vision. Despite the NEP’s emphasis, vocational education often carries a lower social stigma. Moreover, the current assessment system predominantly tests recall and basic understanding, failing to adequately evaluate higher-order skills, creativity, socio-emotional development, or practical competencies, thus disincentivizing a shift towards “Learning to Be” and “Learning to Do.” Meaningful assessment reform is crucial but difficult to achieve.

  6. “Learning to Live Together” – Practical Challenges: While policy documents promote inclusion and cultural understanding, societal realities of caste, class, religious, and linguistic divides can sometimes spill into educational environments. Translating constitutional values into genuine empathy, conflict resolution skills, and active participation in a pluralistic society requires more than curricular inclusion; it demands continuous efforts to foster inclusive cultures within schools and communities, addressing inherent biases and prejudices.

  7. Resource Allocation: Realizing the ambitious aims of holistic and skill-based education, alongside universal access, requires substantial financial investment in infrastructure, technology, curriculum development, and teacher training. Adequacy of funding remains a perennial concern in India’s vast education sector.

The Faure Commission’s “Learning to Be” report provides a timeless and deeply relevant framework for understanding the purpose of education in fostering human development. Its emphasis on holistic growth, lifelong learning, and the interconnectedness of knowledge, skills, and values remains profoundly pertinent in the 21st century. For India, the National Education Policy 2020 represents a significant conceptual stride towards aligning its educational ambitions with Faure’s vision. The policy’s focus on multidisciplinary education, critical thinking, vocational integration, socio-emotional learning, and lifelong learning avenues clearly reflects an understanding of education as a process of continuous human flourishing, rather than mere qualification accumulation.

However, the chasm between policy aspiration and practical implementation remains a formidable challenge. While the conceptual blueprint is strong, the transformation of India’s vast and diverse education system requires sustained effort to overcome deep-seated issues such as the dominance of rote learning, pervasive quality disparities, the digital divide, and the urgent need for comprehensive teacher capacity building. The true measure of success will lie not just in the articulation of noble aims, but in the equitable delivery of quality education that truly empowers every Indian learner to ‘be’ a fully developed, responsible, and engaged individual, capable of navigating a complex future, learning continuously, and contributing meaningfully to a harmonious global society.