Dr. Mohamed Bedeeuzzaman is a distinguished figure at the forefront of value-based educational development. With a comprehensive academic journey, from Government Engineering College, Thrissur, culminating in a B.Tech degree, followed by an M.Tech in Electronic Design from NIT Calicut, and a Ph.D. in Biomedical Signal Processing from Aligarh Muslim University, Dr. Bedeeuzzaman embodies excellence in education and research. Over 22 years, he has ardently contributed to the academic landscape in various capacities ranging from lecturer to Professor at MES College of Engineering, where he also served as Vice Principal for 7 years. Since 2020, he has embraced a pivotal role as the CEO of Integrated Educational Council India (IECI) which oversees the educational activities of a plethora of institutions ranging from preschools to colleges. Complementing his professional stature is a fulfilling personal life, characterized by his marriage to Dr. Thasneem Fathima, Associate Professor at MES College of Engineering, and his role as a devoted father to three sons. This interview presents an opportunity to glean insights into Dr. Bedeeuzzaman’s profound expertise, rich experiences, and unwavering commitment to value-based educational excellence.
Sajida Zubair (SZ): What does education signify to you?
Dr. Bedeeuzzaman (Dr. BZ): To me, education epitomizes a structured journey aimed at refining individuals into conscientious human beings who possess a profound awareness of their obligations and fulfill them diligently. It serves as a transformative process that molds individuals into capable contributors to society, equipped with the knowledge, skills, and values necessary for personal growth and societal advancement.
SZ: How do you perceive the current state of education in India, or globally?
Dr. BZ: The current educational scenario in India, and globally, is still largely influenced by colonial legacies. Unfortunately, this adherence to outdated systems fails to cultivate a sense of responsibility in individuals. Instead of prioritizing outcomes, the focus remains fixated on adhering to a rigid tenure-based structure. Consequently, the emphasis lies on completing syllabi and curricula, rather than fostering meaningful learning outcomes. Despite ongoing discussions about transitioning to outcome-based educational models, the reality diverges. Assessments predominantly measure students’ literacy and memorization skills, overlooking the multifaceted nature of human intelligence that is often emphasized in classrooms. Thus, despite acknowledging the significance of diverse cognitive abilities, assessment methods revert to traditional metrics, impeding genuine progress in educational reform.
SZ: Why was there a need to establish the Integrated Educational Council of India (IECI)?
Dr. BZ: IECI’s formation stems from a carefully crafted vision aimed at fostering a world where generations uphold the dignity of humanity. Recognizing that the root cause of many global issues lies in the lack of respect and honor towards fellow human beings, IECI advocates a return to our fundamental principles. Our educational system emphasizes instilling in every student the understanding that the universe is the creation of a single God, promoting the concept of unity in both divinity and humanity. Addressing the disparity between theoretical ideals and practical realities, particularly evident in India’s caste hierarchy, is imperative. We aspire to bridge this gap by providing spaces within our educational institutions where students can experience unity and brotherhood firsthand. Through ongoing training programs for management, principals, and teachers, IECI strives to create social ecosystems within institutions that prioritize the honor and dignity of all stakeholders, cementing the bonds of universal brotherhood.
SZ: You mentioned the caste hierarchy. Do you believe the Muslim community faces this issue, and do you think the vision of IECI can unite them?
Dr. BZ: While the caste system is not a prevalent issue within the Muslim community, remnants and influences of caste hierarchy can still be observed, particularly in regions like North India where I’ve spent considerable time. However, the extent of this influence is notably less compared to the hierarchical structure entrenched in the so-called Varna-based order. Despite its minimal presence, it’s important to acknowledge its existence. Regarding the vision of IECI, while it may not directly address caste dynamics within the Muslim community, its emphasis on unity, brotherhood, and respect for all human beings certainly has the potential to foster greater cohesion and solidarity among diverse communities, including Muslims, by promoting a culture of inclusivity and mutual respect.
SZ: We observe that the younger generation appears to be emotionally weak. Where do you think we went wrong with the previous educational system, resulting in a generation that seems very sensitive and unable to face life’s challenges, evident in the soaring suicide statistics?
Dr. BZ: I disagree with the notion that the younger generation is emotionally weak. Instead, I see the younger generations, such as Gen Z or Alpha, as refreshingly honest and open. The challenge lies in the older generations’ ability to adapt to this newfound openness. The youth ask blunt questions that previous generations might not have even imagined, which can be unsettling for some. I believe it’s essential for elders and educators to undergo training in nurturing the younger generation. Simply having dreams isn’t enough; we must focus on implementation and execution. Are we training our children to be empathetic and emotionally stable? I don’t think so. Instead, our educational system often prioritizes exam results over emotional development. It’s not fair to assign blame for this situation to parents or teachers, as none of them are entirely at fault.
SZ: What’s your perspective on the increasing educational pressure and the prevalence of coaching centers?
Dr. BZ: The current educational landscape is marked by significant pressure, particularly evident in the pursuit of competitive examinations. Parents, understandably, aspire for their children to attain societal status and financial stability through professions like engineering or medicine. However, the reality is stark, with daunting statistics such as only 50,000 out of 20 lakh students qualifying for NEET.
Similarly, securing admission into prestigious institutions like IITs or NITs is immensely challenging, given the ratio of number of available seats to that of applicants to available seats. This predicament often leads families to opt for coaching centers, epitomized by hubs like Kota or Pala. While these centers may offer focused preparation, I am wary of endorsing this trend as an educator. It’s concerning that success in such examinations often correlates with students from CBSE backgrounds, leaving state board students at a disadvantage.
This disparity highlights a fundamental divergence in educational philosophies, with state boards prioritizing holistic development while CBSE’s curriculum tends to align with competitive exam preparation. This begs the question: is the sole aim of education to excel in competitive exams? Yet, in a system where such exams hold immense weight, it’s understandable why parents gravitate towards coaching centers. Ultimately, this complex issue warrants critical examination and systemic reforms to alleviate the undue pressure placed on students.
SZ: What’s your opinion on the recently introduced National Education Policy?
Dr. BZ: All education policies will reflect the worldview of the ruling party of the time. NEP-2020 is also no exception. In one respect, NEP presents a vision for education that is both aspirational and commendable. It advocates for innovative approaches, such as flexible examination schedules, aimed at alleviating the pressure on students. However, the challenge lies in translating these lofty ideals into practical implementation. Recent observations, such as the inundation of coaching class advertisements in newspapers like The Hindu, indicate discord between the NEP’s principles and current practices. This pervasive pressure contradicts the spirit of the NEP, highlighting the gap between policy intent and real-world execution. Moving forward, it’s imperative to bridge this divide to ensure that the NEP’s transformative vision becomes a tangible reality for students across the nation.
At the same time, the criticism that NEP2020 is a departure from the earlier policies which were vocal about the plural nature of the country and its diversity of cultures and languages is not out of place. Addressing these important concerns is a prerequisite to making the fruition of the dreams expounded in NEP.
SZ: How has the demographic dividend impacted, particularly in terms of educational infrastructure and economic development?
Dr. BZ: Nandan Nilekani once pointed out that ‘Had the Indian government invested the funds allocated for family planning publicity and campaigns in the 70s and 80s into training the population, the outcome would have been different’. In regions like North Malabar, we’ve seen a significant impact of the demographic dividend, especially within the Muslim community. As people migrated to Gulf countries, it brought about notable changes in the economic conditions of the region. However, this transformation wasn’t immediate. It took two generations to realize the importance of education and training.
Only in the early 90s did the community recognize that the lack of education acts as the major impediment for their children to achieve good placements in Gulf countries. This realization paved the way for the opening of English medium schools. The education received from these schools was supplemented by affirmative actions initiated by governments made a wonderful impact on the upward mobility of students belonging to the Muslim community.
SZ: How do you perceive the role of value-based education within our current educational system, considering the lingering influence of colonial-era practices?
Dr. BZ: Our education system still grapples with the enduring impact of colonialism, which has led to a fundamental disconnect in our educational ethos. Though various governments have attempted to navigate this issue, I question the efficacy of their approach. The colonial education model was primarily designed to serve the interests of the colonizers, resulting in the perpetuation of affiliated college systems rather than adopting models from prestigious universities like Cambridge or Oxford.
Despite over seven decades of Independence, we’ve struggled to break free from this paradigm. This lack of clarity in our educational objectives has prompted communities to establish their own educational institutions, often driven by a realization of the importance of value-based education. However, many of these institutions, termed ‘general schools,’ lack a clear mission or vision regarding the values they aim to impart. Conversations among principals often revolve around numerical achievements rather than the core values being instilled. A true assessment of a school’s commitment to value-based education can often be gleaned from observing student interactions and the messages displayed on walls of student spaces like canteen or washrooms.
SZ: In your opinion, what role can religion play in fostering a value-based education system?
Dr. BZ: When discussing religion in the context of education, it transcends the rituals of any single faith. Rather, it encompasses a broader framework of cultural values and principles. When coming vis-a-vis education, religion should impart a worldview based on 2 pillars. (1) The entire universe is the creation of God the Merciful. Hence our treatment of nature and each element of it should reflect this understanding. (2) All human beings are children of the same parents. Hence all deserve to be treated with dignity and honor.
The aim is to imbue students with a deeper understanding of the purpose of existence and how it impacts their daily lives. Religion provides a foundation for instilling these values, creating an environment where learners grasp the significance of ethical conduct beyond academic achievements. For instance, referencing religious teachings can serve to discourage inappropriate behavior, emphasizing the importance of respectful language and conduct. This is very important in a society like India which is deeply rooted in religious ethos.
SZ: What kind of societal impact do you hope to achieve through the implementation of a value-based education system?
Dr. BZ: Our vision is to propel India towards becoming a developed nation and to cultivate its children into global leaders. We aim to instill qualities in our children that not only produce exemplary world leaders but also serve as models for the international community. While this dream may seem lofty, we are committed to the ongoing process of realizing it.
SZ: During your visit to the Andaman and Nicobar Islands, you emphasized the importance of developing political consciousness and strong opinions among the youth. However, given their lack of interest in reading books, how do you propose they achieve this?
Dr. BZ: The solution is not straightforward. Reading is an indispensable tool for shaping the mindset required to nurture future leaders. Unfortunately, there is no substitute for the habit of reading. It’s through reading that we expand our minds and enhance our critical thinking abilities. As an educator and writer, I firmly believe that what we read directly influences our thoughts and actions.
SZ: There are apprehensions that the habit of reading is dwindling among Muslim youth. What’s your perspective on this?
Dr. BZ: While some may argue that our youth are generally disinterested in reading, I believe this is an oversimplification. Perhaps, we may be failing to reach out to those who are genuinely interested in reading, or perhaps there may be lack of emphasis on reading. Another important reason is the changed reading tastes and preferences of younger generations and our failure to produce the stuff they are interested in. Whatever may be the case, addressing this issue is crucial for a community who are supposed to be the builders of a civilization. We need to encourage library systems wherever possible. On every school visit, I ensure to inspect the library facilities therein.
SZ: Are there any plans within IECI to develop comprehensive textbooks, especially considering your remarks on the risk of future generations forgetting the golden era of Muslims?
Dr. BZ: Presently, we have a robust collection of history textbooks. The NEP emphasizes the importance of children being aware of their culture and traditions, and says that children should be made proud of their heritage. We see this heritage as a continuum and believe that no part of history should be masked from our students. India as we see it now has been formed and developed through a series of processes. Among these, the contributions of the Islamic belief system and Muslims are of much importance. The history of the last 1000 years of India is also the history of Islamic contributions in forming and reinforcing the Indian social mosaic. Hence our students have been provided with lessons on the diverse cultural heritage of India and its plural nature. These resources ensure that students in IECI schools are equipped with a thorough understanding of their cultural heritage and are not at risk of forgetting their history.
SZ: What message would you like to convey to educators, especially those within the Muslim community?
Dr. BZ: I would urge educators, regardless of their background, to be proactive rather than reactive in their approach. It’s essential to act thoughtfully rather than superficially when shaping the minds of our students.
