Powers and Functions of the Maharshi Sandipani Rashtriya Ved Sanskrit Shiksha Board (MSRVSSB)

(1) Subject to the provisions of this bye-law, the powers and functions of the Board shall include the following, namely:―

(a) to formulate the policies and the terms and conditions for  affiliation of institutes in domain area;

(b) to adhere to the policy of MSRVVP on the standards of academic quality for the purpose of grant of affiliation in domain area;

(c) to grant, review, revoke, refuse, withdraw or re-draw the affiliation to  in domain area as specified by regulations and re-affiliate with modified conditions as specified by regulations;

(d) to specify courses of instruction and curricula in the domain area for different classes upto senior secondary level.

Further provided that while specifying such courses of instruction, curricula and evaluation procedure, the Board shall have regard to the following-

• Conformity with the values enshrined in the Constitution;
• all round development of students;
• builds up students’ knowledge, potentiality and talent primarily on the basis of Vedic knowledge and its application;
• development of students’ physical and mental abilities to the fullest extent;
• learning through activities, discovery and exploration in a student-friendly and child-centered manner;
• makes students free of fear, trauma and anxiety and help them to express views freely;
• continuous evaluation of students’ understanding of knowledge and their ability to apply the knowledge in society:

(e) to lay down conditions for admission of students in domain area in Pathashala-s, GSP Units, etc as may be specified by regulations;

(f) to  fix and receive such fees for such purposes as may be specified by regulations;

(g) to conduct examinations like Veda Bhushana, Purva Madhyama and Veda Vibhushana, Uttara Madhyama,  Prak-shastri etc in the domain area as well as emerging area of knowledge which are considered desirable and useful for the students upto secondary and senior secondary level in the domain area and issue mark card/grade card/award certificates with specific grade or standard to which level such mark card/grade card/ certificate belongs as per general education set up;

(h) to conduct examination and award certificates on teachers’ training- on Pedagogical training/pre-service training/in-service training of appropriate standard in the domain area

(i) to develop skill oriented course modules by knowledge application to connect Vedic tradition in modern times, conduct exams and award certificates with specific grade to which such certificate belongs as per general education set up

(j) to cancel an examination or withhold the result of an examination of a candidate, or to disallow him/her from appearing at any future examination who is found by it to be guilty of

• using unfair means in the examination; or
• making any incorrect statement or suppressing material information or function the application form for admission to the examination; or
• fraud or impersonation at the examination; or
• securing admission to the examination in contravention of the rules governing admission to such examination; or
• any act of gross indiscipline in the course of examination;

(k) to admit or with-hold candidates to the examinations conducted by the Board and specify by (l) regulations the conditions for such examinations in the domain area;

(l) to cause inspection of affiliated Institutes by adhering to the policy of MSRVVP in the domain area

(m) to adopt measures to promote discipline, health and physical and moral well-being of students in the domain area Institutes;

(n) to implement continuous professional development programs for teachers as per the policy of MSRVVP and organize such activities in the domain area, which are considered necessary for development and promotion of child centric education;

(o) ‘to institute and award scholarships, medals and prizes’ in such manner as may be specified by regulations and accept endowments for the subject to such conditions as the Board may deem fit;

(p) to adopt text-books for the use of students and other books of study in the domain area as per policy adopted MSRVVP;

(q) to take such measures as may be specified by regulations to prevent misconduct of students, teachers, examiners and examinees and to make regulations for imposing penalties for such misconduct;

(r) to lay down qualifications for the appointment of teachers in the affiliated domain area Institutes; however, such qualification shall not be lower than the minimum qualifications, if any, laid down for Veda teachers by any other law for time being in force.

(s) to accept donations from CSR Funding Sources for the objectives of the Board through MSRVVP as per policy;

(t) to fix, receive fees and fine for the students of domain area Institutes as decried by the regulation

(u) to publish results of examinations or withhold or cancel or modify the same, either wholly or in part;

(v) to coordinate with other Education Boards in India and outside India in furtherance of the objects of this bye-law;

(w) to adopt such measures as it deems fit to improve quality, and standards of domain area education Institutions affiliated with the Board;

(x) to establish grievance redressal and disputes resolution mechanism for students, teachers and domain area Institutes in the matter of Examination as specified by regulations

(y) to make such regulations as may be ‘necessary for carrying out its objects and functions under this bye-law; and

(z) to perform such other functions, as may be assigned by Governing council of MSRVVP.

Adherence to National Curriculum Framework?

All educational commissions, committees, and policy frameworks have noted the importance of Sanskrit (as modern language and classical language) and ancient Indian (Sanskrit) knowledge system of India. This includes Vedas, Upanishads, Bhagavadgita, Ramayana, Mahabharata, etc. They have also recommended the well-organized teaching as well asstudy of those texts, oral lore and traditions for awakening of national consciousness,moral education, value education and for the refinement of human nature and appreciation of such treasure trove.

The Vedas are placed in academic as well as in general parlance under the head of ‘Sanskrit’ as Vedas are/were visualized in Sanskrit language and therefore, wherever the reference is made to Sanskrit it includes Veda, Upanishads and other such literature also.

The traditional Sanskrit Education (including Oral Tradition of Vedic Recitation) has been promoted and encouraged by the Govt. of India as per the recommendation of the Sanskrit Commission in 1956-57 which was approved by Govt. of India. In the report the Sanskrit Commission made broad recommendations for subjects to be studied under Sanskrit/Veda education (Chap. V, paragraph 58 onwards, p.116).

The Sanskrit Commission-1956-57 (under sub-heading ‘Pathashala and Traditional Method’ in Chapter IV, Paragraph 30 Page 137) has recommended study of Vedas under the chapter ‘Sanskrit Education’, as a special subject and Veda Group at Pathashala and higher stages, comprising  selected portions of the four Vedas (with Bhashyas) for all and also complete specialization like recitation in the Veda shakha and study of ancilleries.

This was also recommended by Commission that the study of Veda like Sanskrit, to be modernised by incorporation of subjects like English, Mother tongue, Hindi, Mathematics, Science, Social Science, History and Culture of India. The classification of subjects recommended by the Commission are broadly in tune with all NCFs right from 1975 to 2005 and these subjects are also broadly fitting into the vision of NEP 2020 and latest developments would be incorporated as per necessity.

On the subjects prescribed by the Sanskrit Commission only the Sanskrit Pathashala Courses like Prathama, Madhyama/ Prak Shastri are being run even today under the Universities like National Sanskrit University and Central Sanskrit University. Hence, MSRVVP Board will adher to NCF.

The NEP-2020 also firmly recognizes the Sanskrit Knowledge System and their importance and flexible approach to the curriculum and choice of subjects. It notes ‘possesses a classical literature that is greater in volume than that of Latin and Greek put together, containing vast treasures of mathematics, philosophy, grammar, music, politics, medicine, architecture, metallurgy, drama, poetry, storytelling, and more (known as ‘Sanskrit Knowledge Systems’), written by people of various religions as well as non-religious people, and by people from all walks of life and a wide range of socio-economic backgrounds over thousands of years.’ ‘It will be taught in ways that are interesting and experiential as well as contemporarily relevant, including through the use of Sanskrit Knowledge Systems, and in particular through phonetics and pronunciation.’

The Sanskrit Knowledge System as noted in NEP 2020 and teaching through phonetics and pronunciation is applicable to Vedas, Oral tradition. Vedic Education is based on phonetics and pronunciation.

Accordingly, continuing the efforts of Sanskrit Education as in case of NSU, CSU and LBSNSU, conscious effort was also made to promote Vedic education by Govt of India by establishing Rashtriya Vedvidya Pratishthan to give proper uplift Vedic education. Through Programme of Action 1992, it was officially assured, as Govt of India policy for adequate support for Rashtriya Vedvidya Pratishthan for implementing its programmes. The MSRVVP’s Veda Sanskrit Board is also a part of Vedic education and necessary for the fulfillment of the objectives of MSRVVP as envisioned in the MoA and Rules.

Hence, Rashtriya Vedvidya Pratishthan was established in January 1987 in Delhi. Hence the National Education Policy of 1986 and Revised Policy Formulations as modified in 1992 and also Programme of Action 1992 have recognized the role of Rashtriya Vedvidya Pratishthan set up by  Govt of India, MHRD for promoting Vedic Education. The importance of India’s ancient fund of knowledge,oral tradition and employing the traditional Guru’s was also noted by the PoA.

Four NCFs were brought out in the years 1975, 1988, 2000 and 2005 for school education and NEPs were brought in 1968, 1986, RPF 1992 and 2020.  Right from 1988, due emphasis was given to Sanskrit as well as Veda also as discernible from Programme of Action 1992/RPF as approved by CABE.

The NCF 2000 under ‘Indigenous Curriculum’ and under Sanskrit (2.8.3) stipulated the study of Sanskrit and its literature, classical languages and their literature. It was clear that Sanskrit included Veda also. From the above account, it is clear that the all aspects of traditional learning have been put in the Sanskrit, Sanskrit being noted as one of the languages and literatures includes Vedas. This consists of Vedas also. The NCF 2005 has recognized the Oral tradition and their importance – ‘The oral lore and traditions of craft are a unique intellectual property, varied and sophisticated, preserved by innumerable groups in our society,………….This accumulation of human culture and knowledge, and ways of knowing and doing things, is a valuable part of the inheritance of human society. All our children have a right to access this knowledge, to educate and enrich their common sense, to develop and discover themselves and the world of nature and people, through these lenses and tools.” NCF pg no 28-29.

The NEP-2020

• In view of NEP 2020 also, great emphasis is given to Indian Knowledge System. Vedas are the foundation of all types of Indian Knowledge System. They contain all types of knowledge in capsule form and Vedas are the base for Sanskrit. For the promotion of Indian Knowledge System, setting up of MSRVVP Veda Sanskrit Board is a desideratum.

The NEP-2020 recognizes the Sanskrit Knowledge System and their importance and flexible approach to the curriculum and choice of subjects.

To quote  “These rich legacies to world heritage must not only be nurtured and preserved for posterity but also researched, enhanced, and put to new uses through our education system.” (NEP-2020, Paragraph no.2, Pg no.4 in Introduction).

4.17. The importance, relevance, and beauty of the classical languages and literature of India also cannot be overlooked. Sanskrit, …………. is greater in volume than that of Latin and Greek put together, containing vast treasures of mathematics, philosophy, grammar, music, politics, medicine, architecture, metallurgy, drama, poetry, storytelling, and more (known as ‘Sanskrit Knowledge Systems’), …….. Sanskrit will thus be offered at all levels of school and higher education as an important, enriching option for students, including as an option in the three-language formula. It will be taught in ways that are interesting …………..through the use of Sanskrit Knowledge Systems, and in particular through phonetics and pronunciation.

4.18. India also has an extremely rich literature in other classical languages,………………In addition to Sanskrit, other classical languages ……………………Similar efforts will be made for all Indian languages having rich oral and written literatures, cultural traditions, and knowledge.

4.19 For the enrichment of the children, and for the preservation of these rich languages and their artistic treasures, all students in all schools, public or private, will have the option of learning at least two years of a classical language of India and its associated literature.

11. Towards a More Holistic and Multidisciplinary Education

11.1. India has a long tradition of holistic and multidisciplinary learning, from universities such as Takshashila and Nalanda, to the extensive literatures of India combining subjects across fields. ………………. 64 ‘arts’ were ………………..very idea that all branches of creative human endeavour, including mathematics, science, vocational subjects, professional subjects, and soft skills should be considered ‘arts’, has distinctly Indian origins. This notion of a ‘knowledge of many arts’ or what in modern times is often called the ‘liberal arts’ (i.e., a liberal notion of the arts) must be brought back to Indian education, as it is exactly the kind of education that will be required for the 21st century.

Therefore, the Vedic education (Vedic oral tradition/ Veda recitation/ Veda knowledge Tradition) through the Board as recommended by the GC and GB of MSRVVP  is within the intent of NEP 2020. MSRVSSB hopes that through proper position papers NCERT will address these issues in their entirety.