Gujarat Vidyapith
Gujarat Vidyapith is a deemed university in Ahmedabad, Gujarat, India. This institute was founded in 1920 by Mahatma Gandhi, India's "Father of the Nation" and the leader of the Indian independence movement. It has been deemed university since 1963.
Etymology
"Vidyapith," in many languages of India, means university.History
The university was founded on 18 October 1920 as a 'Rashtriya Vidyapith' by Mahatma Gandhi, who would serve throughout his life as the kulpati and all needs of Fund collected by sardar Vallabhbhai Patel by his personal relations and capacity.The Gujarat Vidyapith was started in Dahyabhai Mehta's bungalow behind the Kocharab Ashram.
Its purpose was to promote educational institutions run by Indians for Indians outside the financial and governing control of British authorities. The university helped nationalists establish a system of education for all Indians, thus proving the country's independence from British-run institutions and de-legitimizing the British Raj. Its foundation was one of the important event of an initiative satyagraha launched by Gandhi as a means to peacefully terminate British rule in India.
The vidyapith's foundation was emulated by nationalists in Benares, Bombay, Calcutta, Nagpur, Madras and in many cities across India. Answering Gandhi's call to boycott British institutions, influences and goods, many thousands of students and teachers left British colleges to join the Vidyapith.
People like Jivatram Kripalani and Nanabhai Bhatt volunteered to teach.
The Gujarat Vidyapith became a 'deemed university' in 1963. It is funded and governed by the University Grants Commission, under the Union Ministry for Human Resources Development in New Delhi. Although considerably modernized in its structure and curriculum, the university maintains its commitment to Gandhian ideals, human studies, social service and development work.
Goals
The institution officially embraced Gandhi's goals as its mission:- Adherence to truth and non-violence
- Participation in productive work with a sense of dignity of labour
- Acceptance of equality of religions
- Priority for the needs of village dwellers in all curricula
- Use of mother-tongue as a medium of instructions