ROLE OF CIVIL SOCIEITIES IN DEVELOPMENT # 5 : PROJECT NANHI KALI - INVESTING IN A GIRL, TRANSFORMING A GENERATION

WHEN A NATION EDUCATES ITS GIRLS, IT EDUCATES ITS FUTURE

A Question That Should Not Exist

Imagine for a moment that a country must create a dedicated national initiative simply to ensure that its girls remain in school.  The very existence of such a program forces us to confront an uncomfortable reality.  If education is universally recognized as a fundamental right, why do so many girls still struggle to access it? If schools exist, why do girls continue to leave them?  If talent is distributed equally among children, why do opportunities remain so unequal?

For decades, these questions have confronted policymakers, educators, parents, and civil society leaders across India.  They have become even more significant in a nation whose aspirations increasingly depend on the knowledge, skills, and productivity of its people.

The challenge is not merely educational.  It is social.  It is economic.  It is cultural.  And perhaps most importantly, it is intergenerational.  Because when a girl leaves school prematurely, the consequences often extend far beyond a single life.

The Idea Behind Nanhi Kali

In 1996, Anand Mahindra, through the K. C. Mahindra Education Trust, launched Project Nanhi Kali with a vision of empowering girls through education and enabling them to overcome the barriers that frequently prevent them from completing their schooling.

The name itself is meaningful.  A "Nanhi Kali" translates literally into a "little bud," carrying the image of a flower that has not yet fully bloomed.  The symbolism is powerful.  Every girl possesses potential, but potential alone does not ensure growth.  Like a bud, she requires nourishment, protection, opportunity, and encouragement before she can flourish.

This philosophy would come to shape the design of the initiative.  Rather than viewing girls as beneficiaries of charity, the project would view them as individuals whose potential deserved investment.  That distinction, while subtle, represents an entirely different mindset.  One treats people as recipients.  The other treats them as future contributors.

Looking Beyond the School Building

Many social problems appear simple until one begins examining their causes.  At first glance, improving girls' education appears straightforward.  Build schools.  Recruit teachers.  Enroll students.  Yet reality has always been more complex.  A girl may leave school because her family cannot afford basic learning materials.  Another may be expected to assist with household responsibilities.  Some may lack encouragement.  Others may face social norms that regard education for girls as less important than education for boys.

In recent years, digital exclusion has created yet another layer of disadvantage.  Access to technology increasingly influences learning outcomes, future employment prospects, and exposure to opportunities beyond one's immediate environment.  Project Nanhi Kali recognized that educational inequality is rarely caused by a single obstacle.  More often, it is the cumulative effect of many small barriers that eventually become overwhelming.  Solving the problem therefore required a broader approach.

Building a More Comprehensive Model

Over the years, Project Nanhi Kali evolved from a conventional educational support initiative into a multi-dimensional empowerment program for girls.  Academic support remains central to its mission, but it is accompanied by interventions that address the wider realities affecting a girl's development.

Girls receive support in areas such as mathematics, language learning, and academic development. Alongside this, they are exposed to digital literacy, financial literacy, life skills education, critical thinking, communication skills, and leadership development.  The underlying idea is remarkably simple.  Completing school is important.  Being prepared for life is even more important.  An examination result can open a door.  Confidence gives a person the courage to walk through it.

Empowerment Beyond Academics

One of the program's more distinctive features is its emphasis on sports and physical education.  Traditionally, educational initiatives have focused almost exclusively on classrooms and examinations.  Nanhi Kali adopts a broader perspective, recognizing that leadership, teamwork, discipline, and resilience are often learned through experience rather than instruction.

Through programs such as sports training and football initiatives, girls are encouraged to develop confidence in their abilities and become active participants in their own growth.   The objective is not simply physical fitness.  It is self-belief.  And self-belief can alter the trajectory of an entire life.

Scale, Reach, and Partnerships

What began as a focused educational initiative has grown into one of India's most significant girl-child education programs.  According to the organization, more than 940,000 girls have been supported since inception.  During 2025-26 alone, the initiative reported supporting nearly 194,392 girls across multiple states, districts, schools, and community learning ecosystems.

The project operates through a network that includes schools, local women educators, community associates, trainers, donors, and institutional partners.  Community-based women mentors play an especially important role, acting not merely as instructors but also as guides and role models within their local environments.  This highlights an important principle of effective civil society organizations.  Lasting change rarely emerges from distant offices.  It emerges when institutions succeed in empowering local communities to become participants in the solution.

Funding Hope

Like many successful civil society initiatives, Project Nanhi Kali has developed a participatory funding model  Individuals, corporate supporters, philanthropists, and institutional partners contribute toward supporting girls' education and development.  The organization also enables sponsorship of individual girls and provides progress updates to supporters.  

This model reveals another important truth.  Civil societies thrive when citizens cease to be observers and become stakeholders.  Social transformation is strongest when communities invest directly in the future they wish to create.

Challenges That Do Not Appear in Annual Reports

Every meaningful social intervention encounters difficulties.  Funding must be sustained.  Community trust must be earned.  Girls at risk of dropping out must be identified and supported.  Social attitudes that have developed over generations cannot be transformed overnight.  Even when progress is visible, setbacks remain inevitable.  Families may relocate.  Economic hardship may intensify.   Educational disruptions may occur.

The challenge for institutions like Nanhi Kali is therefore not simply to start programs but to sustain them over long periods of time while adapting to changing realities.  The organization's gradual expansion into digital literacy, life skills, and sports demonstrates an important form of institutional resilience: the ability to evolve while remaining faithful to the original mission.

Lessons for Civil Society

Perhaps the most valuable contribution of Project Nanhi Kali is not its programs but the lessons embedded within them.  The first lesson is that education requires an ecosystem.  A textbook alone is not enough.  A classroom alone is not enough.  A teacher alone is not enough.  Educational success emerges when families, communities, schools, mentors, donors, and institutions work together toward a common objective.

The second lesson is that empowerment is multidimensional.  Literacy without confidence is limiting.  Knowledge without opportunity is frustrating.  Education without self-belief remains incomplete.  The third lesson is that sustainable change requires patience.  Civil societies operate in environments where progress is often measured not in weeks or months but in years and generations.  The most enduring transformations are frequently the slowest.

Why India Still Needs Organizations Like Nanhi Kali

Perhaps the most important question is not what Project Nanhi Kali does, but why initiatives such as these are still necessary.

India has expanded its educational infrastructure significantly since independence.  Governments at both the national and state levels have invested heavily in schools, teachers, scholarships, mid-day meals, and policies aimed at increasing educational access.  Yet despite these efforts, social and economic realities continue to create barriers that prevent many girls from completing their educational journeys.

For some families, education competes with immediate financial pressures.  For others, cultural expectations continue to influence decisions about a girl's future. In many communities, early responsibility for household work, concerns about safety, limited access to resources, and the absence of female role models combine to create a disadvantage that is often invisible in policy documents but deeply visible in everyday life.

This is where civil societies perform a role that neither governments nor markets can easily fulfil. Governments can create systems, policies, and infrastructure.  Markets can generate prosperity and employment opportunities.  Civil society organizations operate in the space between the two, identifying those who continue to fall through the cracks and designing interventions that are often more flexible, localized, and community-driven.

Projects like Nanhi Kali therefore do more than support individual girls.  They strengthen the social ecosystem around them.  By engaging parents, mentors, teachers, volunteers, donors, and local communities, they help create an environment in which girls are encouraged not merely to stay in school but to imagine larger possibilities for themselves.

The lessons extend beyond education.  They demonstrate that meaningful social change requires persistence, adaptability, and collaboration.  No organization succeeds without challenges.  Funding constraints, community resistance, logistical difficulties, changing educational needs, and resource limitations are realities faced by most civil society institutions.  Their success lies not in avoiding these obstacles but in learning how to overcome them, adapt to them, and continue moving forward despite them.

There is also a larger lesson for society itself.  The education of girls should not be viewed as a welfare activity or an act of charity.  It is among the most strategic investments a nation can make.  Educated girls are more likely to participate in the workforce, make informed decisions, support the education of future generations, and contribute to the economic and social development of their communities.

Ultimately, organizations like Nanhi Kali remind us that while governments build educational systems, societies build educational cultures.  The two must work together.  Until every girl can pursue her education without social, economic, or cultural barriers, the work of institutions such as Nanhi Kali will remain not merely relevant but essential.

Lessons for Civil Society

Perhaps the most valuable contribution of Project Nanhi Kali is not its programs but the lessons embedded within them.  The first lesson is that education requires an ecosystem.  A textbook alone is not enough.  A classroom alone is not enough.  A teacher alone is not enough.  Educational success emerges when families, communities, schools, mentors, donors, and institutions work together toward a common objective.

The second lesson is that empowerment is multidimensional.  Literacy without confidence is limiting.  Knowledge without opportunity is frustrating.  Education without self-belief remains incomplete.  The third lesson is that sustainable change requires patience.  Civil societies operate in environments where progress is often measured not in weeks or months but in years and generations.  The most enduring transformations are frequently the slowest.

Final Reflection

The story of Project Nanhi Kali is ultimately not about an organization.  It is about a belief.  The belief that a girl's future should never be determined by the circumstances into which she is born.  The belief that education is not merely preparation for life but a pathway to dignity, independence, and participation.

And the belief that when society invests in a girl, the returns are rarely limited to one individual.  Families benefit.  Communities benefit.  Economies benefit.  Future generations benefit.  A nation may build factories, highways, and institutions to secure its future. But its most valuable investment will always be the potential of its people.

And among those investments, few are more powerful than helping a young girl discover that she is capable of becoming far more than the world expected of her.

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MONDAY MAVERICK #21 : JAMNALAL BAJAJ - THE MAN WHO THOUGHT WEALTH WAS A RESPONSIBILITY

JAMNALAL BAJAJ AND THE MAKING OF INDIA'S MOST UNUSUAL ENTREPRENEUR

Entrepreneurship is often celebrated through stories of innovation, market dominance, and extraordinary financial success. While such achievements deserve recognition, they do not tell the whole story of enterprise. Some entrepreneurs leave behind more than thriving businesses; they leave behind values that continue to guide institutions long after they are gone. In India's entrepreneurial history, few figures embody this idea more completely than Jamnalal Bajaj. Though widely known as the founder of the Bajaj Group, his true significance extends far beyond industry. He was a businessman deeply involved in India's freedom movement, a social reformer who challenged entrenched practices, and a leader whose understanding of wealth was profoundly influenced by the belief that business should ultimately serve society.

The life of Jamnalal Bajaj presents an interesting paradox. Born into modest circumstances and later adopted into a prosperous merchant family, he gained access to wealth and influence at an early age. Yet those who knew him often remarked upon his simplicity, self-discipline, and lack of attachment to privilege. At a time when social status was closely guarded, Bajaj appeared far more interested in questions of responsibility than entitlement. This tendency would eventually become one of the defining features of his personality and would shape the manner in which he approached business, public life, and social reform.

Entrepreneurship is often associated with disruption, innovation, risk-taking, and wealth creation. Yet, every once in a while, history presents us with individuals who challenge these conventional definitions. They remind us that enterprise can be more than a commercial activity and that success can be measured by standards beyond profit. Among such individuals, Jamnalal Bajaj occupies a unique place. Remembered today as the founder of the Bajaj Group and one of Mahatma Gandhi's closest associates, he represented a rare blend of business acumen, social consciousness, and moral courage. Long before phrases such as ethical capitalism, stakeholder responsibility, and sustainable development entered management vocabulary, Bajaj attempted to live these ideas through his actions.

Introduction: Jamnalal Bajaj and the Moral Purpose of Enterprise

When entrepreneurship is discussed today, the conversation often revolves around innovation, scale, market share, and wealth creation. While these elements are undoubtedly important, history occasionally presents individuals who challenge the very definition of success. They demonstrate that business can be more than an economic activity and that entrepreneurship can become a vehicle for social transformation. Among such figures, Jamnalal Bajaj occupies a special place in India's entrepreneurial history.

Remembered as the founder of the Bajaj Group and one of Mahatma Gandhi's closest associates, Jamnalal Bajaj represented a rare blend of industrial vision, ethical leadership, and national service. Gandhi regarded him as his "fifth son," a reflection of the deep trust and affection that existed between them. Beyond his commercial achievements, Bajaj dedicated himself to causes such as social equality, rural development, education, khadi promotion, and India's freedom movement. His life offers one of the earliest examples of what would today be described as ethical capitalism and stakeholder responsibility.

What makes Jamnalal Bajaj particularly relevant today is that he never viewed business and society as separate domains. For him, wealth carried obligations, leadership demanded accountability, and enterprise was meaningful only when it contributed to the larger good. Long before corporations spoke about sustainability and social impact, he was attempting to integrate these ideals into both his personal life and business conduct.

Early Life: A Childhood Between Humility and Privilege

Jamnalal Bajaj was born on 4 November 1889 in the village of Kashi Ka Bas near Sikar in present-day Rajasthan. His biological family belonged to modest farming circumstances, and there was little indication that the child would one day become one of India's most influential industrialists. Fate, however, intervened early. At the age of five, he was adopted by the wealthy merchant Seth Bachhraj Bajaj of Wardha, who recognized potential in the young boy and brought him into the Bajaj household.

The adoption transformed his economic circumstances, but it did not fundamentally alter his character. Accounts of his childhood reveal a young boy who displayed little fascination with luxury despite growing up in comfortable surroundings. Unlike many children who are shaped by privilege, Jamnalal appears to have developed an unusual awareness of responsibility at an early age. Stories from his youth suggest a natural resistance to extravagance and a willingness to question conventions. These traits would later become central to his approach to business and public life.

As he grew older, he received practical exposure to commerce rather than an extensive formal education. The trading traditions of the Marwari community, with their emphasis on discipline, accounting, thrift, and trustworthiness, became an important part of his learning. By his teenage years, he was already gaining experience in the family enterprise and acquiring skills in bookkeeping, negotiation, and financial management. The lessons he learned during this period would serve as the foundation upon which he would later build one of India's most respected business groups.

The Young Industrialist Who Was Searching for Something More

By conventional standards, Jamnalal Bajaj had everything necessary for a successful commercial career. He possessed capital, family networks, business exposure, and considerable entrepreneurial talent. Yet there are indications that material success alone did not satisfy him. Unlike many industrialists of his generation, he displayed a deep curiosity about social issues, public life, and questions of moral responsibility.

This search for purpose coincided with a period of enormous change in India. The freedom movement was gathering momentum, social reform movements were challenging entrenched practices, and debates about the future of the nation were becoming increasingly intense. Jamnalal was not content to remain a passive observer. He wanted to understand how business could contribute to India's development and how wealth could be used in ways that served society.

This quest ultimately led him toward the person who would have the greatest influence on his life: Mahatma Gandhi.

Meeting Gandhi: A Turning Point in Thought and Action

When Gandhi returned from South Africa and began shaping India's freedom movement, Jamnalal Bajaj found himself deeply attracted to his ideas. Gandhi's emphasis on simplicity, self-reliance, non-violence, and service resonated with values that Bajaj had already begun to develop. What started as admiration gradually evolved into one of the most significant partnerships in modern Indian history.

Jamnalal was particularly impressed by Gandhi's commitment to the poor and his belief that economic development should serve ordinary people. He supported Gandhi's campaigns not merely through financial contributions but through active participation. Wardha gradually emerged as an important centre of Gandhian activity, largely because of Bajaj's encouragement and support. His home and resources became available for causes that extended far beyond business interests.

What distinguished Jamnalal from many wealthy supporters was his willingness to alter his own lifestyle. He embraced simplicity, supported khadi, and attempted to align his conduct with the principles he admired. This ability to convert belief into action would become one of his defining characteristics.

Why Gandhi Called Him His Fifth Son

Few relationships in India's public life were as remarkable as that between Gandhi and Jamnalal Bajaj. Gandhi's description of Bajaj as his "fifth son" was not a ceremonial compliment. It reflected years of trust, cooperation, and shared commitment to public causes. Gandhi frequently acknowledged Bajaj's wholehearted support, noting that there were very few initiatives in which he had not received his assistance.

The relationship was built on several qualities that Gandhi deeply valued. Bajaj was dependable, disciplined, and willing to place principle above convenience. He did not seek recognition for his contributions and rarely treated his wealth as a source of personal distinction. Instead, he increasingly viewed resources as instruments through which larger social goals could be achieved.

For entrepreneurs, this aspect of his personality offers an important lesson. Trust cannot be purchased, inherited, or manufactured. It is earned through consistency between values and actions. Gandhi trusted Jamnalal Bajaj not because he was wealthy, but because he repeatedly demonstrated integrity when tested by difficult circumstances.

The Rai Bahadur Title: When Principle Defeated Prestige

One of the most revealing episodes of Jamnalal Bajaj's life was his decision to renounce the British title of "Rai Bahadur." During the First World War, he had been honoured by the British administration and appointed an honorary magistrate. Such distinctions carried significant prestige and social standing in colonial India.

Yet as the freedom movement gained momentum and Gandhi launched the Non-Cooperation Movement, Bajaj chose to surrender the title. In practical terms, the decision offered him no immediate benefit. On the contrary, it meant distancing himself from privileges that many considered valuable. However, for Bajaj, public recognition had meaning only if it aligned with his convictions.

The episode offers a powerful glimpse into his character. Many individuals are prepared to defend principles when there is little personal cost involved. Jamnalal Bajaj demonstrated his willingness to act when the stakes were real. His renunciation of the title signaled that moral conviction would remain more important than social prestige.

Business as a Form of Trusteeship

Perhaps the most important idea associated with Jamnalal Bajaj is the concept of trusteeship. Gandhi frequently used Bajaj as an example when discussing how wealth should be managed responsibly. The principle suggested that individuals who possess economic resources should regard themselves not as absolute owners, but as trustees acting on behalf of society. 

For Bajaj, this was not merely a philosophical concept. It influenced the way he viewed business itself. He believed that commercial success carried social obligations and that ethical conduct was not a barrier to profitability. Fair dealing, honesty in trade, and concern for the community became central to his understanding of entrepreneurship.

This perspective made him unusual among industrialists of his era. He was building businesses while simultaneously asking questions about social welfare, rural development, and national progress. In many respects, he anticipated debates that modern business leaders continue to grapple with today.

Social Reform Beyond the Factory Gates

Jamnalal Bajaj's commitment to social change extended well beyond his business enterprises. He became actively involved in campaigns promoting khadi, rural development, education, and social equality. He strongly opposed discriminatory practices and supported efforts to improve the lives of marginalized communities.

Among his most notable contributions was his support for opening a family-owned temple to Dalits, a bold step during a period when caste barriers remained deeply entrenched. The decision reflected his willingness to challenge social norms when they conflicted with principles of equality and dignity.

He also played an important role in spreading Gandhi's constructive programmes, encouraging self-reliance, village development, and social awakening. Unlike many philanthropists who restricted their contributions to charitable donations, Bajaj actively engaged with the issues he sought to address. He viewed reform not as an optional addition to business success but as an essential responsibility of leadership.

Leadership Traits That Made Him a Maverick

Several characteristics distinguished Jamnalal Bajaj from many of his contemporaries.

The first was his remarkable simplicity. Despite considerable wealth, he remained largely free from ostentation and material excess. This simplicity helped him stay connected to the realities of ordinary people and prevented success from becoming a source of detachment.

The second was his moral courage. Whether supporting the freedom movement or surrendering prestigious honours, Bajaj repeatedly demonstrated a willingness to act according to conviction rather than convenience.

The third was his capacity to balance seemingly opposite worlds. He was simultaneously a businessman and a reformer, an industrialist and a humanitarian, a practical negotiator and an idealist. Many leaders excel in one dimension. Jamnalal Bajaj managed to operate effectively across several.

Perhaps most importantly, he possessed long-term vision. He understood that institutions endure not because of financial strength alone but because they are anchored in values. The culture he cultivated would continue to influence the Bajaj Group long after his passing.

As Jamnalal Bajaj's business interests expanded, so too did his public influence. Yet unlike many industrialists of his era, prosperity did not pull him toward greater displays of wealth. The more closely he came into contact with Gandhi, the more he embraced simplicity as a way of life. Visitors who expected a wealthy businessman surrounded by luxury often encountered someone who seemed increasingly comfortable with restraint. This was not an act of public relations. It was a reflection of a deeper belief that material prosperity should never become a substitute for moral purpose. The habit also protected him from a temptation that has undone many successful leaders throughout history: the belief that wealth automatically grants wisdom. Jamnalal remained a learner, a listener, and above all, a servant of causes larger than himself.

Conclusion: The Entrepreneur Who Expanded the Meaning of Success

The story of Jamnalal Bajaj is not merely the story of an industrialist who founded a successful business group. It is the story of a leader who refused to separate enterprise from ethics and prosperity from responsibility. At a time when India was struggling for freedom and social transformation, he demonstrated that business leaders could play a constructive role in shaping the nation's future.

His legacy lies not only in the companies that bear the Bajaj name but also in the values he chose to uphold. He showed that wealth could be guided by conscience, that business could serve society, and that entrepreneurship could become an instrument of national progress. In an era when organizations around the world are searching for purpose beyond profit, Jamnalal Bajaj's life remains remarkably relevant.

He reminds us that true entrepreneurial success is not measured solely by what we build for ourselves, but by what we leave behind for others. That is why Jamnalal Bajaj deserves to be remembered not simply as an industrialist, but as one of India's earliest and most influential practitioners of ethical capitalism.

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MONDAY MAVERICK #20: AMBALAL SARABHAI: TEXTILES WITH A SOCIAL SOUL

Ambalal Sarabhai

Introduction: Ambalal Sarabhai and Textiles with a Social Soul

Ambalal Sarabhai was born in 1890 into a prosperous Jain mercantile family in Ahmedabad, Ambalal Sarabhai’s childhood was shaped by both privilege and responsibility. Losing his parents early, he was guided by his elder sister Anasuya Sarabhai, whose pioneering labor activism instilled in him a conscience for worker rights. His education at Gujarat College gave him formal grounding but did not complete his degree. He was bright and capable in academics, yet his interest leaned more toward practical business exposure. He dropped out of college around age 18 to take responsibility for the family’s textile ventures after the early loss of his parents.  It was at age 18, when he entered the family’s textile mills, that he truly absorbed the nuances of industrial management. From accounting and trade arithmetic to negotiations and worker relations, Ambalal’s instincts were sharpened by hands‑on exposure. Unlike contemporaries who saw mills purely as profit engines, he envisioned them as platforms for social transformation. He believed that industry was not just about profit but about social transformation, a conviction shaped by his sister Anasuya Sarabhai’s activism.

His Contribution to Industrial Expansion

Though Ambalal Sarabhai enrolled at Gujarat College, his destiny lay beyond textbooks. By 18, family responsibility and entrepreneurial instinct pulled him into the mills. His unfinished degree was not a failure but a deliberate choice — to transform industry into a platform for social good. Taking charge of Calico and Jubilee Mills, Ambalal modernized operations and expanded production, positioning Ahmedabad as India’s “Manchester.” His leadership created livelihoods for thousands, while his diversification into chemicals, pharmaceuticals, and oil mills showed his foresight in building a resilient industrial ecosystem. Exposure to labor issues at a young age made him sensitive to fair wages and humane conditions.  His later philanthropy in schools and civic organizations reflected the education he valued, even if he did not complete his own.

Ambalal Sarabhai's Participation in Social Reforms and Labour Rights

Ambalal’s defining trait was his commitment to reform. He championed fair wages and humane working conditions, setting precedents in an era of exploitation. Ambalal's clash with Gandhiji during the 1918 Ahmedabad textile strike was rooted in a wage dispute after mill owners withdrew the “plague bonus.”  Ambalal, as head of the Mill Owners’ Association, resisted Gandhiji’s demand for a 35% wage hike, while workers—led by his sister Anasuya—stood firm.  Gandhi’s first hunger strike in India forced a compromise, marking a turning point in labor rights.  His clash with Gandhiji revealed his early grappling with labor issues, but it also underscored his willingness to engage with reformist ideas.

The Full Story behind the Clash

In 1918, Ahmedabad witnessed one of the most defining labor disputes in India’s industrial history. The previous year, during a plague outbreak, mill owners had introduced a generous “plague bonus” of up to 75% extra wages to retain workers. Once the epidemic subsided in January 1918, the bonus was withdrawn. But wartime inflation had doubled the cost of food and essentials, and workers demanded a 50% wage hike to survive. Mill owners, led by Ambalal Sarabhai, offered only 20 %. This set the stage for confrontation.

Image of the Mills Labour Strike

Ambalal’s elder sister, Anasuya Sarabhai, already a pioneering labor activist, sided with the workers and invited Mahatma Gandhi to mediate. Gandhi examined mill profits and living costs, concluding that a 35% wage increase was fair. He proposed arbitration, but when workers struck early, the owners responded with a lockout. Gandhi then bound the workers to non‑violent Satyagraha, insisting on discipline: no violence, no intimidation, and no dependence on charity.

As the strike dragged on and workers weakened financially, Gandhi undertook his first hunger strike in India in March 1918. His fast created immense moral pressure on Ambalal and the other mill owners. Within three days, both sides agreed to arbitration, and the dispute was settled at Gandhi’s compromise figure of 35%.

This episode revealed Ambalal’s dual role — as a tough negotiator defending owner interests, yet also a leader willing to yield to moral persuasion. It marked a turning point in labor relations, laying the foundation for the Ahmedabad Textile Labour Association, India’s first organized labor union, and cemented Gandhi’s method of non‑violent negotiation in industrial disputes.

Calico Mills

Leadership Trait of Ambalal Sarabhai

Ambalal Sarabhai’s elevation to the presidency of the Ahmedabad Mill Owners’ Association (AMOA) was not simply a matter of inheritance. His peers recognized in him a rare blend of organizational acumen, foresight, and civic stature. He had already demonstrated an ability to navigate complex negotiations, balancing the demands of workers, reformers, and fellow industrialists. Unlike many who confined themselves to the boardroom, Ambalal was active in municipal governance and public institutions, which gave him credibility as a voice for the city’s broader interests.

Senior mill owners were drawn to his capacity for consensus‑building. He could articulate the collective concerns of the industry while also engaging with reformist currents sweeping Ahmedabad. His reputation for integrity and pragmatism made him a trusted figure to represent them in moments of crisis, such as the 1918 strike. In their eyes, Ambalal was not just a mill owner but a strategic negotiator and civic leader, someone who could safeguard industrial stability while sensing the winds of social change.

His contribution to Women's Empowerment

Mridula Sarabhai with Pandit Jawaharlal Nehru

Ambalal Sarabhai’s commitment to women’s empowerment was not abstract — it was lived through the initiatives of his wife Saraladevi and daughter Mridula Sarabhai, whom he actively supported. Saraladevi was deeply engaged in education and civic life, helping establish schools and cultural institutions in Ahmedabad that encouraged women to step beyond domestic boundaries. She worked closely with reformist organizations to promote literacy among women from mill workers’ families, ensuring that industrial progress translated into social uplift.

His daughter Mridula Sarabhai became one of India’s most fearless women activists. Ambalal’s encouragement gave her the confidence to pursue public life at a time when few women did. Mridula was closely associated with the Indian National Congress, worked alongside Gandhi during the freedom struggle, and later championed causes such as women’s political participation and social justice in Kashmir. Her activism was rooted in the environment Ambalal fostered — one where women’s voices were not only heard but amplified.

Ambalal’s belief was radical yet simple: a society cannot progress if half its population is left behind. He translated this conviction into action by funding institutions that admitted women, supporting his wife’s civic initiatives, and backing his daughter’s political career. The impact was multi‑generational — his family became synonymous with reform, with Mridula breaking barriers in politics and his son Vikram leading India’s space program.

By embedding women’s empowerment into the Sarabhai legacy, Ambalal ensured that the mills were not just engines of profit but also platforms for social transformation. His support demonstrated that industrial leadership could coexist with progressive family values, inspiring others in Ahmedabad’s mercantile elite to rethink the role of women in society.

Ambalal Sarabhai and Long-Term Institutional Development

Ambalal Sarabhai’s vision of institution building was one of the most enduring aspects of his legacy. He believed that industry must nurture intellect and character, not just commerce, and this conviction led him to support institutions that became pillars of education and civic life in Ahmedabad. His patronage of Gujarat Vidyapith, founded by Gandhi in 1920, was particularly significant. By 1923, the Vidyapith had enrolled more than 30,000 students, offering courses in languages, economics, philosophy, accountancy, music, pharmacy, archaeology, and political science. Ambalal’s financial and civic backing ensured that the Vidyapith became a hub for nationalist education, free from colonial influence, and a training ground for future leaders.

 

The Gujarat Vidyapith Campus

He also supported Gujarat Mahavidyalaya, established in November 1920 as a constituent college of the Vidyapith, which provided higher learning in arts and sciences. These institutions were not just academic centers but crucibles of the freedom movement, producing graduates who carried Gandhian ideals into politics, social reform, and industry. Ambalal’s role in the Ahmedabad municipality at age 21 further demonstrated his commitment to civic responsibility, linking industrial leadership with public service.

Conclusion and His Legacy

Ambalal Sarabhai’s vision did not end with his mills or his own reforms — it became a living inheritance carried forward by his children. His son Vikram Sarabhai, celebrated as the father of India’s space program, embodied scientific nation‑building. By founding ISRO and institutions like IIM Ahmedabad, Vikram transformed India’s intellectual and technological landscape, proving that Ambalal’s belief in industry serving society could evolve into science serving the nation.

His daughter Mridula Sarabhai, equally fearless, fought for social justice and women’s rights. She worked alongside Gandhi during the freedom struggle, championed political participation for women, and later became a prominent voice in Kashmir’s turbulent politics. Her activism reflected the reformist spirit nurtured by Ambalal, showing that his support for women’s empowerment had seeded a legacy of courage and civic engagement.

Together, Vikram and Mridula proved that Ambalal’s ethos was not confined to one generation or one industry. His conviction that commerce must serve conscience, and intellect must serve society became the guiding principle of the Sarabhai family. Industry, science, and reform converged in their lives, creating a legacy that shaped modern India.

Ambalal Sarabhai thus stands not only as an industrialist but as a maverick nation‑builder whose mills wove threads of progress into education, reform, and science. His story reminds us that true leadership lies in seeing beyond profit — in nurturing institutions, empowering women, and inspiring children to carry forward a vision where enterprise and ethics walk hand in hand.

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MONDAY MAVERICK#21 : F.C. KOHLI - ARCHITECT OF INDIA’S IT REVOLUTION

Introduction

Faqir Chand Kohli (1924–2020), often hailed as the “Father of the Indian IT Industry,” was a visionary technocrat who foresaw the transformative power of information technology long before it became mainstream. In 1975, addressing the Computer Society of India, he warned that missing the IT revolution would be unforgivable, just as India had missed the industrial revolution. His words were not mere rhetoric — they became the guiding principle of his life’s work, shaping Tata Consultancy Services (TCS) and, through it, India’s digital destiny.

A powerhouse of intellect

Born in Peshawar in 1924, Kohli’s academic journey was marked by breadth and rigor. He studied English, applied mathematics, and physics at Punjab University, before pursuing electrical engineering in Canada and a master’s in systems engineering at MIT in the United States. Returning to India in 1951, he joined Tata Electric Companies, as an engineer and later became Director of Planning. where his pioneering ideas laid the foundation for India’s national power grid. He was deeply involved in studying transmission efficiency and system losses.

Kohli was then working at Tata Electric Companies as an engineer and later became Director of Planning. He was deeply involved in studying transmission efficiency and system losses. In 1963, he authored a paper recommending high‑voltage transmission lines. The paper was not solicited by the government; Kohli himself authored it after analyzing India’s fragmented regional grids. He submitted it to the Ministry of Energy/Power, Government of India through Tata Electric, as part of Tata Electric’s recommendations for national infrastructure planning, arguing that a unified national grid would maximize efficiency and reduce costs. Tata Electric backed his proposal because Kohli demonstrated how higher voltage transmission would reduce line losses and improve reliability. His advocacy influenced government policy, eventually leading to the creation of the Power Grid Corporation of India decades later.

The TCS era begins

By the late 1960s, Kohli’s reputation as a problem‑solver was well established. When J.R.D. Tata sought leadership for the newly formed Tata Consultancy Services in 1968, Kohli was the natural choice. He joined in 1969, at a time when India had no IT industry to speak of. Under his stewardship, TCS became the crucible where methods, talent, and ecosystems for IT were forged. He recruited engineers, accountants, and science graduates, while building deep collaborations with IITs, IIMs, and engineering colleges to modernize curricula and strengthen R&D.

Global footprints and domestic vision

Kohli’s strategy was twofold: win global clients to establish credibility, and simultaneously ensure Indian institutions benefited from IT. Early projects ranged from payroll and accounting for Indian banks to software solutions for international clients. TCS delivered its first full software lifecycle project for a UK housing society and later secured contracts with the Swiss Securities Clearing Corporation and the National Stock Exchange. His insistence on quality at competitive costs, especially after the 1973 oil crisis, positioned TCS as a trusted partner abroad. Yet Kohli ensured that nearly 20% of TCS engineers worked on domestic projects, even though they contributed less than 10% of revenue, because he believed India’s modernization required homegrown digital solutions.

The Y2K opportunity and beyond

In the 1990s, when the Y2K crisis threatened global systems, Kohli saw opportunity. TCS processed and corrected over 700 million lines of code — nearly 30% of the world’s total — cementing India’s reputation as a reliable IT powerhouse. This momentum carried forward, and by 2018, TCS became the first Indian company to cross $100 billion (over six trillion rupees, nearly 25% of India’s GDP in 2018) in market capitalization, later ranking as the world’s second most valuable IT services brand.

Building people, not just projects

Kohli’s leadership style was as transformative as his vision. He mentored generations of leaders, including S. Ramadorai and N. Chandrasekaran, instilling confidence by challenging them with complex problems. Ramadorai later wrote that Kohli’s relentless problem‑solving culture turned ordinary professionals into world‑class leaders. When TCS went public in 2004, investors were not buying campuses or machines — they were buying the collective knowledge and talent Kohli had nurtured. That culture of audacious problem‑solving — born from his refusal to follow conventional mentoring — became the company’s greatest asset. In hindsight, his unconventional style of building people rather than projects was the very essence of his maverick legacy.

Personal Side of a Maverick

J.R.D. Tata’s faith in Kohli was not just professional but personal — he saw in him a rare technocrat who could lead India into the IT age. Outside the boardroom, Kohli lived a life of simplicity and discipline. Married to Swarn Kohli and father to Ravi Kohli, he remained deeply committed to education and social causes, working on adult literacy programs well into his 90s. His family life reflected the same values of rigor and service that defined his professional journey.”

Legacy of a nation‑builder

F.C. Kohli retired in 1999, but his influence endures. He laid the foundations for India’s IT revolution, ensuring that technology became central to the nation’s economy. His foresight, optimism, and uncompromising standards transformed TCS into a global leader and positioned India as a digital powerhouse. As N. Chandrasekaran aptly said, Kohli’s legacy is one of optimism and ambition — a legacy that advanced not just a company, but an entire nation.

F.C. Kohli is no longer alive — he passed away on November 26, 2020, at the age of 96, reportedly a heart attack.  He was the founding CEO of Tata Consultancy Services (TCS) and is remembered as the “Father of the Indian IT Industry.”  His successor was S. Ramadorai, who took over as CEO in 1996 and continued until 2009, before N. Chandrasekaran and later Rajesh Gopinathan carried forward his legacy.  He was Awarded the Padma Bhushan fin 2002 or his pioneering contributions to India’s IT revolution.  

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ROLE OF CIVIL SOCIEITIES IN DEVELOPMENT # 4: TEACH FOR INDIA - A CIVIL SOCIETY FORCE IN EDUCATIONAL EQUITY

Introduction

Teach For India stands today as one of the most impactful civil society organisations in the country, dedicated to bridging the deep inequities in education. Founded in 2009 by Shaheen Mistri, the organisation was inspired by the global Teach For All movement and quickly adapted its fellowship model to the Indian context. Its mission is simple yet profound: to ensure that every child receives an excellent education, regardless of socio‑economic background. Over the years, Teach For India has grown into a nationwide movement, placing fellows in classrooms across major cities and building an alumni network that continues to influence education policy, social entrepreneurship, and systemic reform.

Shaheen Mistri, founder of Teach For India, was born in Mumbai in 1971 into a privileged family — her father was a senior banker with Citigroup and her mother worked as a speech therapist and later in museum education. She studied Sociology at St. Xavier’s College, University of Mumbai, and later earned a Master’s degree in Education from the University of Manchester. By the time she launched Teach For India in 2008–09, she was already a seasoned social entrepreneur, having founded the Akanksha Foundation in 1989, which provided after‑school education to children from Mumbai’s slums.

Early life and family background

Shaheen Mistri grew up across multiple countries due to her father’s international banking career, which exposed her to diverse cultures and socio‑economic realities. This cosmopolitan upbringing contrasted sharply with the poverty she witnessed when she returned to Mumbai at age 18. Her mother’s work with children and later in museum education instilled values of empathy and service. These influences shaped her worldview and commitment to addressing inequity.

Professional journey before Teach For India

At 18, while still a student, Shaheen Mistri began teaching children in Mumbai’s slums, which led to the creation of the Akanksha Foundation in 1989. Starting with just 15 children and a handful of volunteers, Akanksha grew into a respected non‑profit serving thousands of children in Mumbai and Pune through after‑school centers and affordable schools. By the mid‑2000s, she had established herself as a prominent education activist, recognized globally as an Ashoka Fellow, a Global Leader for Tomorrow at the World Economic Forum, and an Asia Society 21 Leader.

Fellowship Model as the Foundation

At the heart of Teach For India’s work lies its two‑year fellowship program. Each year, graduates and professionals are recruited to serve as full‑time teachers in under‑resourced schools. These fellows are not merely instructors; they become role models, mentors, and catalysts of change within classrooms that often lack stability and inspiration. The fellowship has demonstrated measurable impact, with students in TFI classrooms showing significantly higher gains in reading and mathematics compared to peers in non‑TFI schools. Beyond academics, fellows nurture confidence, creativity, and leadership among children, ensuring that education is not reduced to rote learning but becomes a transformative experience.

Alumni movement and systemic Reach

The fellowship is only the beginning of a larger journey. Once fellows complete their two years, they join a growing alumni network that now numbers in the thousands. These alumni continue to work in diverse fields — from founding educational start‑ups to influencing government policy — but remain united by the vision of educational equity. Alumni have established more than a hundred organisations, ranging from literacy initiatives to mental health programs, thereby multiplying the impact of Teach For India far beyond the classrooms where it began. This alumni force represents the organisation’s most enduring contribution, creating a ripple effect that touches millions of children across India.

Leadership development and innovation

Teach For India does not limit itself to classroom teaching. It invests heavily in leadership development, believing that systemic change requires leaders at every level. Programs such as Firki, a digital teacher training platform, have reached hundreds of thousands of educators, equipping them with modern pedagogical tools and strategies. Similarly, TFIx serves as an incubator for educational entrepreneurs, supporting initiatives across multiple states and impacting hundreds of thousands of students. These platforms demonstrate how civil society organisations can complement government efforts by introducing innovation, capacity building, and scalable models of reform.

Civil society and government synergy

Teach For India’s contribution is not isolated from the state. Fellows often teach in government schools, directly strengthening public education systems. Alumni collaborate with state governments to design curricula, improve teacher training, and implement data‑driven interventions. This synergy between civil society and government is crucial, as it ensures that innovations are not confined to small pockets but are integrated into broader systems. By working alongside authorities rather than in opposition, Teach For India exemplifies how civil society can act as a constructive partner in governance.

Social impact beyond classrooms

When Teach For India launched in 2009, the organisation placed 87 fellows in classrooms, reaching a few thousand children. Within four years, the number of fellows had expanded to 700, and by 2022, TFI had engaged 9,900 fellows across 2,900 classrooms in 8 cities, directly impacting 338,200 students. Today, the alumni network numbers 5,300+, with more than 70% continuing to work in education and social impact roles. Collectively, alumni initiatives reach 50 million children, which is roughly one in ten of India’s school‑age population.

The highest growth years were between 2010 and 2015, when Teach For India expanded rapidly to Delhi, Hyderabad, and Chennai. The lowest point came during the COVID‑19 pandemic, when classroom closures disrupted learning, but fellows mitigated learning loss through blended learning and device distribution. In 2021, TFI reported 32,000 students actively engaged despite the pandemic, with learning outcomes stabilizing compared to national averages where many children regressed.

The true measure of Teach For India’s success lies in the lives of its students. Many children taught by fellows have gone on to become first‑generation college students, breaking cycles of poverty and opening doors to new opportunities. Initiatives such as Kids Education Revolution empower students to become change‑makers themselves, amplifying their voices in shaping the future of education. These stories highlight that Teach For India’s impact is not only academic but deeply social, fostering resilience, aspiration, and agency among young people who might otherwise be left behind.

Conclusion

Teach For India demonstrates the power of civil society to address systemic gaps in education. Through its fellowship model, alumni movement, leadership platforms, and government partnerships, it has created a multi‑layered approach to reform. Its work reminds us that education is not merely about literacy or numeracy but about nurturing citizens who can lead with empathy, courage, and vision. In the broader narrative of India’s development, Teach For India stands as a beacon of how collective action, driven by civil society, can transform the destiny of millions of children.

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