Open Forum
New
Delhi, 30 April 2012
Right to Education
PUBLIC-PVT PARTNERSHIP CRITICAL
Dr S Saraswathi
(Former Director, ICSSR, New
Delhi)
The UPA Government is undeniably pleased
with itself for making education a Fundamental Right for every child. However,
will the euphoria last? Importantly, the Right to Education Act has three major
objectives, namely, equality, quality, and universality in primary education.
Under existing conditions of school education in India, achieving all the three
together will be nothing short of a miracle.
For, equality will rule out quality, and quality will eliminate
universality and equality, and universality will end quality.
Therefore, it seems that a lot of
preparatory work is needed which the country has failed to do in the last 60
years of Independence.
This is the reason that the country which can legitimately boast of having
achieved excellence in some aspects has to feel ashamed of its huge illiterate
population.
More than 60 years ago, it was
written into the Constitution of India as one of the Directive Principles that
free and compulsory education would be provided to all children till the age of
14 years. As Directive Principles are
not taken seriously and are not enforceable by courts, education for all has unfortunately
remained an unfulfilled ambition. The question of equality and quality, lag far
behind in the matter of education in the country where even bare literacy among
youth (15 to 35 age-group) is not universal.
The Millennium Development Goals which
we are expected to reach by 2015 includes universal basic education as the
second item. This global understanding definitely calls for some urgent
measures to save ourselves from the embarrassment of gross under-performance in
a field concerned with mental equipment of the people before international
spectators.
The Right to Education Act was
passed by Parliament in this background in August 2009 and came into force on 1st
April 2010. The Supreme Court in a recent case upheld the validity of the Act,
which seeks to ensure quality, quantity, and universality in primary education.
Though the Act has several clauses to further these objectives, comments from
various quarters mostly concentrate on the provision that all private schools
except unaided minority schools must reserve 25 per cent of seats to
disadvantaged poor children.
Thus, the responsibility for increasing
enrolment and preventing drop-out in primary stage of education, which was
solely in the public sector, is placed partly on the private sector in keeping
with the philosophy of economic liberalization. Providing free and compulsory
elementary education is now a joint public-private responsibility.
However, the law does not prescribe
any punishment for enforcing the aspect of compulsion on unwilling pupils and
unprepared parents. Motivation of
children and their parents, who themselves had no education, is a serious
problem in India
in many places.
Even in places where enrolment is
not much of a problem and has reached 100 per cent in the register, the problem
of retention of children in schools is stupendous with high drop-out rates and
absenteeism of students as well as teachers.
Nearly one-third of the total number of States and Union Territories have witnessed
increase in drop-out rates in the two years after the passing of the RTE Act
along with increase in enrolment in primary education. More drop-out has been
recorded in 2010-11 than in 2009-10 in ten States, according to some reports.
Schemes like midday meals, free
uniform, books and stationery items do help the motivated students to attend
classes and not others. One should visit educationally backward districts and
interior villages to make an appraisal of the situation of people living in
blissful ignorance of the value – nay, even doubting the utility -- of school
education to make a living.
Punishing the parents for not
sending their wards to school is unthinkable in situations where child labour
is the main or principal subsidiary bread-winner in some families. The question
of bringing children to school is entangled with the problem of eradication of
poverty.
The Government now wants private
schools to share the responsibility for universal education under the RTE Act, but
in reality over 80 per cent of rural children is studying in Government
schools.
The RTE has introduced the concept
of “neighbourhood schools”, which has been successfully adopted in many western
countries long ago. It is designed to promote equalitarian ideas by admitting
children from all sections of society living within a defined area. In India,
this concept has to fight against the prevailing hierarchy of institutions
based on medium of instruction, the board conducting the examination,
socio-economic status of students, salaries of teachers, fees and donations
collected by the schools, library and other academic facilities,
extra-curricular activities and cultural shows, excursions and exhibitions
conducted by the schools and so on.
The general mentality being tuned to
hierarchy, nobody can really believe that 25 per cent of students enrolled
under the Act (likely to be labeled “RTE students”) will feel comfortable in
the company of 75 per cent of students from affluent sections particularly in
urban areas. Friction between the two groups is likely to increase if the
management of private schools tries to raise additional resources required for
the expenses on “RTE students” partly by raising the fees and other
contributions of the “non-RTE students”.
Egalitarians may dismiss this
misgiving as contradictory to the constitutional principles and rights and
against human rights proclaimed day in and day out. It can be reasonably argued that the very
concept of neighbourhood schools is to eradicate false sense of superiority and
status in the minds of the young and cultivate human values. We may hope that
by bringing children together in a classroom, it should be possible to break
notions of inequality.
A big challenge lies before the Government
to improve physical conditions and teaching environment in schools under its
own management in implementing the RTE Act. It is reported that in many
villages lack of drinking water and toilet facilities are the reason for heavy
drop-out of girl students.
Another immediate problem relates to
the student-teacher ratio which is an important factor in determining the
quality of education. The average teacher-pupil ratio in primary schools in India is 1:40 and goes down to 1:50 in some States
including Madhya Pradesh, Himachal
Pradesh, Assam,
and Orissa. Comparison with western advanced nations may not be relevant. But,
it should certainly be possible to fill up vacant posts of teachers, insist on
proper discharge of the teaching duties, and avoid utilizing teachers on
non-teaching jobs.
Legal and constitutional provisions
to draw children to school must be accompanied with proper school system and
basic facilities. Our aim should be to realize the right to education with all
the three elements, namely, quality, equality, and universality. ---- INFA
(Copyright,
India News and Feature Alliance)
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