Events
& Issues
New Delhi,
10 April 2019
Cong Promise on Education
MAJOR REFORMS IMPERATIVE
By Dhurjati Mukherjee
It is
indeed good to hear the just released Congress manifesto promising school
education to be made free up to Class XII by amending the Right to Education
Act. More so, as reports have surfaced that many poor but deserving students
cannot complete high schools as they have to pay fees after Class VIII. This
augurs well for the somewhat neglected education sector because the party
assured to double allocation in this sector to six per cent of GDP till
2023-24. Another significant aspect of the party’s manifesto is the pledge to
restore real autonomy in colleges and universities and entrust their
regulation, grading and funding to separate organisations.
These
reassuring developments come in the midst of widespread reports of lack of
quality teaching in schools and colleges as also the lack of initiative of
teachers in most of these institutions. Teacher absenteeism accounts for the
loss of one quarter of primary school spending. A World Bank report estimated
the loss to be a staggering $2 billion a year in the country, just at the
primary level. It needs to be mentioned here that the poor and the impoverished
sections suffer the most for such absenteeism in school and colleges as they
cannot afford private tuition to compensate the loss of institutional
teaching.
One may
refer here to a recent study by Niti Aayog and Boston Consulting Group which
found that though 100 per cent enrolment in primary schools has been largely
met, the problem remains in qualitative improvement. Though India has three
times more schools than China, nearly 4 lakh schools in our country have less
than 50 students and a maximum of two teachers. Around 1.5 crore students study
in such unviable schools, as per the study.
The
deterioration in quality in publicly-funded institutions, specially in rural
and semi-urban areas has been the subject of much discussion but there has been
very little intervention to remedy the situation. Not that all teachers lack
merit, but the lack of initiative and sometimes the involvement with students
are the major reasons. It has been found that as teachers come from relatively
well-off backgrounds they cannot communicate effectively and be a friend,
philosopher and guide to the poor students, who may need a little more
attention.
This point
has been reiterated in the latest assessment of how children are faring in
schools in rural areas and indicates there has been no improvement in learning
outcomes. The picture that emerges from the Annual Status of Education Report,
Rural (2018), released in January this year,
is one of a moribund system of early schooling in many States, with no
remarkable progress from the base year of 2008. Except for a small section at
the top of the class, the majority of
students have obviously been let down.
It is
disturbing that drop-out rates increase as children move up. “Around 30 per
cent enrolled in Class I graduate from Class XII. Of those who do, the majority
don’t possess requisite skills to be readily employable” stated the Niti Aayog
report.
The other
distressing factor is the shortage of 10 lakh teachers and what is more
disturbing is the fact that distribution has been found to be uneven with urban
schools having surplus teachers. Thus without adequate number of teachers,
quality standards cannot improve in any way. The report has thus rightly
suggested consolidating several schools within a short distance and some
headway has been made in States such as Rajasthan and Jharkhand.
The lack
of teachers should not be allowed to continue. If States do not have budgetary
resources to appoint teachers giving them pay scales, the other alternative
would be to hire para teachers, as has been done in Bengal and some other States.
This would at least generate some employment while at the same time ensure that
teaching of children remains unhindered.
Training
of teachers in government schools, specially in rural and backward areas, could
go a long way in improving performance of teachers. Certain States have already
initiated action in this regard. However, it needs to be mentioned that
parental support may not be to the desired extent, specially in rural schools
as they are mostly uneducated and cannot help in their ward’s education.
The
obvious question at this juncture is why should children of the poor and the
economically weaker sections not get quality education that is given in private
schools? The Right to Education Act (RTE) was implemented to ensure that all
children are assured of education but certain sections of the population do not
have the means to send their wards to private schools. While the government is
advertising Swachh Bharat Abhiyan on the occasion of year-long celebration of
the 150th birth anniversary of Mahatma Gandhi, there is also a necessity
to ensure that all children get basic education within a stipulated time
frame.
However,
though we hear of transformation in education, there is need for schools not
just to stick to the formal syllabus but simultaneously train students – say
from Class V onwards – on some vocation or skill that could help them earn a
living. This has to be seriously considered, keeping in view Gandhiji’s concept
of nai talim (new education). It is
also a fact that unemployment is quite high in the country and before a student
reaches Class X or XII, if he or she is well-versed in some trade, there could
be an opportunity to earn something and add to family income.
There is
need to seriously examine the somewhat outdated syllabus and make it tuned to
current needs and demands so that a student after passing Class X, would be
able to carve out a career through skills gained during his years in school.
Skills’ training is thus vital and this should form part of the modified
syllabus.
Better
education is crucial for narrowing inequality gap as also for the country’s
long term growth scenario. The story of the demographic dividend can go
completely wrong unless we undertake reforms in school education on an urgent
footing. While resources are no doubt necessary for upgrading primary
education, there is need for sincere monitoring at the district and block
levels, which are unfortunately very poor or non-existent. If 100 million
children do not learn the basic skills of reading and arithmetic and also gain
skills training, it is unlikely that India will grow into a mature economy or a
mature democracy.
Importantly,
the Congress manifesto has made a big promise. But the question is where the
funds would be found to give free education. Plus, ensuring autonomy of
institutions is vital, but given past experience political interference defeats
the aim. Guess, the Congress will need to cross the bridge when it comes to it.
And even if it doesn’t, hope has been raised for the others to seriously give
it a thought. --- INFA
(Copyright, India
News & Feature Alliance)
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