When India gained Independence in 1947, and the first policies were being framed, education was one of the bullets on the priority list. One of the oldest civilizations in the world, this country has a deep and stimulating history and a culture of knowledge, which were legacies that the policy makers referred to on one hand, and succumbed to, on the other.
The reference to history is important in order to understand the present socio, economic, political and cultural situation in India. Since it is a country that is more diverse than any other, a clear historical analysis is due for us to comprehend the complexities that have plagued the country and continue to affect the successful implementation of policy decisions at all levels.
One of the main problems with education in India can be brought down to this – what and who should be taught? Before the advent of colonialism, and the subsequent setting up of English-medium educational institutions that nullified and suppressed native teachings, education in India was not absent – it was a rather strong institution. Literature, theology, philosophy, history, and science were among the few disciplines pursued in the country’s ancient universities. However, access to this education was limited to the higher strata of society and needless to say, out of reach for women.
Within this context, there were several sub contexts that are to be considered as well. Differences on the basis of caste, race, religion and gender contributed to the education that was imparted. Later, with the coming of the British in India, and the political, economic and cultural turmoil that followed, the country suffered a serious blow to its dwindling infrastructure. India, with its conflict-ridden past, a huge variety of people with incompatible interests and a long-drawn war for freedom, nearly spiralled out of control after Independence. As policies were being drawn up and the Constitution created and thereafter implemented, India faced serious economic difficulties, especially with a fast rising population, growing unemployment and ideological and political differences.
A major historical blunder that was committed when the Constitution was introduced in India in 1950 was the inclusion of education under the Directive Principles of State Policy, instead of making it a fundamental right. Though this was amended in 2002, when it was re-introduced as a fundamental right, and taken a step further when the Right to Free and Compulsory Education Bill (for children between 6 years and 14 years) was introduced in the Rajya Sabha in 2008, the tremendous delay in placing education in proper perspective has had grave consequences. (According to the bill, elementary education implies education from Grade I to Grade VIII).
According to the ‘EFA Global Monitoring Report 2010’ (UNESCO), India’s rank is 105 among 128 countries (EFA stands for Education for All). This, despite the fascinating rate of progress that India has made in recent times and although the enrollment rate in primary schools has gone up, the dropout rate and gender index still remain appalling.
There are several reasons behind this. Poverty and poor survival rate, lack of funds to continue studying, marginalization and social exclusion on the basis of caste, gender, tribe, class, religion, even labor and unattractive schools are some of the major causes of India’s poor literacy rate. Smaller causes are lack of interest on the part of children and their families, as well as the absent school-going tradition.
According to Vinod Raina, member, Central Advisory Board for Education and co-founder of Eklavya (Bhopal), the biggest challenge that India faces in terms of implementing and ensuring elementary education is to find a way to address the “elusive triangle of access, equity and quality”. Thus proximity to schools to provide access, social inclusion and a certain standard of education are the milestones to be met in order to put India on the literacy map.
In order to counter the world’s highest illiteracy rate, the Indian government introduced the Mid Day Meal Scheme. Initially extended to children from Grade I to Grade V of government, government-aided and local body schools, this policy (of providing a cooked mid day meal with nutritional content) was eventually granted in all blocks of the country and to children studying in EGS (Education Guarantee Scheme) and AIE (Alternative and Innovative Education) centres.
However, despite all these efforts, school dropout rates continue to be high in India, the biggest reasons being poor survival rate and poverty. Only about 66 per cent of the children enrolled in Grade I survive until Grade V here. Even more drop out since they’re pushed into labor at a very early age. The situation is worse for the girl child, who is at any rate, considered a burden (India also has high rates of female infanticide). A meal a day isn’t motivation enough to not take up labor and partially solve their immediate problem of poverty.
Unattractive schools are another problem. Lack of basic infrastructure, a healthy and all-round curriculum, lack of sanitation, water and medical facilities and most importantly, un-sensitized teachers add up to ill-favored institutions. The problem of inhibited and ignorant teachers is the biggest of these problems, since teachers tend to marginalize children within the classroom on the basis of gender, caste, community and religion. Dalits, OBCs, SCs, STs, adivasis, girls, Muslims and the poor classes are some examples of social groups that still suffer enormously due to lack of social and cultural upliftment in teachers.
This isn’t to say that the government has not done anything to promote literacy. But despite its best efforts, there are still some gaping holes.
Having been to several villages for various kinds of study, I’ve seen bits of rural Indian life. Most villages across the country do not have the most basic amenities – electricity, clean water, access to food, health care and so on. In such a context, education seems to be the least of all concerns. However, most rural families today realize the need to educate their children should the opportunity arise. But this is not enough.
During an internship program 2 years ago, my team visited a village along the West Bengal-Jharkhand border (Jharkhand is one of India’s poorest states). While interacting with the people there, I came across a family that had a host of immensely well-educated members – post graduates in history and literature. Yet, they were unemployed, with families, tilling away small bits of land that hardly fetch any income. Small wonder then, that they find their education useless.
With India’s huge variation of communities, it’s possible that any recommendation may not be suitable to all social groups. However, it also then doubles the need to ensure as much social inclusion as possible.
I believe that to ensure elementary education, the government first needs to provide a minimum guarantee of livelihood. Though this has been introduced with the NREGA (National Rural Employment Guarantee Act) scheme, the success of this model is yet to be determined. The people need to know that education is a wise investment, and the way to a better future. In this regard, vocational training and skill-based education must be made mandatory.
Infrastructure needs to be seriously strengthened. However, I believe that other than making basic amenities compulsory (clean drinking water, sanitation facilities, electricity and clean surroundings), there are some other policies that can be implemented to uplift the system of elementary education in India.
Firstly, the appearance of the school makes a deep impact on prospective students. Hence, a spacious, hygienic compound and an airy building as opposed to unkempt surroundings and a dull, drab construction will always be welcome. This does not have to be an expensive shift. If the government provides adequate subsidies, the shift can be unusually moderate. An eco-friendly environment is highly favorable (for example a handmade pump to extract underground water for drinking and toilet purposes). Also, mandatory free health checkups must be introduced.
Secondly, the provision of free stationery and books must be obligatory in all elementary level schools.
Thirdly, teachers must be given adequate attention. Not only should the student-teacher ratio decrease considerably, but teachers should be adequately trained and sensitized to be able to take on the job. Gender, caste, class, tribe and other forms of cultural sensitization must be introduced and stringently tested. Thus, an intensive teacher training program must be executed.
Fourthly, the curriculum should be all encompassing, yet oriented towards the immediate surroundings of the children, especially at the elementary level. A small library of storybooks (second hand books are easily available at very low costs) could be set up. Also, English must be included in the curriculum, in order to try and bridge the growing urban-rural divide. So, while on one hand the children learn about the ways in which their own small world operates, they are also eased into the ways of the outside world. For example, alongside the English alphabet, the children will also learn the names and uses of regional flora and fauna. Extracurricular activities should be introduced, such as sport, dance, music, art and craft. A certain amount of skilled education must be made compulsory – like sewing, weaving and gardening.
These initiatives cannot be implemented suddenly - they need to be gradually introduced. Before extension, the model should be tested on a few sample schools. Once the success of these initiatives can be ensured, they can then be extended to other elementary education centres.
However, the social group in the context of elementary education that remains grossly underprivileged, is the urban poor. Largely doomed to survive in makeshift homes on pavements and slums, this social category is systematically ignored. With earnings low enough to prove insufficient for a meal a day, the urban poor requires immediate attention.
These children are the worst affected. Driven to beggary, theft, menial chores at run down factories, local food stalls, prostitution and child labor, this category of children have no future to look forward to. Their ironical situation – that of dying hungry and diseased in the most developed cities in the country – render them completely helpless with practically no functional rights. These children have no access to medical or livelihood facilities, leave alone elementary education. Drug addiction and HIV related deaths are common.
A systematic process of ensuring education for these children is urgent. Though the lack of schools may not be a problem in this context, access to these is.
The situation can be improved by providing the children who come from families below the poverty line with free educational facilities. Books and stationery must be provided, so must compulsory free heath checkups at regular intervals. Teachers must be sensitized to teach at this level too. It is the key to churning out successful batches of students, who will at least attempt to study further.
However, the biggest change that needs to be made is in the way the poor perceive their situation. Admittedly, their priority is to survive. However, if they can be made to understand that education is their ticket to a better life, the process of ensuring education becomes easier. There is thus, an entire course of socialization that needs to be implemented first in order to simply get children to come to schools.
Elementary education forms the basis of all adult life, and goes on to mould personalities. It is the foundation upon which children can base their lives, and with the help of which they can realize their future goals and a better life. There are people standing up to their rights in different parts of India today. They realize the importance of asserting their independence and their individuality. I want to glorify these stories – not only of those poor people who have made it really big in life, but also of those who educated themselves and now lead a normal life. After all, to achieve stability in life, to be able to procure food for the family every day, to ensure basic amenities and to be able to educate your children, is also a massive triumph.
