October 21, 2012
It is at times well said that our education system changes with the elections in India. Every political party has in mind its own manifesto. But the recent amendment of Article 45 of our constitution is a revolutionary step irrespective of the political party. But not all are happy. Dont we remember how KUSUMA called for a bundh of several schools for the government’s lack of clarity.
The Right to food, Right to Information, and Right to education are considered to be fundamental and crucial rights for social well-being and transparent governance. The promise of guaranteed employment (i.e. Mahatma Gandhi National Rural Employment Guarantee Act-MNREGA) and Right to Information Act (RTI) 2005 have already come into force earlier. Now the RTE Act 2009 has also come into force from 1st April 2010. There is commotion everywhere about its implementation and its effects. Don’t you too doubt about it?
It must be recalled that after India’s independence, when the founding fathers first recognized education under the Directive Principle of State Policy (DPSP) as “The state shall endeavour to provide within a period of ten years from the commencement of this constitution for free and compulsory education for all children until they complete the age of fourteen years” (Article 45), was the only article in the constitution to have a concrete time frame of ten years. Yet, evidence shows neither the stipulated time was respected nor the issue given due importance for a long span of time .
Over the years government sponsored education has failed to promote literacy and draw fruit from the above article. Kendriya Vidyalayas, Sainik Schools, Railway school, Navodaya Vidyalayas have been trade marks steps. Yet there was a great need to multiply its effect.
What does RTE say?
RTE says that 25% reservation for Economically Weaker Section (EWS) in all government and unaided private schools is a must except for unaided minority schools and boarding schools.
In simple words, RTE says, all aided schools must provide 25 % quota to disadvantaged sections living around the specified school radius. This implies that every school must respect the right to education and promote equality and social concern in their institution.
It took 60 years to remove the segregation in the field of education. Some of the reasons for the failure of the system are non-transparency in the use of funds, improper system and wrong implementation, privatization, poor functioning and planning by governments, etc.
According to a few educationists, there are various political, economical, infrastructural and social implications of this RTE Act:
- Students of disadvantaged groups may become less meritorious, unable to match other students.
- Adjustment with elite students in school and class environment will be difficult.
- There will be unlawful intervention by the government in the functioning aspect.
- Less educated parents may lack in giving educational support to the child at home.
- Possible harm to the disadvantaged child in school.
- For me personally, the above points don’t seem well justified. It is true that something new takes time to be accepted.
- It also shatters the perspective of elite schools who never thought above educating poor children. Therefore creativity and adaptability is the need of the hour.
The poor are yet to breach the ivory tower of quality education. Every child has a legal right to schooling, but a child’s birth determines what kind of school he/she can enter. All these years poor parents had no option but to send their children to government schools. Now it has become a privilege and right to send them to private and good schools.
RTE could create spaces for the first time in history of structured inequality, where children of the rich and the poor would study, work, play, eat and grow together. Merit must not be the drive of education, but empowerment of all, especially the Economically Weaker Sections (EWS). The Adjustment will happen slowly once we realize and accept that we have a responsibility to mould citizens (ALL CITIZENS), including the poor ones for future.
If education inspires to learn what he/she likes or wants and not forcing someone, the true meaning of education is realised. Education must ultimately help one to experiment and think creatively.
Salient Features of RTE:
Fulfills the Constitutional obligation.
Education is made available at the neighbourhood.
Emphasis on equality.
Clear definition of fees- uniform, midday meals, text books etc.
Compulsion on state and not on parents.
Clear time frame.
Composition of SMCs (School Management Committees).
Government schools?
25 % quota to disadvantaged sections under RTE in private schools may mean neglect and closure of government schools. According to District Information System for Education (DISE) data for 2011-12, total no. of govt schools (LPS and HPS) in Bangalore North is 511 in and Bangalore South 891. Class 1 enrollment in these two divisions stands at 9,728 and 16,707, respectively as on September 2011. In contrast, the number of unaided private LPS and HPS in Bangalore North is 937 and 1,377 in Bangalore South. Class 1 enrollment stands at 43,045 and 65,774 respectively.
So if RTE is observed strictly in all unaided schools, those currently going to government schools, may be absorbed by un-aided schools over the next few years.
According to a research conducted by Oxford University, parents in A.P are opting for private schools due to growing dissatisfaction with government. Parents wish their children study in English-medium schools.
Prof Martin Woodhead also said that schooling in India is ‘market-driven.’ There is a need to reform government schools to deliver quality education at least for the sake of those poor who will still continue to send only their boys to school in spite of RTE. Government schools will still be a boon to girl child education.
Hands-on COMPASSION?
Making education a fundamental right is surely a step in the right direction to address the issues of elementary education in India. Since it is legislation we can question and improve the education system.
If we dream of a humane India we need to build and foster democratic classrooms. Teachers recruited must dare to learn things beyond the syllabus and make learning enjoyable. Sr. Cyril, an Irish nun, who for nearly two decades has catered to street girls and orphans in Kolkata’s Loretto Sealdah School, Kolkata says, “My children look poised, confident and hopeful. It is fashionable to teach ‘hands-on computer,’ ‘hands-on problem solving,’ then why not hands-on compassion?”
Most educationists have never realized that the families of poor students who attend school still remain poor in spite of their going to school This is due to the lack of proper teaching facilities in government schools which stick to minimum education. RTE hereby has made the primary responsibility of every educational institution very clear. Let compassion be our guide.
Nevertheless the proper implementation, monitoring and evaluation of improving quality of public schools, enhanced public-private participation, enhancement of access and adequate quality of education to all children and thereby achieving the goal of Universal Elementary Education (UEE) have to go a long way. It is a mechanism to curb social exclusion. Thereby every institution will realize their social responsibility and have a share in nation building process.
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