Background:
A few days ago, as I perused the newspaper delivered to my doorstep, a striking headline caught my attention: “25% of Rural Kids Aged 14-18 Can’t Read at Standard 2 Level in Their Own Language.” The report continued, revealing that 43% struggled to read sentences in English, and over half of these children, now in their middle school, faced challenges with even basic division. These disheartening findings, unveiled in the Annual Status of Education Report (ASER) 2023, are not novel. Similar revelations have echoed in surveys conducted in the past, prompting me, as a concerned citizen, to ponder why, more than seventy-five years after gaining independence from British rule, our education system grapples with persistent issues.
My Times:
Reflecting on my own educational journey, I embarked on my primary education in Delhi in the late fifties, attending schools managed by the Municipal Corporation. This scholastic venture continued in government-aided schools, with Hindi as my medium of instruction until the middle school level, transitioning to English thereafter. The schools of that era, marred by inadequate equipment and staffing, likely due to budgetary constraints, navigated through a transitional period marked by curricular confusion during my formative years. For instance, the shift from the old currency of 64 paise to a rupee to the new currency, transitioning from English to the Metric System, and the memorising of fractional tables alongside numeral tables, created a tumultuous learning environment.
Amidst this, a peculiar scenario unfolded in my co-ed school during my fourth-grade year. Aligned with the prevalent mindset, male students were designated for general science, while their female counterparts were expected to delve into Home Science. This led to a dilemma in our co-ed setup. I vividly recall an incident where the class teacher, responsible for teaching all subjects at the primary level, displayed disinterest in exploring the home science curriculum, particularly when it came to instructing the female students. Unperturbed, none of the girls reminded him of this omission. However, a classmate, grappling with pronunciation challenges, boldly requested the teacher to delve into the home science book. Though met with an initial insensitive laughter, the teacher relented, delving into the basics of home science. The assessment, entirely internal, didn’t pose a single question from the home science portion in the annual exam.
In my class, a diverse mix of teenagers hailed from families of uneducated blue-collar railway staff and children of white-collar employees like myself, who were significantly younger than them. Despite these differences, a shared understanding prevailed—clearing the annual exam was imperative to progress to the next class. Our performances varied, yet every student promoted to the next level possessed basic reading and writing skills in Hindi and fundamental math proficiency. Almost seven decades later, it’s disheartening to read about the poor performance of today’s children. Let’s delve into the challenges these children face in acquiring basic skills.
Why Government-Run Schools Are Not Preferred:
Despite the associated expenses, individuals in the lower-income bracket often prefer private schools for their children in both rural and urban areas. Let’s explore the reasons behind this.
History of Relatively Poor Performance:
Government schools have a historical track record of subpar performance, even with a stringent recruitment process. Several factors contribute to this poor performance:
Procedural Delays in Recruiting Competent Teachers:
Frequent procedural delays, caused by bureaucratic apathy, lethargy, political interference, and unscrupulous elements, hinder the recruitment process. Sometimes, insufficient budgets lead to the appointment of teaching staff on a contract basis, compromising commitment and quality, especially in rural areas. Streamlining the recruitment process for regular teachers with aptitude and dedication is crucial to addressing this issue.
Inadequacy of Resources:
Personal observations in Rajasthan and experiences with rural communities in other states reinforce the belief that many village communities can bear some educational expenses if the quality of education guarantees the development of essential skills.
Perception about Free Education:
A close friend shared an anecdote from his postgraduate training in Hydrology in Ireland, where the institute’s director displayed a sign in his chamber: “If you thought education were expensive, try without it!” While education shouldn’t be treated as a business, ensuring its quality is paramount. There’s no justification for compromising on the quality of education, as it directly correlates with the calibre of think tanks, industrialists, and the workforce. Charging a reasonable fee for non-BPL families should not be a cause for hesitation, especially if it guarantees the delivery of quality education. Such a fee structure proves instrumental in averting compromises in educational standards, both in urban and rural contexts. This suggestion is rooted in my understanding that people, even seemingly poor individuals, are willing to contribute to receive a quality product or service. To illustrate, a farmer in Villupuram district, Tamil Nadu, gladly contributed to one seventh capital cost of a water supply scheme supported by Danish assistance, emphasizing his lack of confidence in promises made by the government system. He believed that the project backed by Danish assistance would be delivered in a timely manner.
Medium of Instruction:
Private schools, despite operating in cramped environments, manage to impress villagers with the perception of superior education. One of the major reasons is the belief that education in English medium enhances the chances of obtaining a job. This persistent belief, even after seventy-five years of independence, that an English-speaking person is smarter creates a bias. The advantage English retains in government departments, the corporate sector, and multinational companies reinforces the belief that an English-medium education provides better job prospects. Private schools often advertise English as the medium of instruction, while government schools predominantly follow teaching in the mother tongue or the national language, Hindi, putting them at a disadvantage. Addressing these issues is crucial to promoting the quality and accessibility of government-run schools, ensuring a level playing field for all students. In some states, English is introduced as subject at the primary level but not adequately backed up with competent teaching staff who could impart the knowledge of English language to the section of students who have no external help from their parents or elder siblings.
Emphasis on the Training of Young Minds:
Swami Vivekananda emphasized that education’s purpose is to train the mind, fostering the ability to comprehend and think critically. While assisting a child in my neighbourhood, I explored the National Council of Education Research and Training (NCERT) prescribed books. Despite their thoughtful design to promote mental development, convincing parents to retain their child in a well-equipped Government School proved challenging. The allure of thicker English-medium books, fostering content memorization over understanding, seemed more appealing to parents. This discrepancy creates an uneven playing field, favouring those who memorize English content.
One State, One Set of Books:
To ensure equal educational opportunities, I propose a level playing field for both government and private schools. While schools may choose the medium of instruction, their freedom to select books should be restricted to NCERT prescribed materials. Main lessons delivered through media to both types of schools, followed by well-designed assignments assessing comprehension, will promote understanding rather than rote learning.
Distraction by Screens:
Excessive screen time on smartphones and TVs poses various risks, including addiction, sleep disruption, physical and mental health issues, distraction, impaired concentration, and reduced cognitive abilities. To address this, mobile phones should be prohibited in schools.
Tutorial System:
Instead of external tuition, which has become a norm, tutorial classes within schools can assist children based on their needs, encouraging independent thinking. Teachers should be compensated for this effort from funds collected from parents, discouraging reliance on external help books. Moreover, district authorities should abstain from assigning teachers in rural areas non-teaching administrative tasks and surveys. However, there should be a continuous evaluation of their teaching competence and performance through mini surveys, surprise inspections, and similar methods.
Continuous Assessment:
At the primary level, consider implementing a continuous assessment approach wherein the class teacher regularly evaluates students using a point system, mirroring practices in the USA. Through this system, students accumulate points based on their performance, with the incentive of receiving small prizes and rewards. This strategy aims to motivate students to stay engaged and attentive in their learning endeavours.
This system promotes concentration and participation in class activities, fostering a more engaging learning environment.
The Way Forward:
- Filling Vacancies with Committed Teaching Staff: Prioritize hiring regular teaching staff, assessing their commitment and aptitude for teaching young children.
- Charging a Reasonable Fee: Implement a reasonable fee structure to address resource shortfalls while maintaining educational quality.
- Standardization of Primary Education: Enforce standardized curricula and books across all states to ensure consistent quality in primary education.
- Discouraging External Resources: Discourage the use of help books and solutions to promote independent thinking among students.
- Restriction on Smartphone Use: Prohibit the use of smartphones in schools to minimize distractions and maintain focus on education.
- In-School Tutorial Classes: Establish in-school tutorial classes with teachers compensated from parental funds, reducing reliance on external tuition.
- Continuous Assessment with Rewards: Adopt a continuous assessment system with a point-based reward structure to motivate students and maintain a positive learning environment.
Inspire Positivity 