Right Route To Right To Education

Right to education is now a fundamental right in India. It’s a welcome step taken by the government against the backdrop of about 27 crore illiterate Indians.  The government is supposed to provide compulsory and free education to everybody -- between 6-14 years age group. But the government doesn’t have the capacity and wherewithal to carry it through in toto. This is beside the legendary shortcoming of ours on the implementation front. Our past track record of accomplishing targeted recommendations is dismal. On top of it the Supreme Court recently upheld the recommendation providing 25% seat reservation in all schools for economically weaker section. This includes all public schools as well. At first glance inclusion of public schools may appear to be a step in the right direction. It’ll fast-forward the backward section to the front row in one go. Yet, a closer look will reveal it’ll not -- taking for granted that it would be executed true to its intention.

 We should take pride that many of our public schools are globally comparable today. They are equipped with every conceivable modern teaching aid and manned by competent staff. Use of cutting edge teaching technique is the norm. This leaves a wide gulf between the public and government schools. They are surely meant for the privileged class. However, all public schools are not of the same global standard.

According to the planning commission’s estimate a person having the capacity of spending around 30 rupees a day is not poor. If a child from this family goes to public school there is bound to be lot of psychological disruption in the student. Providing free uniforms and books will not bridge the yawning gap between government and public schools. The lifestyle of the privileged section is totally different from the deprived ones. This will reflect in their behavior on regular basis causing unending mental stress on the poor students. Their academic performance will suffer. They are malnourished and under equipped in many respects: they are not exposed to any modern toys, comic books and other non-curricular learning enhancing tools and aids. These extracurricular items are a must for modern learning atmosphere. The privileged children are better off in many respects in comparison with them. They know many things even before joining the nursery classes. Their parents splurge good sum on them. Poor twenty nine rupees will suffer from sheer psychological asphyxiation. The discrimination will be so tragic the poor students will be put on continuous tension on this disparity alone. So, instead of doing good to them it will undermine them forever, constantly reminding of their inadequacy. This, I’m writing after reading the news reports on both sides of the coin: on the one hand many lucky parents expressed delight for getting an opportunity to join public schools, and on the other a good number of them facing widespread discrimination already.

Therefore, it is desirable to restrict reservation to government schools only. In fact, even standard of government school is too high for them. Still, it will provide an evolutionary path – gradually getting accommodated in the educated class. This way they will be subjected to less mental stress.  Special coaching will be needed for them, always. Emphasis should be laid on learning everything possible in schools only, leaving nothing to be learnt at home, as they live in total darkness.  There is no one in the family or in the surroundings to guide them. Unless you visit a slum area you won’t be able to appreciate at what subhuman level they live. I have firsthand knowledge of some slums of Noida, Delhi, Kolkata and Mumbai. This time, while in Mumbai, I wanted to visit Dharavi – Asia’s biggest slum. Unfortunately, I missed it. To expect them to study and do homework in dingy hovels is to put too high a demand on such students.  Rural scenario is no better, except they have more breathing space and probably less polluted air. Getting them admitted in public school will amount to follow a revolutionary path, which will be too exacting for them to adjust. It will infuse only inferiority complex among the learners and undermine their self-confidence. This is a programme if implemented may not produce the desired result. On the contrary the outcome may be disastrous. It may defeat the purpose of proper and harmonious development of personality.

I have full sympathy for the poor people’s right to good education. The main thing is, it should be meaningful and contributive to the beneficiaries. So, right course would be to restrict admission to government schools only and take the assistance of various NGOs to avoid frustration and disillusionment at a later stage.

I don’t mean our government schools should remain at this poor level forever. Again, exceptions do exist everywhere.