Decentralised social support model is the key

There are over 3,000 vacancies in Kendriya Vidyalayas and most of the Central institutions have staff shortage.

The MHRD report card at the end of the year could be summarised as one of the innumerable promises that failed to fructify. Its emphasis on public-private partnership and keenness to have foreign providers has not succeeded in diverting people’s attention from the real problems in education sector. The fallacy contained in another of the MHRD’s much publicised rhetoric that availability of funds is no problem in implementing the Right to Education Act (RTE) is now clear. Lakhs of new schools were to come up to accommodate the out-of-school and dropout children. Higher education systems were to check quality decline and, simultaneously, expand to provide opportunities to aspiring young persons. The MHRD reports would obviously project achievements in statistical terms: more new schools, new colleges and universities, more enrolment and reduction in dropout rates, examination reforms, exchange programmes, new bills (13 are pending), rise in allocations etc. However, numbers are no measure of real growth and development, particularly when two foremost concerns — access and quality, right from primary schools to higher education — remain as worrisome as ever. Kapil Sibal was given charge of the telecom ministry and it requires no ingenuity to infer that his additional assignment is really a full-time task. The 2G scam is still keeping the Centre on its tenterhooks, and Sibal has to act as a saviour. Obviously, the Prime Minister is convinced that MHRD does not deserve even a full-time minister! In such a climate, it would be fruitless to recall the repeatedly made promise of allocating 6 per cent of the GDP to education!

The work culture in school education systems in most of the states remains lethargic, unconcerned and change-resistant. If it were not so, how could a shortage of 6.89 lakh teachers for Sarva Shiksha Abhiyan be allowed to persist for years? Why should it not be possible for the MHRD to persuade state governments to fill in these vacancies within the next three to six months? The Central government itself is unable to manage its own schools — there are over 3,000 vacancies in Kendriya Vidyalayas — and everyone knows that most of the Central institutions have staff shortage, ranging from 30 to 60 per cent or even more! Even positions of heads of reputed institutions remain vacant for years. Institutions at every level deserve to be treated with alertness and provided all the support by the system. It can be achieved if the management systems remain committed to the cause in a mission mode. Could it be made a part of the functional policy of the MHRD in 2012?

Not much scope as MHRD works with a limited set of experts ‘who think alike’ and strive hard that ‘others’ remain maligned and ‘outcaste’. Consequently, nothing new or innovative has appeared from MHRD during the last three years. India can still look after its schools if the ministry keeps its ‘doors and windows open to fresh ideas’. Immense human resource of experts, retired military and civil persons, academics and teachers is available throughout the country; most of them would be willing to voluntarily support the neighbourhood school. It has been often ascertained that parents and resourceful within the community are ready to assist and support government schools, provided the government ensures regular and punctual functioning of the school. A recent survey from Hyderabad slums indicates that 73 per  cent of the children are attending private schools, shunning the government schools, that charge no fee, provide books and uniforms and midday meals! It would be the case in most places in India today. A designated headmaster/principal authorised to interact with community to delineate the school requirements also requires authority to receive support from them without redtape. If the system is forthcoming, people would be willing to get the building whitewashed, get a boundary wall constructed or provide equipment for sports and games. Local or nearby artisans and skilled persons would also be willing to impart skills to the neighbourhood schoolchildren.

;The opinions expressed in this column are the author’s own

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