Showing posts with label NGO. Show all posts
Showing posts with label NGO. Show all posts

Monday, June 18, 2012

Educating India..???


Words of Pandit Jawaharlal Nehru in a message to Indians overseas, on 15th August 1947
"On this day of liberation the motherland sends her affectionate greetings to her children abroad. She calls them to her service and to the service of freedom wherever they might be. Every Indian abroad is a representative of India and must ever remember that he has the honour of his country in his keeping. That is a proud privilege and responsibility”.

These are some new slogans we have been hearing a lot lately. Now the point is, India is trying to educate its citizens and she has been trying for years! So how far has she succeeded?


First of all, the abysmal ground reality is that India’s literacy rate is still below 75 per cent. Though the rate has of course increased over the years, we are not yet there. And we still have a long way to go! The adult literacy rate (15 yrs and above) is about 61 per cent while the youth rate (15-24 yrs) is about 73 per cent. Amongst the states, Kerala has the highest literacy rate and Bihar has the lowest. Nonetheless, the growth in literacy rate has been incredible. Most people know that literate females are fewer than their male counter parts in our country. At this point, one must keep in mind that most of India is rural and a bit orthodox in their thinking.
Today, as most of you might have noticed, English is becoming increasingly popular. Ever noticed that little kid who comes to you at the traffic signal? Doesn’t he know a few words of English? So would you call him literate or illiterate? The National Literacy Mission defines literacy as ‘acquiring the skills of reading, writing and arithmetic and the ability to apply them to one’s day-to-day life’. That child may not have gone to a school; he may not even know that he was talking in English! Most of them today don’t know ‘Hindi’ numbers, but on the other hand English numbers are on their finger tips. It is the same with directions and simple words like ‘yes’, ‘no’ etc. How many times have you sat in a rickshaw and then suddenly realized that the driver knows English? Or don’t you absent mindedly give him directions in English? Or what about when you just know the address of somebody’s place, and your driver helps you point out the house? Ever thought about how he reads those house numbers? I wonder how many people have realized that the digits on a cell phone are in English and not in Hindi or any other regional language. But it is a common misconception that just because a person knows English, people think he’s educated! Most of them know English only because that is what they have grown up hearing. Come to think of it, the logic people use indirectly means even a 2-3 year old kid is educated! On the other hand, many people also think that just because a person doesn’t know English, he is uneducated. This is also not true. Many people in India are educated in their regional language and not in either Hindi or English.
Today, the government is trying to increase the literacy rate with the help of a whole lot of new programs. The ‘Sarva Siksha Abhiyan’ was started in 2001, and it aimed at ensuring that all kids between the ages of 6-14 years attended school and completed 8 years of education by 2010. This wasn’t the first program to be launched but earlier programs weren’t as successful. One of the most popular schemes adopted to attract children to schools is the ‘Mid-Day Meals Programme’ launched in 1995. The department of education has started Bal Bhavan centres all over the country to promote creative and sports skills in children between the ages of 6-14 years. They conduct programs in fine arts, aero-modelling, computer education, sports, martial arts, performing arts etc. Off late, new programs to promote the education of girls have been initiated. One such incentive is a fixed amount of money which is given to the family at the end of the school life of a girl child.
Today, private companies too are lending a helping hand to this noble cause, Like the ‘Teach India’ program launched by The Times of India, or the NGO ‘Literacy India’ which helps underprivileged children with their dreams and aspirations of good quality higher education or the National Literacy Mission which pays special attention to women’s education. Another foundation that helps educate the underprivileged is The Smile Foundation. Mission Education is a national level program started by the foundation which focuses on basic education for underprivileged children and youth. They are working with ‘partner organizations’ in various states across India. One can visit the following link for more information on the organization. http://www.smilefoundationindia.org/
Infect, recently even a telecom company has started an advertisement campaign with the same theme — how to educate more people with less resources. It is something to think about. The idea is that through the concept of distance learning we can teach those who do not have access to schools and colleges near them.
One of the major problems we face is lack of infrastructure. It is not easy to create schools for our large and ever growing population. Today ‘good’ schools mean expensive schools, mostly private which most lower middle class people cannot afford. That is the fact—every year education gets more and more expensive. It is a vicious cycle—the more the population, the more the unemployment, and the more the unemployment, the more illiteracy, and the more the illiteracy, the more the population will keep growing! We need to break this cycle somewhere. And like they say, nothing is impossible! If each one of us contributes in our own way, we can make a difference. The government had come out with a slogan, a few years back – Each One Teach One – if we follow that slogan, we could easily help the cause. You don’t need to go out on the streets to find someone to teach, just look in your own house—the maid’s daughter, or that little boy who comes to collect the garbage. They should be studying instead of working. But yes since for them earning is important for survival, we can make a difference by giving them lessons. We just need to wake up from our complacent lives and try to make a difference!

Priya Ganguli

Thursday, May 31, 2012

Education and Social Equity in Elementary Education...!!!


The Scheduled Castes (SCs, also known as Dalits) and Scheduled Tribes (STs, also known as Adivasis) are among the most socially and educationally disadvantaged groups in India. This paper examines issues concerning school access and equity for Scheduled Caste and Scheduled Tribe communities and also highlights their unique problems, which may require divergent policy responses.


The paper is divided into six main parts. 
1.   Conceptual Issues and Debates
  • SCs and STs have been discriminated and systematically excluded from educational opportunities. The caste system impacted self-worth, dignity and economic life of SC and ST.
  • Commonalities and differences in the experience of social exclusion by both groups.
  • Exclusion of SCs is based on menial jobs while for STs it is different set of economic and cultural factors.
  • For SCs education has been focal point in their struggle for equity and social justice.
  • Basic livelihood needs and the access to forests and natural resources have been central in ST movements. Education remained a secondary issue.
  • Concept of Ashram schools (residential) for ST children-poor quality, problems related to curriculum, high dropout rate.
  • Increased elementary schools in ST hamlets- issues of quality and relevance still there.
  • SCs have greater access to education but face discrimination, prejudice and rejection in schools.
  • Poor performance in exams affects their employability and increases sense of alienation.
  • There is consensus that education is critical in addressing the marginalisation of both groups.

2.  History, Economy and Society: Implications for Education of the Scheduled Castes and Scheduled Tribes
  • Problematic to treat SC and ST as homogeneous- 400 castes among SC and 500 among STs.
  • State programs generically target all SC and ST and benefit the socially and economically better off.
  • Churches played a pivotal role in socialising STs to outside world which improved their educational and economic status.
  • Ambedkar urged SCs to convert to Buddhism to annihilate the caste system. This led to two different political movements within SCs with different perspectives on education-
  • Reformative-education for access to jobs and improved status through economic mobility.
  • Alternative-education to affirm SC consciousness and empowerment to challenge caste and other forms on inequality.
  • Govt approach to SC and ST education coincides with reformative perspective.
  • Mainstream education focused on mental abilities and ignores and devalues manual skills.

3.   Literacy Advancement among Scheduled Castes and Scheduled Tribes
  • Remarkable progress in enrolment of SC and ST but could be deceptive as there is significant variation in school completion due to the social disadvantage they face.
  • Literacy rates for SCs are better than STs
  • The income of the household, parental education, home environment and school environment are major determinants of retention
  • High demand for schooling by SC and ST families leading to mushrooming of private schools- From ‘budget schools’ to super-elite.

4.    Policies, Programmes and Initiatives
  • Until 1999 there was single National Commission for SCs and STs. Now to separate ministries address their concerns- The Ministry of Tribal Affairs and the National Commission for SCs (2004) under the Ministry of Social Justice and Empowerment.
  • Special Component Plan (SCP), Tribal Sub-Plan (TSP) and Modified Area Development Approach (MADA)
  • Incentives to attract SC and ST Students- free education at primary level, scholarships, hostel facilities, MDM, free uniforms, textbooks and attendance based scholarships for girls. But the intended target group often does not receive the benefits of it.
  • MDM contributes to advancement of elementary education, child nutrition and social equity. Its impact on SC and ST students is evident.
  • Lack of awareness, administrative lapses and lack of community participation and infrastructural facilities lead are major hindrance.

5.   Areas for Research and Policy Intervention
  • Policy reforms and programs have not tackled deeper systemic factors that underlie the poor performance of SC and ST students.
  • A social justice approach to access and equity would entail policy changes that concentrate on improving institutional accountability and transforming teachers’ attitude, curricular content and pedagogical issues.
  • Discrimination by teachers-appointing teachers of same community- lack of studies that assess the impact of such teachers on learning of SC and ST students
  • School curricula are bookish and abstract and do not utilise local examples, materials and modes of learning.
  • Using the native language as the medium of instruction
  • Establishing a common school system that end the segregation of SC, ST and other marginalised students in Govt schools

6.   New Directions
  • Exclusion and discrimination cannot be removed simply by providing more schools.
  • Attitudes and biases of the majority community should become a subject of school reform
  • Using capability approach to design curriculum and classroom processes.
  • Critical areas for further research-

Ø  Comparative research between states.
Ø  Teacher professionalism.
Ø  Qualitative and ethnographic research on school culture.
Ø  Research that involves SC and ST communities and parents.

Mona Sedwal and Sangeeta Kamat