The Tragedy of Education Gap in India: an Opportunity to Recalibrate
India, with more than a billion residents, has one of the largest education systems in the world. Recent ASER reports cited that India has approached almost universal primary school enrollment. However, the quality of instruction varies widely, depending on the region of the country as Kerala visibility outshines while Northern states show laggardly development. Whether one is enrolled in a state-supported public school or a fee-based private school becomes another yardstick to judge.
Historically, Indian Education has been elitist, which made state intervention a sine qua non after independence to open the floodgates of Universal Education. This significantly contributed to the notion of Education being a great equalizer- the first step towards upward mobility and improving quality of life. However, the outcome gap has been ever-widening which dilutes the leveling effects, as Bibek Debroy stated in the recent release of the State of Foundational Literacy Report.
Broadening the horizon
The industrial notion of attainment characterizes output in terms of quantity; when applied to Education, it means grades and marks secured, hours studied for, the number of chapters read, etc. However, the outcome is more expansive than mere academic grades or enrollment numbers targeted. It emphasizes not just passing the information down but also actual learning. Along with basic academics, there is a focus on life and interpersonal skills. A nuanced understanding highlights how socio-economic backgrounds, familial relationships, and nutrition play a paramount role in a student’s life. Through this prism, the education gap permeates a child’s entire lifecycle- their friendships, aspirations, ability to perceive things, coping mechanisms. The kids step into classrooms with differential histories, meaning not all come ready for learning, neither are they equally keen for it. There are, therefore, different starting lines for children in this race.
Roadblocks to Shiksha
The education gap is a culmination of a plethora of factors ranging from the dearth of funds allocated for schools, salaries and training of teachers. Public schools often have poor infrastructural facilities which are not maintained and upgraded regularly. Thus, the public and private school dichotomy arise primarily from the process’s money model. Freedom to charge fees enables private institutions to enhance their facilities as a service to those who can afford it, leaving behind many students in Public schools served by the cash-strapped patron.
Further, the curriculum fails to create outcome opportunities as rote learning methods and standardized tests hinder learning. The dominance of English negatively affects students of the vernacular medium in the higher levels of Education and permeates insecurity which also lowers chances of employment in the future. The digital education wave during COVID-19 shone more light on the “Perceived quality differences” as schools grappled to keep students within the institutional system. Digital inequities in access to gadgets and guaranteed internet access with electricity led to a vast learning deficit.
Bridging the Education Gap
-
Make it fun: Bridge programmes along with curriculum and assessment process reforms should capitalize on children’s innate creativity while being mindful of differential backgrounds. Activity and peer-based learning help retention.
-
Bring it closer: Teaching children about local culture, history and issues help inculcate a sense of pride and responsibility. In its 2008 report, UNESCO reaffirmed that children learn better in their mother tongue and contextual examples.
-
Diversify: Aptitude based courses with futuristic orientation should be introduced to offer flexibility in learning as children can choose subjects beyond the basic foundations that interest them.
-
Make it affordable and accessible– Right To Education Act, 2009 reiterates the right of every child to quality education which can be ensured by making quality content accessible for free and providing internet and electricity access to utilize it.
-
Make it Collaborative- Private individuals and NGOs could partner with schools to enhance the pedagogic experience and introduce new avenues.
-
Finally, as seen in Delhi, focused spending on public schools would go a long way in facilitating an environment for holistic learning.
The National Education Policy 2020 (NEP 2020) underscores the importance of holistic development of children and instructs the States to aim at “developing good human beings capable of rational thought and action, possessing compassion and empathy”.
TribesforGOOD, through its systematic approach, works to cultivate subtle attributes of self-awareness, metacognition and build self-confidence in children. The Young Minds for Future Program offers a safe space for the children to have conversations with peers and facilitators while learning about Digital tools like Google Workspace. TFG strives to build tools for nurturing innate curiosity and ambitions in 21st-century learners to prepare them for the real world by encouraging contextual learning about social issues and their environment. This holistic ecosystem approach opens many doors for children to pursue their dreams and know their surroundings better; a sensitivity at a molecular level forms the very core of changemakers.
We are true to our creed when a little girl born into the bleakest poverty knows that she has the same chance to succeed as anybody else.
-Barack Obama
TribesforGOOD invites organizations/ NGOs/ NPOs supporting talented changemakers for possible collaborations so that we can open a plethora of opportunities for all deserving students.
Author: Anagha Lokhande— a runner, a reader and perpetual wonderer who writes about public policies and governance. “As an intern at TFG, I research Education in India and help in partnership building for the Young Minds for Future Program. A lawyer by training, I have worked closely with the Child Care Institution at Dongri to bring holistic learning to Juvenile Delinquents as the head of the Legal Aid Committee of Government Law College. I am currently pursuing Masters in Public Policy from St.Xavier’s, Mumbai, with primary research interests in Education and Environmental Policies.”