The directive of the Delhi High Court about admission of 25 per cent poor students in public schools is reasonable and meaningful. As we all know, a large number of Indian families are very poor. According to a recent survey, more than eight million families live in urban slums in the country. The poor will continue to be poor or even become poorer if they are not properly educated. Right education, indeed, is the key to improve their lot. But we have not made sincere efforts in this direction. Consequently, the rich are growing richer and the poor are increasingly becoming poorer. One is reminded of Martial’s assertion: If you are poor today, you will always be poor. Only the rich acquire riches. Thus the decision of the High Court is timely and could be far reaching in effect.
KnowledgeThere is a dire need to go deep into the problem. It is a truth universally accepted that economic prosperity is a worthwhile target and the most viable instrument to achieve it is good education. Many advanced countries have realised this. But we have not. Then, political will matters the most. However, it is unfortunate that issues like elimination of illiteracy, poverty, unemployment, corruption (social and moral) and crime have never been included in poll manifestoes of any political party in India. Education for the poor is the need of the hour, and real development is the development of humans. As the rich often send their children to public schools, they would naturally try to scuttle or dilute the court decision on one pretext or another. Tagore wanted India to be a land where knowledge is free. Why should we deprive the poor of good education solely because they are poor? In all this we are the losers as a nation. The history of the world bears testimony to the fact that numerous great men and women have sprung from humble cottages, not from high palaces. If money is the hurdle in the way, governments should support poor students in public schools. However, whatever the percentage actually fixed or adopted, public schools can’t accommodate all or most of the students belonging to poor families. Our aim should be to impart education of reasonable quality, education for equality, to one and all. The National Policy on Education (1986, 1992) clearly underlines the objective; In our national perception education is essentially for all. This is fundamental to our all-round development, national and spiritual. In the same strain, a project called No child left behind was launched in 2002 in the USA. But our progress in the field has been awfully disappointing. We still have the largest number of illiterates in the world.
Temporary handsAs numerous public schools are known for a high standard if education, parents seem to prefer them to institutes which give free education. The million-dollar question is: Why can’t our government or MC schools, where teachers are generally better paid and much more qualified and experienced, come up to that level? When the issue is raised in departmental circles, everybody blames everybody else, and parents squarely blame them all. Some of the reasons suggested for poor performance appear genuine too. At times teachers’ posts are not filled for a long time; thousands of these remain vacant in every state at any point of time. Teachers with required qualifications are available, but almost every state now is going in for temporary hands on reduced emoluments and little security of service. Worse, the education management and supervision are poor and erratic. In several regions, things such as syllabi, textbooks, and non-introduction of English are put forward as the major factors contributing to the popularity of public schools. So Himachal Pradesh recently decided to introduce English at the primary stage. English may be a significant contributing factor, but there are other compelling reasons as well. English schools, in general, have more teaching days and better discipline. They often start early and finish early, whereas government schools, even when located in the same towns, start late and finish late. They do so solely for the convenience of teachers and employees. Discerning parents and guardians seem to have little say in the education process in the government sector. They frequently feel helpless or ignored, though they are the principal users of the system. Unions of politicians, teachers and employees generally hold the sway. In the general perception of parents and the public, privately managed education institutions are functioning and doing far better. That is why even their detractors personally strive to send their children there. Parents and students look for the benefit, and whatever seems administered best is the best for them. They may not have better-paid or qualified teachers. But their output is usually better. Happy exceptions are certainly there. However, in most cases the best education institutes in each region are the private ones. On the other hand, many education institutes in the government sector show poor results, and there is hardly any one in rural or hard areas, which has adequate or competent staff at any point of time. The very fact that the honourable courts are fixing limits of poor students in public schools points to their status.
Improve standardsOf course, the High Court decision may cause some problems in the initial stages for public schools। Besides the monetary loss, there could be a fall in academic standards. It would not be easy to put students of economically weak families in the main stream in premier institutions. Should they have separate classes for such pupils or cater to their needs only in general classes? Some of them may not able to get along with others, some even drop out. This brings to mind the lot of a student named Atrai, mentioned in Bhav Bhuti’s book, Uttar Ram Charitam. Atrai leaves the school located in August Rishi Ashram because she feels uncomfortable in the school where brilliant students like Love and Kusha study. What is the way out? Three suggestions may be given. One, we should improve the lot of our schools in the government schools, especially at the elementary level. In this area drastic steps should be taken at the earliest. Here managers and teachers have to play a crucial role. As the chairman of a reform committee for Delhi schools succinctly observed: standards would improve if you could ensure that you have teachers, they go to schools, and when in schools, they teach. Two, the shifting should first be made operative in the initial stages. Finally, parents and guardians should constantly cooperate with the school authorities and help their wards at home so as to keep them on par with the general stream. In no case the standards of education be toned down. [Source: The Statesman]
KnowledgeThere is a dire need to go deep into the problem. It is a truth universally accepted that economic prosperity is a worthwhile target and the most viable instrument to achieve it is good education. Many advanced countries have realised this. But we have not. Then, political will matters the most. However, it is unfortunate that issues like elimination of illiteracy, poverty, unemployment, corruption (social and moral) and crime have never been included in poll manifestoes of any political party in India. Education for the poor is the need of the hour, and real development is the development of humans. As the rich often send their children to public schools, they would naturally try to scuttle or dilute the court decision on one pretext or another. Tagore wanted India to be a land where knowledge is free. Why should we deprive the poor of good education solely because they are poor? In all this we are the losers as a nation. The history of the world bears testimony to the fact that numerous great men and women have sprung from humble cottages, not from high palaces. If money is the hurdle in the way, governments should support poor students in public schools. However, whatever the percentage actually fixed or adopted, public schools can’t accommodate all or most of the students belonging to poor families. Our aim should be to impart education of reasonable quality, education for equality, to one and all. The National Policy on Education (1986, 1992) clearly underlines the objective; In our national perception education is essentially for all. This is fundamental to our all-round development, national and spiritual. In the same strain, a project called No child left behind was launched in 2002 in the USA. But our progress in the field has been awfully disappointing. We still have the largest number of illiterates in the world.
Temporary handsAs numerous public schools are known for a high standard if education, parents seem to prefer them to institutes which give free education. The million-dollar question is: Why can’t our government or MC schools, where teachers are generally better paid and much more qualified and experienced, come up to that level? When the issue is raised in departmental circles, everybody blames everybody else, and parents squarely blame them all. Some of the reasons suggested for poor performance appear genuine too. At times teachers’ posts are not filled for a long time; thousands of these remain vacant in every state at any point of time. Teachers with required qualifications are available, but almost every state now is going in for temporary hands on reduced emoluments and little security of service. Worse, the education management and supervision are poor and erratic. In several regions, things such as syllabi, textbooks, and non-introduction of English are put forward as the major factors contributing to the popularity of public schools. So Himachal Pradesh recently decided to introduce English at the primary stage. English may be a significant contributing factor, but there are other compelling reasons as well. English schools, in general, have more teaching days and better discipline. They often start early and finish early, whereas government schools, even when located in the same towns, start late and finish late. They do so solely for the convenience of teachers and employees. Discerning parents and guardians seem to have little say in the education process in the government sector. They frequently feel helpless or ignored, though they are the principal users of the system. Unions of politicians, teachers and employees generally hold the sway. In the general perception of parents and the public, privately managed education institutions are functioning and doing far better. That is why even their detractors personally strive to send their children there. Parents and students look for the benefit, and whatever seems administered best is the best for them. They may not have better-paid or qualified teachers. But their output is usually better. Happy exceptions are certainly there. However, in most cases the best education institutes in each region are the private ones. On the other hand, many education institutes in the government sector show poor results, and there is hardly any one in rural or hard areas, which has adequate or competent staff at any point of time. The very fact that the honourable courts are fixing limits of poor students in public schools points to their status.
Improve standardsOf course, the High Court decision may cause some problems in the initial stages for public schools। Besides the monetary loss, there could be a fall in academic standards. It would not be easy to put students of economically weak families in the main stream in premier institutions. Should they have separate classes for such pupils or cater to their needs only in general classes? Some of them may not able to get along with others, some even drop out. This brings to mind the lot of a student named Atrai, mentioned in Bhav Bhuti’s book, Uttar Ram Charitam. Atrai leaves the school located in August Rishi Ashram because she feels uncomfortable in the school where brilliant students like Love and Kusha study. What is the way out? Three suggestions may be given. One, we should improve the lot of our schools in the government schools, especially at the elementary level. In this area drastic steps should be taken at the earliest. Here managers and teachers have to play a crucial role. As the chairman of a reform committee for Delhi schools succinctly observed: standards would improve if you could ensure that you have teachers, they go to schools, and when in schools, they teach. Two, the shifting should first be made operative in the initial stages. Finally, parents and guardians should constantly cooperate with the school authorities and help their wards at home so as to keep them on par with the general stream. In no case the standards of education be toned down. [Source: The Statesman]
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