By Sonie Kharduit
A new National Education Policy (NEP) is round the corner, when the committee under the leadership of Dr. Kasturirangan, constituted by the Human Resource Development ministry (HRD) will present the draft copy in few days time. The NEP envisages radical changes with some serious overhauling to transform the current educational system from input based to output driven model, in an effort to respond to the dynamic challenges posed by jobless growth, low learning outcomes, and abject employability of graduates, stress related suicides, outdated syllabus etc. Some pointers give a hint that girl’s education promotion, syllabus restructuring and reduction, treating co-curricular or extra-curricular activities as a separate subject to propel greater participation in them with the intention of providing an all round development, are some of the focus areas in the NEP worth integrating but nonetheless more is needed to be done if our country has to move away from the rotten learning system where only marks and grades determine the worthiness of a child.
The current impasse in the education system results from the cyclic process involving deficiencies from multiple components, feeding on each other’s failures and hence results in zero progress. This cyclic autophagic process can be summed up as follow:
The low priority given by government to education, ranging from budget allocation or institutional capacity building gives scope for private player’s entry, capitalising on this demand-supply mismatch of quality education. The booming private institutions in turn needs teachers and the unemployed educated youth provide quick solutions. In simple terms, the teaching field has become the dumping zone of frustrated unemployed youth. It’s too much to expect miracles from these mislaid teachers to satisfy the demand for quality education. The basic criterion of a good teacher is missing from them; low remuneration further aggravates the situation. Under such circumstances its futile to expect higher learning outcome from students. These ad-lib kids are then pushed into the rat race of a series of national entrance examinations (JEE, NEET) hoping to secure the future, only to be rejected. These national exams have become more of rejection mechanism rather selection systems. The failed students are not the outcomes of their sole impuissance but rather it is the collective failure of the whole system, which fails to equip and prepare them in an equitable manner to succeed. The limited number of such institutions further widening the demand supply gap creating barriers between the haves and the have-nots. The more fortunate ones with greater access to resources and support enjoy the benefit of better chances of being selected. No doubt hard work is the bedrock but when hard work is complemented with better platforms it is bound to give better results. Moreover the rising number of exam stress related suicides demand our attention to examine the feasibility and viability of the current exam oriented education system.
A robust education system engulfs four important domains i.e., Accessibility, Equity, Quality and Affordability. The gross enrolment figure is appreciable only for the primary stage, whereas the corresponding figures for higher education are not inspiring at all. RTE undoubtedly facilitated the entry process but the current system still struggles with retention. The equity part is more grievous, the rich-poor, rural –urban divide defeat the motto of universal education. As discussed above, the quality aspect is far below acceptable standards. The disconnection between academics and industries, the outdated and stagnant syllabi content produces only jobless graduates. Finally, the affordability component has rendered millions of families distressed, in the same manner that health expenditure has thrown several families into poverty.
Investment on teachers and quality components are the best bet to overhaul and overcome the current fiasco in this sector. Qualified and passionate teachers are the bedrock of a flourishing education system. Good teachers possess both the IQ( intelligence quotient) and EQ (emotional intelligence); the former includes in-depth knowledge of the subject and the latter implies the ability of a teacher to understand and evaluate the variable emotions and capacity of each student in the class room and responds accordingly, even beyond the academic sphere, thereby perpetuating the idea of all round development. Sadly, we have a dearth of such teachers. As stated previously teaching profession has turned into a dumping zone of unemployed youth! Youngsters enter the teaching market not because of passion but for social security and livelihood. Worsening the plight is the low remuneration, delay in payment, poor working conditions which push teachers into road protests. The plight of low salaried SSA teachers adds no incentives to inspire them to deliver. If a private institution wants to attract best talents then higher pay is the answer. It needs to enhance the fee structure which again burdens the parents. Hence we see elite school like St. Edmund’s becoming the privilege of the rich. The common folks are automatically sidelined due to the lack of financial capacity. This is a pan- Indian phenomena.
Teaching which is supposed to be the most dignified profession is treated with indignity and humiliation. Unless the teachers feel secure financially and are treated respectfully how can we expect them to give their 100% commitment? A teacher’s duty starts as early as 7 am in the morning. There is no room for delay. Work often accompanies them to their homes and all this added to family responsibilities. Leisure time is really hard to come by in their time table, but still this community is at the bottom of government’s priority list.
Teachers with talent, passions and perseverance are the need of the hour. They are dreams and career makers that enable the students to realise their true potential. A subject can become interesting and fascinating for the pupil only if the teachers are able to beautify the subjects and add the interest factor to it. Integration of technology will be productive only if we have trained teachers who can maximise its usefulness. For instance, the introduction of smart class is futile if smart teachers are not available. Technology is just a means not the ends; we still need real teachers on ground to connect the technology, knowledge and students.
Teachers education is another vital factor. Teachers need to unlearn and relearn with the changing times. Knowledge is dynamic, knowledge expansion is a continuous process and teachers should be willing to assimilate them in their academic and personality development. There should be progress intellectually and methodically for teachers to help them stay relevant with the ever increasing competition so as to assure better guidance for students. Standard of teaching is another issue. The TSR Subramanian recommendations are worth considering viz, compulsory licensing and certification for teachers with periodic reassessment, creation of IES( Indian Education Service) an all India service, scope for attracting the best talent pool, a standard compulsory TET (Teacher Eligibility Test) etc are few worthwhile ideas.
The debate on quality component needs to dig deeper in order to fill the gaps and loopholes. Teacher’s quality and standards is at one end and the other end probably is the exam- centric approach system. Both factors exacerbate the quality quotient. Students get enslaved in this examination cycle throughout their learning phase, leaving no room for an all-round development or other value education. They read to pass the examination and not for knowledge gathering. Spirit of inquiry is missing. There is no place for creativity and other forms of experimental learning. On one side is the burden of realising parent- obsessed dreams and on the other the stress of examination fears. Suicide may seem attractive to escape the evil of such dichotomy.
The quality aspects is also reflected in the poor employability of our graduates, the irrelevance of syllabus content, the disconnection with industries which perpetuate the wretchedness of jobless growth. Absence of skills and other apprenticeship mechanism may turn the demographic dividend into a disaster.
Primary education is another cornerstone to be considered in order to establish world class higher education system. It’s ridiculous to expect ethereal education when foundation is in a fallible state. Primary stage decides the type of future students desire, unless they get attracted and passionate for particular subjects, the choice of careers will hang by a thread, worse they will lead a frustrated life throughout. Primary education is the sparking stage, and with the support of good teachers every kid can shine, thereby allowing them to devote their entire energy for a purposeful existence.
Hence revamping the education sector requires a holistic approach, greater financial support, capacity building, teacher’s development, stress reduction from examination and syllabus restructuring. This should be adequately complemented by other sectors like better health indicators, jobs generation and skilling. This will definitely help to transform mere workforce into a human resource. Integration of mother tongue can be add-ons since it can greatly enhance the learning outcomes at the primary stage. Finally, education is a concurrent item in the Seventh Schedule; co-operative federalism has to be an integral part of the process, synergising the centre- state interest and working together to revitalise the education ecosystem for the betterment of the country.
Education and Health are the two pivotal basic sectors essential to construct human capital; its meagreness hurts the poor more and hence puts higher obligations on the state to deliver rather shifting the onus to private hands. Brain storming session on the above discussed attributes will definitely help to give an insight in framing a new education policy to bridge the gaps and failures of the past.