By Toki Blah
We are all aware of the recent release of the Meghalaya Education Commission Report (hereafter to be referred to as the Report). Many concerned and enlightened citizens have expressed their views and opinions on the Report mainly through articles in The Shillong Times. It is not my intention to comment on the report as there are other more competent experts who, I believe, are lining up with their own views and suggestions. This writer is however disappointed with a missed opportunity – the opportunity of the Report to define the over-arching and inclusive objectives of our education system. How do we then suggest positive interventions, mid-course corrections when the objectives themselves remain vague and unclear? Secondly , the Report , though based on secondary data, has been bold enough to make mention of the high rate of school dropouts, especially among rural students. What is disappointing is the absence of a required follow up as to what then happens to these dropouts? If Meghalaya is really experiencing a more than 40% secondary level rural school dropout rate, this translates to the alarming figure of more than 22,000 students, mainly in the rural areas, annually disappearing into the cracks of an uncaring society. No one seems bothered as to what happens to them. In short, the trauma of dropouts is a social nightmare that the state has simply swept under the carpet. But can we continue with our ostrich-like attitude to this social quagmire and do we have an answer?
To arrive at any tangible, achievable solution for rural school dropouts, one has to understand the reality that awaits these dropouts when they return to their villages. What livelihood options do they have? The obvious answer is farming and its allied activities, simply because all the big talk about other forms of enterprises mean nothing unless 24×7 power supply is assured for our villages. So if agriculture is the only choice left, are they equipped with the relevant knowledge to convert farming into an attractive livelihood exercise? One doubts if the existing curriculum that aims at white collared products is in any way related to a meaningful farmyard existence. So the dropout is willy-nilly forced to revert to traditional ways of scratching the hillside for a living. This is not to say that the Agriculture Department has not done anything to improve agri-production. Crop production has definitely improved but only marginally, since size of holdings; terrain; available labour; rain dependency and a non-existent technology on mountain agriculture continue to remain stubborn hurdles for a sustainable livelihood through upland farming. But this is just the start of a Meghalaya farmer’s woes.
After harvesting his crops, he is then expected to pack; transport to the nearest market; and all of this under his own steam. He has no marketing skills; lacks any bargaining power for his painfully limited produce ( even after more than 50 years of statehood , still by the khohful and never exceeding 5 quintals at the most) where his own kith and kin await his arrival like hungry vultures to abuse him to the point of exploitation. ( My blood boils at the neglect of the Syiem of Mylliem when he allows Khasi tradesmen in Iewduh to rob poor Khasi farmers with that unjustified and unethical tariff called “ka ot kilo”). Every sale of our farmers ends up as a distress sale and there is no support system to say otherwise. That patriotic call of “Ko para doh, para snam” rings hollow when self appointed saviours of the community turn a blind eye to the misery of the poor.
So let us turn back to the rural school dropout and his desperate return to farming and agriculture for a living. Is there a way out by which he can turn his painfully small and limited agri produce into a strong, economically viable livelihood venture? Let us accept that we are not the only community or state that face such a problem. This writer has been to South Korea, a land with a less fertile and skimpy soil than that of Meghalaya. The Korean farmer like his compatriot in Meghalaya suffers from similar hurdles ; small holdings, a hilly terrain, a more unforgiving climate etc. Yet the farmers there are progressive; their GDP equal if not more than their European counterparts; the Korean agricultural economy is one of the strongest in SE Asia ; their farmers even if unlettered, proud and confident of their profession and its contribution to wealth creation of the nation. How did they do it? By simply following “ the bundle of sticks” story, one of Aesop’s fables on strength through unity and coming together! They did it by coming together as Cooperative Societies; creating strength, bargaining power, value addition, accessing lucrative and non exploitative markets and easily available credit through unity of effort!
The tragedy in Meghalaya is the dismal and depressing failure of the Cooperative Movement . The reasons for this state of affairs are many but the significant and prime reason is the Government’s neglect of this empowering tool for rural poverty alleviation. It allowed the movement to be politically hijacked where only those with political connections or with vested self interests to access the benefits of all Centrally sponsored Cooperative schemes. The Coop Movement lost the confidence of the poor and the marginalized, the very target group it seeks to lift . The rest is history. Point for consideration – can the Cooperative Movement be revived to give hope to rural dropouts who have turned back to farming for livelihood?
History and destiny have this surprising habit of coming up with opportunities of hope in times of crisis. Those with foresight grab such opportunities to turn failure to success. Fools however often fail to recognize such gateways. For Meghalaya this opportunity has come out in the form of a delightful little publication by the Directorate of Education Research and Training (DERT) titled “Training Module on Entrepreneurship and soft skills –Unlocking entrepreneurial potential.” To me it is a must read for those in Government who are in charge of Education, C&RD, Cooperatives, and Agriculture. It forms the key in unlocking the logjam of Agricultural poverty ; of making farming and allied activities attractive livelihood activities and most important of halting this desperate influx of the rural poor to our urban centres.
Let me try and explain what I mean. With no intention of discriminating against anyone, let us accept that teachers of rural schools would have by class 8 or 9, identifies those students who are potential dropout material. This would be the ideal time to start introducing the concept of the Cooperative movement, especially for students from farming communities, by including such introductions in once a week classes to be conducted by resource persons from the Cooperative Department. The idea is to familiarize those who are likely to return to farming, of the mutual benefits that can accrue by working together . The hope is that when the time and opportunity for forming a cooperative society arrives, it would be a word and concept the dropout student is already acquainted with and comfortable with. It means the poor farmer will be less likely to be exploited, abused and manipulated by those with malafide self interests. Now if this concept and idea of DERT has the potential of changing the lives of 22,000 of our youth, I think the Govt should be ashamed of itself if it pleads shortage of funds as an excuse for non application of the scheme. For the sake of the reader allow me to quote some of the more significant portions from the above mentioned DERT publication.
The “Training Module on Entrepreneurship and soft skills –Unlocking entrepreneurial potential” in its preface speaks of “ innovation and adaptability as drivers of progress.” I don’t know from where they picked up such ideas but they fit in so appropriately with the missing gap in Meghalaya development. It describes entrepreneurship “ not just about starting a business; its about cultivating a mindset that encourages creative problem solving, resilience and a proactive approach to life’s challenges.” Just what the doctor ordered for the 22,000 school dropouts that happen every year. The module speaks about “equipping the student with the soft skills and confidence needed to navigate a rapidly changing world”.
So glad for such wisdom if it starts teaching our youth to challenge those who are so determined to drag us back to the imagined past glory of the dark ages. It is my direct request to, not a challenge, for the Meghalaya Cabinet, the Departments concerned and for our legislators to discuss, debate and dialogue with stakeholders the potential of this DERT manual. It is my sincere belief that its worth the exercise. It could well be the first step towards the sustainable change everyone is looking forward to.
