Fixing the government schools issue

General Studies Paper 2

• Context: According to the Annual Status of Education Report 2022   report, government schools saw a sharp rise in enrolment for the first time in 16 years; basic literacy levels of children have taken a big hit, with their reading ability as compared to numeracy skills worsening much more sharply and dropping to pre-2012 levels.
• Government schools in many states are predominantly attended by children from vulnerable social groups,where girls’ education is often treated as a formality for marriage prospects. In addition to funding issues, there is a need to improve governance in schools and renovate dilapidated facilities due to Covid-19
• As ASER 2023 confirms, boys and girls of elementary school-going age have all come back to schools, but the current education system is failing them. However, it is possible to make learning attractive for children with little effort.
• While a lot has been done to improve the schools on the supply side with Sarva Shiksha Abhiyan and subsequent efforts, there is a need for rejuvenating and re-imagining learning in schools.

Issues with the Functioning of Government Schools:

• Poor Infrastructure:
  • Many government schools lack basic facilities such as proper classrooms, clean drinking water, toilets, libraries, and playgrounds. This affects the overall quality of education provided to the students.
• Lack of Trained Teachers:
  • A significant number of government schools do not have well-trained and qualified teachers. This results in poor quality of teaching and a lack of enthusiasm among students.
• Outdated Curriculum:
  • The curriculum followed by many government schools is outdated and does not provide relevant skills required in the current job market. This results in a lack of employability among students.
• Inadequate Funding:
  • Many government schools suffer from inadequate funding, which affects their ability to provide basic facilities and attract well-qualified teachers.
• Lack of Accountability:
  • There is often a lack of accountability among school administrators and teachers in government schools. This results in poor quality of education and a lack of motivation among students.
• Poor Teacher-Student Ratio:
  • The teacher-student ratio in government schools is often low, resulting in inadequate attention given to individual students.
    • According to a report, India has nearly 1.2 lakh schools with just one teacher each.
    • The  Right of Children to Free and Compulsory Education (RTE) Act2009 in its Schedule lays down Pupil Teacher Ratio (PTR) for both primary and upper primary schools.
    • At primary level the PTR should be 30:1 and at the upper primary level it should be 35:1.

Constitutional Provisions and Laws related to Education in India:

• Constitutional Provisions:
  • Part IV of Indian Constitution,Article 45 and Article 39 (f) of Directive Principles of State Policy (DPSP), has a provision for state-funded as well as equitable and accessible education.
  • The 42^ndAmendment to the Constitution in 1976 moved education from the State to the Concurrent List.
    • The education policies by the Central government provides a broad direction and state governments are expected to follow it. But it is not mandatory, for instance Tamil Nadu does not follow the three-language formula prescribed by the first education policy in 1968.
  • The 86^thAmendment in 2002 made education an enforceable right under Article 21-A.
    • Article 21Aof the Constitution makes it obligatory on the State to provide free and compulsory education to children between the age of 6 and 14 years.
  • Related Laws:
    • Right To Education (RTE) Act, 2009aims to provide primary education to all children aged 6 to 14 years and enforces education as a Fundamental Right.
      • It also mandates 25% reservation for disadvantaged sections of the society.
    • Government Initiatives:
      • Sarva Shiksha Abhiyan, Mid Day Meal Scheme, National Programme on Technology Enhanced Learning, PRAGYATA, Beti Bachao Beti Padhao,PM SHRI Schools

Way Forward:

• Making Local Government Responsible with Funds:
  • Local governments and women’s collectives should be given the responsibility for elementary schools with funds and functionaries.
  • They must be authorised to fill any vacancy by rationalisation or recruiting a community volunteer who has cleared the Teacher Eligibility Test.
  • The devolved funds should be sufficient to meet the needs for basic learning and support. The school should become a community institution rather than be a government entity, whichcan draw on voluntarism/donations and get the support of gadgets to ensure healthy learning outcomes.
• Training Teachers:
  • All teachers and teacher educators (block and cluster coordinators, State/District resource persons)should be trained in the use of gadgets and course material that can facilitate learning.
  • Every classroom must have a large TV and a good sound system to provide online lessonsthat supplement what is taught in class.
• Utilising SHGs:
  • The Mid-Day Meal responsibility must be handed over to the village level  Self-Help Group (SHG)  of women.
  • The  Panchayat and School Management Committee shall be the supervisors of the SHG.
  • Teachers should not have any role in the Mid-Day Meal scheme, except teaching.
• Developing Public Libraries:
  • Public libraries should be developed where youths in the village can study and prepare for jobs and admissions to good institutions.
  • Such community institutions attract volunteers.
    • Karnataka has done outstanding work on strengthening its public libraries and this has gains for school learning outcomes as well.
  • Using Innovating Methods:
    • Sound boxes, video films, play-way learning items, indoor and outdoor sports, cultural activities for learning on a scale can be used.
    • With support from Integrated Child Development Services,toys-based learning in early childhood can be started.
      • The  New Education Policy 2022 mandates a continuum from ages 3 to 8 to ensure this important early beginning in life.
    • Healthcare Management:
      • The school leadership should take responsibility for the nutrition challenge as too many committees can weaken concerted efforts.
      • It is important to assign accountability for the well-being of children to field functionaries such as Aanganwadi Sevikas,  Ashas, Auxiliary Nurse Midwifes (ANMS), and Panchayat Secretaries.
      • Collaborating with the local government is crucial for effective healthcare management and to make a positive impact.
    • Promoting Community Campaigns:
      • There should be community campaigns and regular school level interactions with parents.
      • Teachers must build a relationship with every household to ensure children’s care and learning.
      • The Nipun Bharat Mission  to ensure oral and written literacy and numeracy, should become a people’s movement like the Total Literacy Campaign.