Political analysts may have their own explanations as to what were the factors that thwarted an ‘anti-incumbency’ tide in Bihar and turned it completely in favour of Mr Nitish Kumar, but definitely his approach to education problems in the State played a role. People of Bihar has drafted to dustbin the loudmouths who had ruined Bihar for decades together, breaking the caste barrier, at least partially, in this election. It can be said with certainty that the solution to social ills, including parochialism, casteism, religious discord and corruption, will emerge only when education gets its due. For the downtrodden and deprived, the first human right in the 21st century must be recognised as ‘quality education to each one’. In Bihar, if Mr Nitish Kumar has earned votes cutting across caste lines, it is because he tried to change the education scenario in the State by providing uniform to students and bicycles to girls. Teachers are now attending schools and even teaching. And such measures have enhanced people’s aspiration.
In rural India, anyone who would provide an effectively functional school is likely to win the hearts of the people, including the poorest of the poor. They would love him irrespective of every conceivable diversity and the deep-rooted local political considerations. Not all has been achieved in the education frontier in Bihar, but the reversal of downslide has become evident. May be another five years later, Mr Nitish Kumar would be in a position to issue an ordinance: Children of all those who draw their salary from public funds must study in schools run by public funds. No education allowances would be given to people whose children are not studying in Government schools. That would mean sincere implementation of the concept of ‘common school system’. For the first time, the possibility of such a concept taking concrete shape has emerged.
In early 90s, policy-makers in Shastri Bhavan were often heard saying that if a policy can bring even a little change in Bihar, it is sure to be sucessful elsewhere. Let political leaders in other States, keen to return to power, think of the long-term dividends that accrue from according education the primacy it deserves. Education is equally important along with roads, drinking water and shelter.
The education scene can be only transformed when political will becomes evident. Of course, the perpetual impediments like frequent transfers of teachers, delaying their salaries and other dues and bureaucratic high-handedness have to be controlled. If teachers can get appointments without the corrupt practices prevalent for decades, the change will be definitely evident to win votes. However, if the money transacted for getting recruited as a teacher in Government-run schools come to light, it would sure be a deterrent to new education programmes. Precisely, this has been the case when schemes like ‘Operation Blackboard’ were launched in 1989-90. There was a chance of changing the face of school education, but what followed was a few inquiries and suspensions. It also proved another point: Additional funds are necessary but funds alone are not sufficient unless political approach to education changes at the policy level and the work culture is drastically transformed.
Indian education system has gathered sufficient experience in the post-Independence period to identify the reasons that have led to the failure of some of the major initiatives and what needs to be done in order to transform the system. In our country, the most important challenge remains the role of education in value inculcation, emotional nurturance and character development. The nation is witnessing unparalleled erosion of values. Practically, one can see a crisis of character all around as it manifests in the form of corruption eating away at the system of governance, judiciary and other sectors.
When the British had introduced their education system in India, their objectives were very clear: Train people for employment under the Government of the day. They were hardly interested in inculcating human values and Indian culture. Rather, they were keen to demolish our culture and values and replace them by their own. They were highly successful in their long-term objectives. Not a week passes when cases of gross impropriety, corruption and unashamed accumulation of wealth do not make headlines. Those in positions of power and authority would stoop to any level to line their pockets and that of their kin. What is worse is that the system is so crippled that practically no wrongdoer is punished. The money looted is never recovered and the damage done to the nation and the people is irreversible. The culprits remain part of the system by shamelessly changing sides and continue to enjoy the fruits of power.
The rot can be stemmed if recruiting quality school teachers become the primary focus of the education system. They can change young minds by teaching them the essence of our value system and the need for strong character. Of course, such a resolve would need political patronage at all levels of education.
Providing children quality education is the most intense aspiration of every parent in today’s India. Unfortunately, educational planning seems to revolve around high-fee charging public schools, institutions with foreign collaboration and issues like nursery admission criterion. One reason may be the dismal conditions of Government-run schools. While posts of teachers remain vacant, there are no proper classrooms and essential facilities like toilets and computers are missing. If the Government wants to achieve any transformation in the conduct of its functionaries, it must evolve long-term strategies. Otherwise, continued apathy to the functioning of Government-run schools will be a spanner in the wheel of nation’s growth. Bihar has shown the way to educational reforms. Why not others follow?
Source: The Pioneer
In rural India, anyone who would provide an effectively functional school is likely to win the hearts of the people, including the poorest of the poor. They would love him irrespective of every conceivable diversity and the deep-rooted local political considerations. Not all has been achieved in the education frontier in Bihar, but the reversal of downslide has become evident. May be another five years later, Mr Nitish Kumar would be in a position to issue an ordinance: Children of all those who draw their salary from public funds must study in schools run by public funds. No education allowances would be given to people whose children are not studying in Government schools. That would mean sincere implementation of the concept of ‘common school system’. For the first time, the possibility of such a concept taking concrete shape has emerged.
In early 90s, policy-makers in Shastri Bhavan were often heard saying that if a policy can bring even a little change in Bihar, it is sure to be sucessful elsewhere. Let political leaders in other States, keen to return to power, think of the long-term dividends that accrue from according education the primacy it deserves. Education is equally important along with roads, drinking water and shelter.
The education scene can be only transformed when political will becomes evident. Of course, the perpetual impediments like frequent transfers of teachers, delaying their salaries and other dues and bureaucratic high-handedness have to be controlled. If teachers can get appointments without the corrupt practices prevalent for decades, the change will be definitely evident to win votes. However, if the money transacted for getting recruited as a teacher in Government-run schools come to light, it would sure be a deterrent to new education programmes. Precisely, this has been the case when schemes like ‘Operation Blackboard’ were launched in 1989-90. There was a chance of changing the face of school education, but what followed was a few inquiries and suspensions. It also proved another point: Additional funds are necessary but funds alone are not sufficient unless political approach to education changes at the policy level and the work culture is drastically transformed.
Indian education system has gathered sufficient experience in the post-Independence period to identify the reasons that have led to the failure of some of the major initiatives and what needs to be done in order to transform the system. In our country, the most important challenge remains the role of education in value inculcation, emotional nurturance and character development. The nation is witnessing unparalleled erosion of values. Practically, one can see a crisis of character all around as it manifests in the form of corruption eating away at the system of governance, judiciary and other sectors.
When the British had introduced their education system in India, their objectives were very clear: Train people for employment under the Government of the day. They were hardly interested in inculcating human values and Indian culture. Rather, they were keen to demolish our culture and values and replace them by their own. They were highly successful in their long-term objectives. Not a week passes when cases of gross impropriety, corruption and unashamed accumulation of wealth do not make headlines. Those in positions of power and authority would stoop to any level to line their pockets and that of their kin. What is worse is that the system is so crippled that practically no wrongdoer is punished. The money looted is never recovered and the damage done to the nation and the people is irreversible. The culprits remain part of the system by shamelessly changing sides and continue to enjoy the fruits of power.
The rot can be stemmed if recruiting quality school teachers become the primary focus of the education system. They can change young minds by teaching them the essence of our value system and the need for strong character. Of course, such a resolve would need political patronage at all levels of education.
Providing children quality education is the most intense aspiration of every parent in today’s India. Unfortunately, educational planning seems to revolve around high-fee charging public schools, institutions with foreign collaboration and issues like nursery admission criterion. One reason may be the dismal conditions of Government-run schools. While posts of teachers remain vacant, there are no proper classrooms and essential facilities like toilets and computers are missing. If the Government wants to achieve any transformation in the conduct of its functionaries, it must evolve long-term strategies. Otherwise, continued apathy to the functioning of Government-run schools will be a spanner in the wheel of nation’s growth. Bihar has shown the way to educational reforms. Why not others follow?
Source: The Pioneer
