GIVE THEM THEIR RIGHT

For six decades since independence, India has waited to provide universal elementary education of acceptable quality for its young. Now that the Right to Education Act is in place, it is but natural that expectations will soar high once again. Here is a chance to achieve the illusive dream of giving every child his/her legitimate due at the right time by way of quality education. We cannot deny the fact that the nation requires high quality professionals at different levels, the seeds for which are sown in primary schools.


In 1993, the Supreme Court of India ruled in the Unnikrishnan case that right to education was a fundamental right as it was implicit in Article 21 of the Constitution which deals with right to life. But it was only in 2004 that the 86th Constitution Amendment was enacted and the country had to then wait till 2009 when the Right to Education Act was formalised.


Should it have taken 16 year after the Supreme Court judgement of 1993 for the Right to Education Act? Does it not indicate the lack of seriousness on the part of those who matter? The country is now reconciled to the slackness that has marked Government's attitude for six decades towards implementing the constitutional mandate of providing free and compulsory education to all children till they attain 14 years of age.


The Right to Education Act is practically limited to children in the six to 14 years age group. Further, it does not talk of quality education and no one within the 'system' has been made responsible for it. While parents are accountable, the 'system' is nowhere near being placed at par with them. The Act has not generated any enthusiasm in either the 'system' or among its targeted beneficiaries.


Huge amounts of funds are needed to implement the Act and achieve its goals. According to one estimate, it would cost the Government Rs 1.75 lakh crore. Exactly how the Union Government plans to mobilise resources for this task is yet to become clear. Nor does anybody know how the State Governments plan to deal with the new situation.


What is known is the stand of the State Governments which they have clearly enunciated. They do not have the resources to maintain the present infrastructure, which includes maintenance of schools and salaries for teachers. To implement the Right to Education Act, we need 10,00,000 additional teachers. Where are the potential teachers? Even if they were to be available, which State Government is willing to recruit them?


The harsh fact is that several lakhs of existing jobs in schools are lying vacant. This equally applies to States like Maharashtra and Delhi which are perceived to be favoured by the Union Government. The crisis is further accentuated by a couple of lakhs of para-teachers appointed on nominal remuneration and who are all the time concerned about the security of their jobs.


It is widely known that the para-teachers got their low remuneration quasi-jobs by pulling the right strings and many of them are believed to have even paid money to 'get into the system' in the hope of regular employment at some time or the other. This huge group remains a demoralised lot. It would be a folly to expect para-teachers to contribute effectively in fulfilling the expectations that must inherently arise with the implementation of the Right to Education Act.


The elementary education sector has three major categories of schools. Most of these — above 80 per cent — are managed by State Governments and bodies that receive and utilise public funds. The next category is that of schools which receive grants from State Governments but are privately managed. In states like Uttar Pradesh, a large number of schools belong to this category. The third group comprises 'public schools' that do not receive any grants from State Governments or the Union Government and have their own management.


Government schools enjoyed a formidable reputation till the 1960s. But they no longer evoke admiration. The unaided public schools are the preferred destination for those whose parents can afford that privilege by way of paying huge sums of money as 'donations' and fees. These schools are never short of those queuing up before their main gates and bigwigs of every sector can be seen jostling for a foothold within the premises.


The State Governments are always on the lookout to issue circulars and directives to these schools on admissions, timing of classes, bussing, fee structure, teachers' salaries, admissions, reservations and any other possible aspect their Babus can think of. Public schools hardly ever care to follow these in actual practice. Let's not forget that those who issue circulars also have recommendations to make to schools for admissions!


How does the 'system' instil confidence among the people that the Right to Education Act will really become effective? Present indications are rather disappointing. The Municipal Corporation of Delhi has repeatedly defaulted in providing winter clothes to children in time and then decided to make payments in cash. But even this is not being done on time! Children are being paid in cash for what was supposed to have been provided to them — Rs 125 for a jersey; Rs 70 for a pair of shoes and Rs 20 for a pair of socks!


In Noida, voluntary organisations running the Mid-Day Meal Scheme are on the verge of giving up as it is impossible to manage the programme in view of the galloping inflation that has impacted the cost of food and food products. The approved amounts are Rs 2.10 for children in primary schools and Rs 2.40 for those in Classes 6 to 8. It is baffling how children can possibly get a nutritious meal for such small amounts of money.


The rigidity and lack of sensitivity that paralyse our 'system' can be seen everywhere when it comes to education — particularly in the elementary education sector which requires an empathetic approach. It would just be a reiteration of well-known facts if one were to give details of the prevailing pathetic condition of infrastructure, non-availability of teachers, the irregular manner in which schools function and the non-availability of books and reading material.


The Right to Education Act can be deemed to have been implemented only when people begin to observe visible improvements in the existing schools and their functioning. This is the first step to move ahead towards effective universalisation of elementary education, which can no longer be allowed to remain elusive to many children.