This paper explores how our education system has created
new hierarchies and forms of social exclusion and inclusion
– thereby challenging the very foundations of
equality and equal opportunity and leaving an indelible
mark on the practice of democracy. This study explored
different domains – the child, family, community
and institutions (specifically the primary school, Integrated
Child Development Services (ICDS) and other health related
services) that impact on child health, nutrition and
education and their inter-linkages, both positive and
negative.
The case study also looks at the impact
of the Rajasthan Shiksha Karmi Project (SKP) that was
designed to address teacher non-availability in remote
rural areas and the Education Guarantee Scheme (EGS)
through which Panchayats could petition the government
demanding a school in a village or habitation provided
there were 25 children who did not have access to a
primary school within one kilometre. The study points
out that the SKP and EGS did enhance access and that
remote rural areas finally saw a functioning school.
However these and other schemes have
been adversely affected by certain developments such
as the reduction in the per capita investment on education
in remote rural and tribal areas and new slum settlements
in urban areas. Further, a new kind of segregation is
clearly discernible at different levels. Children from
clearly different social and economic groups attend
different types of school – private unaided, private
aided, government primary schools, EGS or alternative
schools (AS). Even within government primary schools,
there is evidence of sharp differences in quality –
physical facilities, community participation, allocation
of funds. Children from disadvantaged groups and from
very poor families who have no other options (private
schools, tuitions) make do with whatever schooling they
get. This new development reinforces existing stratification
- giving rise to new ‘hierarchies of access’.
The Government of India made free and
compulsory education a fundamental right of all children
in the 6-14 age-group through the 86th Constitutional
Amendment Act of 2002. If EGS and AS models have shown
that decentralised management, localised and school-specific
appointment of teachers and regular monitoring by the
panchayat can ensure regular functioning of schools,
then why are state governments hesitating to bring the
formal elementary school system under the purview of
local self-government institutions Education system
is so designed that all children cannot access elementary
education, leave alone secondary education. Children
who attend poor quality primary schools and alternative
schools are the ones who drop out of the system.
Issues raised:
| • |
The lack of
education influences the ability of citizens to
engage with the institutions of democracy |
| • |
The absence of institutional
support for the poor has led to an inter-generational
cycle of poor health, nutrition and education |
| • |
Access to double rations
through the Integrated Child Development Services
was based on a person’s caste and the location
of the Centre. |
| • |
Children from poor families
and disadvantaged social groups who start life
with a cumulative burden of exclusion |
| • |
‘New hierarchies of
access’ have reinforced existing stratification
in schools. |
| • |
Social attitudes, practices
and discrimination have been continued within
classrooms to the detriment of children from disadvantaged
social groups. |
| • |
Leaders of social movements
of disadvantaged groups have not taken up the
issues of the lack of or inadequate educational
opportunities provided to children from these
groups. |
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