Restructuring the Government Schools—the Need of the Hour.

Dr. Niranjanaaradhya, P. V.

(Translation of the Kannada article that appeared on the Editorial Page of Prajavani, dated 13 October 2011)

If the state government is really committed to the universalisation of quality school education its first step should have been to provide general education for all on the basis of equality. But there is no comprehensive and clearly stated policy of general education in our state. Instead there is consensus that there should be a primary school for every kilometer, a higher primary school for every three kilometers, and a high school for every six kilometers. As per this understanding the concerned officials receive requests and take decisions to start schools. Schools started based on this unstated policy of the government the government schools, instead of becoming better schools and tools of better system of school education, have lost all foresight and are opened keeping in mind the political necessity of the moment.

In urban areas, owing to the pressure of the lobby of private concerns with political backup and money power, even this ‘unstated’ policy of starting schools is thrown to winds, and schools are opened. As the field of education and administration in urban areas are influenced by the political power and financial lobby which are always for private institutions, the system of public instruction is losing its strength every day and becoming victim of privatization. Thus there are many primary schools in one kilometer radius, several higher primary schools in three kilometer radius and many high schools in six kilometer radius are permitted. As if all this is not enough, nowadays no objection letters are given without any discretion to start CBSE and ICSC schools based on central syllabus. As a result the government which allows starting private schools in the neighborhood of government schools itself is responsible for creating a condition in which government schools should be closed down. For the last three years government is closing down schools.

As a result in most of the towns, urban centers and municipal areas the rule of universal general education has been violated and private schools have mushroomed in each and every street. In many of these schools bathrooms and kitchens have been turned into class rooms and ‘god’s rooms’ have become office rooms! In many cases the name boards of these schools is just opposite of the purpose, meaning and facility available in the school. Schools run by Hindu and Muslim administrative boards are named after Christian saints, sisters and mothers and deceiving the public. Other school administrations are deceiving the public in the name of ‘national’ or ‘international’ ‘public schools’. These schools have no elements reflecting national or international values. Several other school administrations start schools in the name of local saints and eminent people and make money. Making maximum profit in the name of education seems to be the only common principle of these schools. Having the aim of maximizing their profits these schools are deceiving the public under the banner of ‘public schools’.

Because of these reasons education has become a commodity of profit and lost its value in our state. In the present day system of liberalized market economy those who are strong economically and can buy education are sending their children for the sake of social prestige to the schools that are highly expensive and propagate that the ultimate aim of education is to help the child obtain a highly salaried post. They ‘brand’ this type of education as ‘quality education’ and destabilize government schools and see to it that they are closed eventually for their own selfish motives. On the other hand the very poor communities, especially the scheduled castes and tribes, the minorities and economically backward classes depend on government schools and schools run on government aid. They are concerned about providing good education that is essential to make their children good citizens. But being influenced by fantasies created by the false propaganda of private schools based on market economy they are taking their children away from government schools.

Answer to this in not in converting the social institutions called government schools into markets in the model of profit mongering private schools but in controlling the private schools opened just for the sake of profit, restructuring and strengthening the government schools on the basis of equal education for all. That is the need of the hour. In this background the government should attempt to wipe out all inequalities in the area of education create a system where there is equal opportunity and provide education that creates equality. The government may kindly consider the two following propositions.

As the first step of providing opportunity of equal general education for all in each and every village and town, city and municipal ward a well equipped ‘general primary school’ should be started. Such a school should be a government school, or government aided school or school recognized by government. Whatever may be the administrative board such schools should have facilities to provide all the children between the ages of 3-10 years should get free quality care and education up to fourth standard. Instead of various schools governed by several boards competing with each other in the same geographical area the school recognized by the government should work as ‘common neighborhood school.’ The government should provide all necessary help to such schools.

The second phase of equal general education the existing higher primary and high schools in the state should be reorganized. In panchayat head quarters in rural areas, and in each and every ward of municipalities and cities there should be a well equipped ‘public middle school’. Classes from 5th to 10th standard should be considered as middle schools and have facilities to provide free, compulsory and quality education. Each child coming out of ‘general primary school’ should be able to get quality education up to 10th standard.

The decision of the government to close down the schools without addressing the defects of the system doesn’t only reflect lack of knowledge but also the lack of foresight necessary for total change of system. In such times only a strong movement for the preserving general public instruction can make the anti-people government yield.

(The writer is Fellow in the School for Law and Child in the National University of Law.)