Status of Schools in Madhya Pradesh

(Table No. 1)

Education is a foundation stone for cultural, perceptional and sentimental development of a human being. True to the saying that a strong building can be constructed only on a strong and solid foundation. Similar is the role of education in human development. Education always reflects upon the heritage and identity of a Nation helpful in deciding its future course of action and direction.  It is not limited only up to gaining literacy but is a strong medium of providing opportunities for the thorough and all round mental development of a person. In the context of education, Ruskin was of the view that:“The purpose of education is not only to impart knowledge on such subjects and matters hitherto unknown to a person, but also to inspire him to behave in such a befitting manner he is not used to till then”. Education is a strong medium of learning process, which opens up horizons of vast opportunities.  It helps in removing the darkness of illiteracy and makes a visionary impact.

Education is on a cross road today, where on the one hand it has its valued golden heritage, but on the other it is facing a turbulent path full of challenges.  In the progressive history of education, two concepts remain upper most i.e. quality of education and its equality to all.  The quality of education started lowering down with the beginning of era of economic liberalization.  It has been reduced to a mere service trade in the wider international context.  Thus, instead of providing a value-based education, its course is being set depending upon the prevailing market trends.  In the name of strategy for infrastructure investment, not only the international market has withdrawn itself from important educational programmes, but also the respective Governments started restricting themselves in this behalf.  The expenditure on education is being constantly reduced. Aiming to influence the educational policy, the World Bank in the year 1986, declared its preference for imparting education to children at varying levels depending upon their respective standards of living. Apparently, with the sole objective of withdrawing from education, slowly and slowly a parallel infrastructure was being created in the guise of innovative plans.  In nutshell, as a result of aforesaid pulls and pressures, the present form of education is at much variance from that of its original one.   

Schools in Madhya Pradesh

Step-by-step efforts:

Analyzing the step-by-step efforts made in Madhya Pradesh since the decade of 90, for promoting education, it would be observed that in 1994, for the first time, a programme under the slogan “Basic Education to All” was initiated. In this year itself, “District Primary Education Programme” (D.P.I.P.) also came into existence, which was implemented in two phases – first in 1994 and second in 1997.  It will not be out of place to mention here that till 1996, about 30,000 habitats in Madhya Pradesh were deprived of any facility for imparting even the basic education for their children.  To overcome this problem, Government of Madhya Pradesh initiated the Education Guarantee Scheme in 1997, whereby it guaranteed for one primary school within a radius of one kilometer and also for opening a new school within 90 days, if so demanded by people of any habitat in the State.  The process to underline the participatory role of respective community was also started along with this Scheme.  Rajiv Gandhi Education Mission was also established in 1999. In addition, “Literacy to All” and “Read and Grow” movements also took pace during this decade.  Thus by the turn of century – year 2000, “Basic Education to All” was a widespread phenomenon in the State.   A midterm review of “Literacy to All” mission revealed that women folks are still far behind in this race. Consequently, Education to Women movement started in the year 2002.  Earlier, underlining the importance of “Education to All” movement, a detailed programme was chalked out during the 10th Five Year Plan. Also the State Government took a historic step in the year 2002, by way of enacting the “Madhya Pradesh Jan Shiksha Adhiniyam” for ensuring the participatory role of community.     

Primary Education:

It has been clearly mentioned in the Directive Principles of our Constitution that Government has to ensure ‘free and compulsory’ education for children up to 14 years of age.  This provision was advocated for children of this age group, by the turn of century, while formulating the National Education Policy in 1986, duly amended in 1992.  Since we are already in 21st Century now and while discussing the status of primary education in Madhya Pradesh, it reveals that literacy level in the Madhya Pradesh is 63.7%, which is slightly less than National level.  It will be observed from the following tables of comparative statistical analysis that total number of admissions reduced during 2005-06 as compared to that of 2004-05:

Status of School Admissions

(Table No. 2) (Source: ‘Sarv Shiksha Abhiyan’ – Gross rate of admissions at primary level)  

Number of Admissions

(Table No. 3) (Source: ‘Sarv Shiksha Abhiyan’ – Status of admissions at primary level) Thus, as per table No. 3, it can be concluded that despite programme like ‘Education to All’ and other similar programmes, a large section of society still remains deprived of education.  Of course, many arguments can be put forward for this state of affairs, but the most glaring one appears to be lack of sincerity of approach on the part of Government itself in this behalf.   Table No. 2 speaks of quality of education, as to why the number of school dropouts is increasing.  It is clear from observing the table No. 3, that about 30.61% of children have opted to dropout from their respective schools.  As such, the primary education remains beyond the reach of about 5 lakhs of children. 

Number of Children of Beyond the Reach of Education (During the Year 2005-06)

(Table No. 4)

(Source: ‘Sarv Shiksha Abhiyan’ – Status of children beyond the reach of primary education)

Where are we standing today?

10th Five Year Plan (2002-2007) and present standing:

The 10th Plan period shall conclude by next year (2007) and thereafter, the implementation of 11th Five Year Plan shall commence. Therefore, it is necessary now to compare the objectives of 10th Plan with that of its achievements and as to how far we have traveled towards our targets – The movement for “Education to All” being an integral part of 10th Five Year Plan.

What is “Education to All” movement about

It is a World Bank supported movement with the concept to replace the traditional formal system of education. Meaning thereby that in case it is not possible either to provide alternative schooling or guaranteed education, then other courses, which may include even games courses, can be imparted. Thus, even if the Government succeeds in securing admissions, the question of quality shall still prevail. It is clearly reflected from this movement as to how the Government started pulling itself out from areas of essential public importance like education.  However, the objectives of this “Education to All” movement are as under:
1. All the children to be school going by the year 2003.
2. It is to be ensured that all children up to 5 years of age to complete their primary schooling by the year 2007.
3. It is also to be ensured that by the year 2010 all children up to 8 years of age to complete their education up to primary level.
4. Emphasis on quality level of education.
5. Social and gender discriminations to be removed, initially at primary level, by the year 2007 and finally by 2010.
6. Dropping out of children is to be totally eliminated by the year 2010.

The targets, in terms of education, as set for 10th Five Year Plan, were as under:

1. To ensure higher secondary level of education within reach of all children.
2. To promote, encourage and create awareness amongst parents and children to attract maximum admissions in schools along with ensuring the continuity of education amongst children.  Also to discourage the school leaving tendency of children.
3. To promote innovative methods, aimed to impart qualitative education to children at primary level.
4. To encourage the academic re-infrastructure.

However, the analysis of statistical data reveals that with the exception of some specific target achievements, nothing much has changed as far as primary education is concerned.  Since it is a collective effort and as such, cannot be viewed separately.   Even the movement for Education to All underlines the following reasons leading to tendency of dropping out from school amongst children:

Reasons for children dropping out from Schools

Quality level of Education:

The quality level of education has to be viewed in its wider perspective and it does not only mean the imparting of education by respective teachers, in such a manner to create interests among children, but it also includes –

• Quality of school building;
• Facility of Library;
• Availability of playing ground;
  
• Training of teachers;
• Class rooms with sufficient spacing to sit;
• Teacher-students ratio;
• Availability of toilets separately for boys and girls;
• Behaviour of respective teachers towards students.
  

In addition to above, social equality also plays an important role towards the quality of education.  Although movements like “Education to All” and other similar programmes remain widely published and propagated ones but in fact it still lacks the required initiatives.  At present the ratio of untrained teachers in the State is 48% for primary level teachers and 38% at higher secondary level.  Thus, almost half the teachers are untrained in Madhya Pradesh and as such, conclusions can be drawn for the quality level of education being imparted by such teachers.  As far as trained teachers are concerned, the State Government has neither any plan to further such trainings nor to ensure the maintenance and continuity of such trained teachers.   
Even the trainings, which are being imparted to teachers, lack any direction and appear to be just an exercise in futility only with a view to achieve the set target, but nothing to do with education.

Teacher-Student Ratio

(Source: Sarv Shiksha Abhiyan)

The Teacher-Student ratio is an important factor at primary level education. As per the prescribed school norms, at primary level there has to be one teacher over 30 students and that of over 35 students at higher secondary level.  However, as against this, presently there are 48 students at primary level and 36.8 students, on an average, at secondary level per teacher in Madhya Pradesh.  As such, the ratio of students is more by 18 numbers at primary level i.e. more than 50%, while it is at primary level itself where more personal attention is required for students.
Further, in Madhya Pradesh, 12,760 (52.52%) higher secondary schools and 2197 (2.70%) primary schools have no building of their own, simply because there is no budgetary provision for such infrastructure under the schemes like Education guarantee.  By way of providing for community participation in this behalf, the Government has attempted to wriggle out of its responsibility and hence this was the obvious result thereof. Thus, the very thinking that poor children can be taught anywhere and do not necessarily require a proper building for the purpose has proved to be a detrimental one and had adversely affected upon the quality of education. As per the available statistical data, 3287 schools are in a most dilapidated condition where children are forced to study.  The following figures, indicating the absence of even basic amenities in schools, speak for themselves about the prevailing pathetic conditions in which the students are forced to study:

Status of Basic Amenities in Schools

A bare analysis of aforesaid figures reveal that there is no playing ground in 48,900 (60.12%) primary schools and 15,413 (63.44%) higher secondary schools.  Even the basic facility of drinking water is not available in 24.63% of primary schools and 63.44% of higher secondary schools and, as such, the children are forced to either carry water bottles along with their school bags or remain thirsty in schools.  Since this problem mostly prevails in village areas, therefore, only the children belonging to poor and deprived sections of society, had to face it. Similarly, in 47.98% of primary schools and 59.20% of higher secondary schools of the State, there are no toilets at all.  Also, as far as the provision of separate toilets for girl students is concerned, as many as 56,866 (69.91%) of primary schools and 15,413 (63.44%) of secondary schools, have no such facility.  This is a sufficient testimony in itself about the Government’s loudly proclaimed policy to promote girl education.

In addition, there are some indirect reasons responsible for adversely affecting the quality of education, which although identified but cannot be measured, such as behaviour of teachers, beating of children, discrimination based on untouchability, etc.      

Mid-day Meal Scheme:

As per National Family Health Survey and similar other studies have revealed that non-availability of proper health services and absence of any nutritious food are also responsible for increase in number of drop-out children from the schools. Even according to Human Development Report 2002 of Madhya Pradesh, there are 58.4% under-weight and 54.4% under-height children in the State.  The condition is still worse in tribal areas, where, as per National Family Survey, about 74.1% children are under-weight and 73.4% are of under-height. In addition, about 42% of children are facing serious health problems.  As such, with a view to overcome the problem and provide nutritious food of the school-going children, the scheme of serving Mid-day Meal was launched. Of course, it was a well-considered public welfare scheme and it not only helped in increasing the number of students in schools but also reduced the number of dropout children.  However, somewhere it stumbled and swayed away from its set objectives.  Even today, there is no separate kitchen for mid-day meals in 61,058 (75.06%) primary schools and no drinking water is available in 20,031 schools.  While selecting cooks for the scheme, those belonging to Dalit community, particularly the deprived ones were totally ignored and as such, the scheme has also miserably failed on social equality count.  It also failed in reducing the caste-based gaps existing between so-called upper and lower caste communities.   The areas of Bundelkhand and Baghelkhand are clear examples of such failure.  There is no supply of any ration in Tribal areas for months together and non-availability of any mid-day meal during school holidays is a common feature.  Some of the problems facing the State in this behalf are:

1. Absence of separate kitchen in schools.
2. No clear attempt to promote social equality.
3. Lack of co-ordination amongst various concerned Departments.
4. Absence of any teaching in single-teacher schools.
5. Shortage of budgetary provisions.
6. Non-supply of ration in tribal areas.

A budgetary provision of Rs. 393 crores has been made for the year 2006-07 under this scheme.  Analyzing the sufficiency of this budgetary provision, during 2005-06 there were 1,12,74,071 children in various schools of the State. Thus, presuming an expense of Rs. 2/- per child for 200 days, the total expenditure comes to Rs. 450 crores. As such, there is still a budgetary shortfall by Rs. 57 crores, even based on number of children in 200506 and obviously it must have increased in the current year.  It may not be out of place to mention here that in this budgetary provision, the cost of mid-day meals being provided during school summer vacations in draught affected areas has not been included.

Parent – Teacher Association

To ensure the proper co-ordination between parents and teachers, the concept of Parents-Teachers Association was introduced under the Madhya Pradesh Public Education Act.  The objectives of such Association include – to put before the respective Gram Sabha various issues relating to admission of children, school management and other education related issues and also to prepare proposal under Public Education Scheme, collection of funds for school etc.  The inherent objective of the Government for such a concept, is an attempt to shift its responsibility over to Association as well as to Gram Sabha.  Although, presently there are 1,04,676 Parents-Teacher Associations in Madhya Pradesh, but the fact is that most of them are non-effective and non-functional.  Most of the members of such Associations are even not aware whether they are members of any such Association and can make efforts to improve upon prevailing system.   Also their training and proposals under Public Education Scheme are not beyond doubt.  However, at some places, these Associations have been turned into a political ground by the vested interests.  It has also been observed that participation of women in such Associations is very negligible.

Literacy

The present literacy rate in Madhya Pradesh stands at 64.11%, which is almost equivalent to National level. Apparently, on paper it is an historic achievement, but the grass-root reality is a matter of in-depth study.  It has to be seen as to what happened to ‘Read and Grow’ committees.  According to the Approach Paper, prepared for 10th Five Year Plan, the target set for women’s literacy is to be achieved by the year 2012, but looking at the status at the end of 2006, it appears to be an impossible task.  In 2001 the women literacy level was 50.28%, which was considered to be an achievement at that time, but to make it 100% in next six years appears to be a doubtful proposition, because efforts are not being made in that direction.

Status of Literacy in Madhya Pradesh

(Source: Census of 1991 and 2001)

Status of Caste Based Literacy

(Souce: Census of 2001)

Challenges ahead:

The following challenges have to be faced for achieving the desired level of literacy in Madhya Pradesh:

1. Less number of admissions and high rate of drop-out children from schools.
2. Social equality.
3. Girl education.
4. Diminishing level of nutrition
5. Lack of budgetary provisions
6. Parallel infrastructure
7. Moving and abandoned (isolated) communities
8. Migration
9. Student-Teacher Ratio in schools

Prashant Dubey