Not very long ago, a private school in Bangalore wrote a letter to the parents of children studying in the institution asking them to oppose the Right To Education (RTE) Bill, which makes education an entitlement for children in the 6-14 age group. In a democracy it is well within the rights of any individual or group to support or oppose a piece of legislation. However, the grounds on which the opposition was being mounted and the language used to build their argument was highly deplorable.
The single most important feature of the proposed Act is its bid to universalize education and take affirmative action to help out children from socially and economically deprived sections. According to section 12 of the proposed legislation, all private schools are duty-bound to reserve a minimum of 25% seats in class one to the ‘weaker section and disadvantaged group’ living in their neighborhood.
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These concerns only reflect the mindset and attitude of a very small section of the society, but find proper articulation because of the influence they have in the media. Everyone must realize that when we set out on a new journey after independence, our aim was setting up of a socialist and egalitarian society. But unfortunately, the policies we adopted subsequently kept on widening the gap between the rich and the poor, educated and illiterate, the rural and the urban. The CBSE and ICSE syllabus that was devised solely to make life easy for the children of bureaucrats and the central government servants, who get transferred from one corner of the country to the other, has over the years become a status symbol for the elite. The states which had forcefully championed the cause of independent education delivery mechanism, are now completely clueless about their role.
There is no denying the fact that in Karnataka, private educational institutions have been rendering yeomen service in improving literacy and the quality of education. In fact, in northern and coastal districts private-run schools and high schools have joined hands with the mainstream government institutions in ensuring that the education reached the economically and socially marginalized sections of the society. However, the institutions that have come up only with an eye on easy money and also to convert black money into white have been damaging the educational atmosphere by their ill-motivated campaigns against the mainstream schools. It is unfortunate that the RTE which has come as a ray of hope for the deprived classes, is being projected by these sections as the biggest threat to their idea of growth and development.
It is an irony that the landmark legislation, which promises to provide a world of opportunities for the under-privileged and reminds each one of us of our social obligations, is being undermined by frivolous discussions. Let us be very clear about it. This is not a legislation aimed to bring more comforts for the rich and the elite. This is an intervention that seeks to bring the marginalized and oppressed sections to the mainstream of development. Therefore, today there is a need to look beyond the so-called ‘concerns’ of the private schools and rein in the powerful education mafia that refuses to realize the idea of an egalitarian and inclusive India.
The process of watering down the Bill, which will directly benefit close to one crore children who do not go to school at present, has already started and this bodes ill for those who had high hopes about the UPA-2’s revolutionary move. According to section 34, a state-level advisory committee should be formed to ensure the implementation of the Act. It is worthwhile to recall here as per the policy of 1986, the government should have set up State Advisory Board for Education, but this did not happen. People are keen to know what would be the fate of the fresh promise that the RTE had doled out. The second important factor is guaranteeing the autonomy of Academic Authority and making sure it does not get attached to DSERT. Since we know how pathetically DSERT (Department of State Educational Research and Training) has been handled by the successive governments, there is no point in vesting the responsibility of managing Academic Authority in it.
The Act could also herald changes in terms of reducing the gaps in teacher-student ratio from one district to the other. The legislation also seeks to set parameters for infrastructure, which will be a big boon for rural schools. The needs of the specially-abled children, the menace of child labour, the problem of providing education to the children from migratory families can also be addressed with the proper implementation of the legislation.
It is time for the government as well as other stake-holders to show some resolve and step up the ongoing campaign in favour of RTE. Unfortunately, the proposed Act, is not receiving the desired attention in our public discourse, and figuring out the reason for this apathy is a no-brainer. It is foolishness to expect magnanimity from the private schools and the lobby supporting them for this land-mark legislation, which aims to ensure a new deal to the oppressed and the downtrodden. Those who have been ridiculing the move, should appreciate the basic ingredient of education is wisdom. It is high time that people like Prof UR Anathamurthy, a staunch advocate of common schools, took the leadership role to defeat the nefarious designs of profit-seeking private schools and donation mafia to sabotage the RTE.
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