The Government of Odisha has closed down 191 primary schools, including eight upper primary schools, on the plea of non-availability of students in backward districts, such as Kandhamal, Gajapati, Ganjam, Subarnapur, Rayagada and Sundaragarh etc. There were no students in 37 schools in these districts.
The Government is also in the process to include more such schools in coming days along with bringing drastic reduction in educational expenses for the poor. There has been a continued uncontrolled dropout rate with higher percentage among SCs and STs and girl children. The areas which are vulnerable to child trafficking and distress migration need more schools. These areas are also home to a vast majority of marginalized communities which primarily depend on the Government for education. Right to education is a fundamental right guaranteed by Article 45 of the Constitution of India and the RTE Act. It is the primary duty of the State Government to see the implementation of the RTE Act in letter and spirit and the Center has to support the State in this mission of the nation.
A recent trend in education shows that the State Government is showing great deal of interest in opening new English medium model schools which will cater to the need of very insignificant few under Central assistance and encouraging mushrooming of private run English medium schools in urban and semi urban areas by helping them under different schemes. The dismantling of Government schools and encouragement to private schools is reflection of an apathetic attitude of the Government towards education system of the State.
The discriminatory education policy through various categories of schools without uniformity has been reinforcing inequality in the society. It will encourage disparity and discrimination among people of the State and will have damaging impact on social life. Ideally, education should be used as an instrument to reduce inequality by creating scope of equal opportunity and promote equity and dignity. The State should adopt common school system for all its citizens irrespective of their economic status and social identity and place of birth.
The State Government has not yet streamlined the basic requirements of quality primary education in terms of student -teacher ratio as per RTE norms, inadequate school infrastructure, poor learning environment, periodical review of curriculum, teaching methodology and desired improvement in quality of education. The All India School Education Survey Report 2015 and the tenth annual status of education report ASER 2014 by NGO Pratham reminds all of us about the deteriorating quality of primary education in the country including in Odisha. The report says 25 per cent of class 8th students cannot read a class two level text. Only one fourth of children in class three can read a class two text fluently. The report is based on survey in 577 districts covering more than five lakh children.
The most recent cases of Bihar on examination has put a question mark on our exam systems and so called merit lists which strongly demand reform in ongoing examination system. The education budget of the State has to be increased to meet the growing needs of the challenges of primary education which has been neglected by the successive Governments. The total budget amount of Government of Odisha for the year 2016-17 is Rs 94,052.65 crore out of which Rs 13,396 crore is allocated for mass education. With very insignificant involvement of educationists and academicians of the State in educational administration, the whole education administration is in the hands of bureaucrats and politicians who run it without concern and care for the future of the children. There are varieties of teachers in the same school without uniformity in service and even many of them are not adequately trained to be a teacher. In the name of special effort, there are schools and hostels for poor SCs and STs, but these children are learning in segregation and isolation. These Government run institutions are managed without making available basic minimum needs for a dignified life. There are private organizations that are using ST children for earning money and social image by building huge hostels in capital city with active Government support.
The children of Dalit communities who have over presence in Government schools and Government run residential schools in many places face social discrimination and there has been no effort by Government to protect the Dalit children from discrimination in schools and making school environment inclusive of all social groups. It is being questioned by the parents as to why the Government thinks to introduce the provision of skill development education in only Government run schools but not introducing the same in private English medium schools. Is it because the Government school students have to join block level ITIs and private English medium students have to join engineering colleges and IITs and IIMs. Unfortunately, as a matter of State policy, the students of poor economic and social background are given a poor proclivity and rich students are given more affluent preference by Government education policy-an attitude which has further widened the rich -poor gap and paved the way for social disparity.
The Government run schools with free education has been the only available source of educating the children of the poorer sections and marginalized groups. It will be much difficult for the poor to send their children to private run English medium schools where the privileged elites are exclusively entertained. The number of private schools has been increasing in the State as parents prefer quality English medium education for their children and the quality of education in Government run schools has been deteriorating due to lack of political will and bureaucratic apathy. English education is the gateway to all kinds of opportunities, especially to face all India examinations for employment and ensure dignified income for a decent life.
The private English medium schools are not coming under any Government regulation and revealing monopoly over exploiting helpless parents having low income who prefer English medium schools for their children. There are schools charging very high fees and by that allowing a class of people while others are becoming ineligible automatically. The situation has compelled the parents associations to demand a Central legislation to regulate the fee structure of private schools. In a few cities, parent associations have approached courts for redressal.
The Bombay High Court in a recent judgment told that schools now have become a money spinning rackets. The court took cognizance of a letter written by a father of a 12-year-old boy of a private school in Mumbai who was expelled for failing to pay Rs 50,000 in cash to the school for purchase of school uniforms and other stationary items. Virtually, the Government has no control over private schools run by private bodies with profit and ulterior motive. It is being demanded by people that the Government should not leave the responsibility of education to the hands of the market forces who are primarily engaged in making profit. It is argued that the children of the Government servants, elected people’s representatives and others do not prefer Government run schools as a result of which they pay very little attention to the conditions of these schools.
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