Many problems plague the education system, from corruption to political interference, that have resulted in academic standards dropping across the country. The biggest issue, however, is the poor quality of teachers in schools and colleges
Parents and children are awaiting their board examination results with baited breath. Though an annual phenomenon, it is not a routine matter this year. The results need a fresh scrutiny in the changing scenario in higher education. The Central Board of Secondary Education enjoys the numero uno position among the about 40 school education boards in the country. While the Madhya Pradesh Board of Secondary Education gives a pass percentage of around 50, the CBSE’s pass percentage in class 12 is around 82. Why is there such a huge variationIJ
This is a key question as merit does not change because of State administrative boundaries. One would like professional educational organisations like the CBSE, the Training and National University of Educational Planning and Administration, and the National Council of Educational Research to examine this and other similar aspects.
Quality decline is another major issue that emerges prominently, as exam results are immediately followed by attempts to get admission in an institution of repute. As pass percentages are increasing, toppers now score up to 99.2 per cent in aggregate, but even those getting 95 or 96 per cent, are unsure of getting a seat within the prestigious Delhi University system.
What happens to children who drop out after class 10 or 12, either due to failure, or other reasonsIJ Do they have enough avenues and alternatives to become eligible beneficiaries of the golden demographic dividendIJ As they say ‘the winner takes it all’; the education systems limit their obligations to only those who get sufficiently high scores and are lucky enough to get into institutions of higher education. The rest of the youth are ignored for all practical purposes. This must change; and change effectively and visibly. Will the Skill India initiative focus on these students and prepare them to be partners in the progress of the nationIJ No nation can ignore its out-of-school children, its school drop-outs and those who fail in the board exams.
Overall, the quality decline across the board, right from schools to universities and professional institutions, is a worrying factor. Unfortunately, in spite of bold declarations, certain basic institutional needs remain ignored for decades together. There are several lakhs of vacancies for teachers in Government schools, in the Central universities and institutions like Indian Institutes of Technology, where up to 40 to 60 per cent of faculty position may be vacant.
It is futile to expect quality education with para teachers in schools and guest lecturers in colleges. How can one expect that, with such inadequacies, it will be possible to draw the best out of the body, mind and spiritIJ Is it not ironical that engineering and management colleges are being shut down, as they find no takers, while the country needs more professionals in these areasIJ
In many States, Government schools are not getting students as the craze for private schools grows in the fact of a lethargic, reluctant and unconcerned public school system. In universities, it is the lack of leadership and political interference that contributes to the credibility decline and erosion in the quality of education offered.
A recent example in Jammu & Kashmir comprehensively illustrates the cause of our concern, or lack of it, for quality in education. A Rehbar-e-Taleem, appointed by the Government in Jammu & Kashmir, following all the prescribed procedures, had his certificates and degrees from a school run by a Delhi education board and from an open university located in Nagaland. The appointment was challenged in the High Court which asked the appointee to write an essay on a cow, solve class four-level mathematics sums, and translate a few lines. He could not perform any of these assignments. Such an episode in the 1960s would have sent shocking waves through the entire education system of the country.
Not now. Such incidents seem routine. A university, within two years of its establishment, awards over 500 degrees; in the Teacher Eligibility Tests, the pass percentage of the candidates range from one to four or eight; and no one is surprised. Information is available in the public domain about how deemed universities are opened and managed, how teacher training colleges as well as engineering and medical colleges are started with a few envelopes changing hands. No one is surprised to learn that eminent doctors present themselves before the inspection committee as faculty of the proposed institution, again consisting of ‘eminent experts’. Exceptions apart, everyone knows about it, except those who are supposed to regulate quality in institutions.
In the case of Jammu & Kashmir, the Court observed: “This case throws up startling and classical example of the sale and purchase of degrees for which many ‘shops’ were operating in the State. These tuck shops, who have issued the degrees, would be responsible for relegating the student community into the dark cave of Plato. The Court further expressed its anguish: “One does not know how many such candidates with such degrees stand appointed as teachers. In this situation, the fate of the State has to be only visualised”.
In Bihar, politicians are too busy to realise what’s happening in schools run by the State Government, when several thousands of teachers just cannot write pakshi and pakshion. Bihar was once known for its intellectual contributions. Today, it has decided not to appoint regular teachers in its schools; para teachers shall do. One wonders if any State Government can really do this. Can the Union Government ignore this when education is on the concurrent list of the Constitution of IndiaIJ
Visit Uttar Pradesh and you will come across the travails of qualified youngsters waiting for jobs. Even those who are lucky to get a posting, do not know when they shall get there first ‘salary’. Conditions under which these teachers work are extremely demoralising and snatch away the thrill of getting a job and then to perform with a sense of dedication. The first task is to restore the empathetic relationship between the teacher and his or her institution, make the former feel that he or she is a critical partner in shaping the India of tomorrow.