Plug the leaks or change the boat?
This year has been interesting for education, not for its grand ideas but for its little fixes. It is time, come 2015 and the Budget, that some significant moves are made
The problems in education in India are akin to a leaky boat. After a while, one counts so many holes that one wonders if the boat itself needs to be changed, or if the leaks could be fixed. The story of education in India is a story of fixing leaks, with the promise of a new boat along the way.
Much has changed, including the Government. However, the principles remain the same — accessible, affordable, inclusive quality education. The goals too remain the same — employability in the short-run while building a foundation for a better person. Here, one questions the goal. Is there a view of personhood, of personal identity that will be imparted via education or will it be a journey of independent discovery through various schools of learning? This is a question that can be answered when a new education policy is formulated and announced ie our new boat.
For now, the only question that was being addressed was the urgent ones — the leaks were being fixed. Many feel that the progress in education has been very slow, many wonder if the priorities are aligned with the national needs and others have commented on the nature of advice and support that is available. The sector is a complex one and it is natural to take a while to come to grips with the inter-linkages. Having said that, a few trends were noted.
The focus on delivery: One of the big decision has been the splitting up of the Ministry of Human Resource Development to carve out a Skill Ministry. This makes sense only if the focus is moving away from holistic solution to seek pure operations. As an operational unit, the Skill Ministry will be focused enough to deliver but one wonders if this will be at the cost of pathways from skill certifications to higher education. This is one to watch.
The need to be above reproach: All the controversial decisions have been defended on the basis of the ‘rules'. The Four- Year Undergraduate Programme of the Delhi University was scrapped on the technicality of one permission not being on paper, the language dispute over German too started off with a contract that would not be renewed. The emphasis on regulations over policies and national goals is a trend to watch.
The escalation of issues: Senior time is valuable and must be used for larger issues. But on a visit to Kashmir, Prime Minister Narendra Modi had to respond to raising a school from middle to secondary. Again, the Human Resource Development Ministry intervened in an issue of a contract between Max Mueller Bhavan and the Kendriya Vidyalaya Sangathan. This lays bare, the gap in the administration and the support system in education — and there is a need for improvement. The gap at tactical level was also exposed when the Government schools consolidation programme ran into difficulties that should have been anticipated by the team. And needs to be addressed.
The outreach from the Ministry of Human Resource Development: This has been its strongest suit. From writing individually signed letters to principals of Central Board of Secondary Education schools commending them for their achievement, to meeting school students and the open conversation on Teacher's Day, the outreach has engaged the education community directly and has made the hub feel connected. The care shows in responding to issues like the institutional status granted to School of Planning and Architecture to ensure newly minted architects get jobs. Can this be extended further and more meaningfully in the creation of the new education policy as is promised.
This year has been interesting for education in India not for its grand ideas but for its little fixes — but tinkering only takes one so far. It is time, come 2015 and the Union Budget, that some significant moves are made that can power India's future — by tackling basic issues on a war footing, including teacher shortages, standards in skilling, lifelong learning and alternative models of accreditation. One does hope that these wishes will be granted for the good of the country’s educational system and its stakeholders.
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