'Putting a Price Tag on the ‘Right to Education'

By Tripti Lahiri

According to a new estimate put out by a government spending accountability group, getting existing Indian government schools to meet education rules that came into effect last year could cost 152 billion rupees, or about $3.4 billion dollars.

And getting India to fully meet what that law mandates—free and compulsory education for all children between the ages six to 14—could cost well over triple that amount, or about $11 billion.

According to a report only 11% of government schools have the infrastructure they’re supposed to have under the new Right to Education Act.

Presently only 11% of government schools have the infrastructure they’re supposed to have under the new Right to Education Act, according to Accountability Initiative, which put out a report last week tracking a portion of educational spending that contained the estimate of complying with the law.

“We thought it was important to get to grips with what the implications of the Right to Education would be. If you just look at the norms, the [law] is quite focused on different infrastructure, facilities and other requirements in schools,” said Yamini Aiyar, director of the Accountability Initiative, in a recent interview.

The law, which was passed in 2009, sets standards for schools on teacher salaries, classroom size and facilities, which should include a head teacher’s room, a playground and a boundary wall, among other things.

The public spending audit group arrived at the 152-billion-rupee figure by working from answers to a questionnaire on whether schools were Right-to-Education compliant. This was part of a larger survey carried out in about 13,000 schools last year with Pratham, a child-focused nonprofit group that assesses children’s learning levels on an annual basis.

The group estimated the cost in each state for adding more teachers, or a playground, among other things, and multiplied that by the number of schools in each state that would need that work done.

The expense of adding a headmaster’s office (which doubles as a storage room) made for the largest share of the $3.4 billion cost. That was just over a third of the total, or about $1.2 billion dollars.

Teacher salaries (which would be a recurring expense, however) for additional staff to meet pupil-teacher ratios came to a quarter of the total, while walls and fencing would cost a little over fifth of the total.

However that costing exercise only took into account existing schools and existing enrollment. Absorbing about 2.2 million out-of-school students between the ages of 6 and 14 into new schools, could cost another 335 billion rupees ($7.4 billion).

The government hasn’t yet said how much it expects to have to shell out to properly implement the law, said Ms. Aiyar, but the group will be watching for that.

“It’s a good thing to have citizen-led costing,” said Ms. Aiyar, saying they could then compare actual government budgeting to these estimates, and see “whether they’re going to make the allocations to live up to the promise they themselves have made.”

Educating India…!!!

These are some new slogans we have been hearing a lot lately. Now the point is, India is trying to educate its citizens and she has been trying for years! So how far has she succeeded?

First of all, the abysmal ground reality is that India’s literacy rate is still below 75 per cent. Though the rate has of course increased over the years, we are not yet there. And we still have a long way to go! The adult literacy rate (15 yrs and above) is about 61 per cent while the youth rate (15-24 yrs) is about 73 per cent. Amongst the states, Kerala has the highest literacy rate and Bihar has the lowest. Nonetheless, the growth in literacy rate has been incredible. Most people know that literate females are fewer than their male counter parts in our country. At this point, one must keep in mind that most of India is rural and a bit orthodox in their thinking.

Today, as most of you might have noticed, English is becoming increasingly popular. Ever noticed that little kid who comes to you at the traffic signal? Doesn’t he know a few words of English? So would you call him literate or illiterate? The National Literacy Mission defines literacy as ‘acquiring the skills of reading, writing and arithmetic and the ability to apply them to one’s day-to-day life’. That child may not have gone to a school; he may not even know that he was talking in English! Most of them today don’t know ‘Hindi’ numbers, but on the other hand English numbers are on their finger tips. It is the same with directions and simple words like ‘yes’, ‘no’ etc. How many times have you sat in a rickshaw and then suddenly realized that the driver knows English? Or don’t you absent mindedly give him directions in English? Or what about when you just know the address of somebody’s place, and your driver helps you point out the house? Ever thought about how he reads those house numbers? I wonder how many people have realized that the digits on a cell phone are in English and not in Hindi or any other regional language. But it is a common misconception that just because a person knows English, people think he’s educated! Most of them know English only because that is what they have grown up hearing. Come to think of it, the logic people use indirectly means even a 2-3 year old kid is educated! On the other hand, many people also think that just because a person doesn’t know English, he is uneducated. This is also not true. Many people in India are educated in their regional language and not in either Hindi or English.

Today, the government is trying to increase the literacy rate with the help of a whole lot of new programs. The ‘Sarva Siksha Abhiyan’ was started in 2001, and it aimed at ensuring that all kids between the ages of 6-14 years attended school and completed 8 years of education by 2010. This wasn’t the first program to be launched but earlier programs weren’t as successful. One of the most popular schemes adopted to attract children to schools is the ‘Mid-Day Meals Programme’ launched in 1995. The department of education has started Bal Bhavan centres all over the country to promote creative and sports skills in children between the ages of 6-14 years. They conduct programs in fine arts, aero-modelling, computer education, sports, martial arts, performing arts etc. Off late, new programs to promote the education of girls have been initiated. One such incentive is a fixed amount of money which is given to the family at the end of the school life of a girl child.

Today, private companies too are lending a helping hand to this noble cause, Like the ‘Teach India’ program launched by The Times of India, or the NGO ‘Literacy India’ which helps underprivileged children with their dreams and aspirations of good quality higher education or the National Literacy Mission which pays special attention to women’s education. Another foundation that helps educate the underprivileged is The Smile Foundation. Mission Education is a national level program started by the foundation which focuses on basic education for underprivileged children and youth. They are working with ‘partner organizations’ in various states across India. One can visit the following link for more information on the organization. http://www.smilefoundationindia.org/

Infect, recently even a telecom company has started an advertisement campaign with the same theme — how to educate more people with less resources. It is something to think about. The idea is that through the concept of distance learning we can teach those who do not have access to schools and colleges near them.

One of the major problems we face is lack of infrastructure. It is not easy to create schools for our large and ever growing population. Today ‘good’ schools mean expensive schools, mostly private which most lower middle class people cannot afford. That is the fact—every year education gets more and more expensive. It is a vicious cycle—the more the population, the more the unemployment, and the more the unemployment, the more illiteracy, and the more the illiteracy, the more the population will keep growing! We need to break this cycle somewhere. And like they say, nothing is impossible! If each one of us contributes in our own way, we can make a difference. The government had come out with a slogan, a few years back – Each One Teach One – if we follow that slogan, we could easily help the cause. You don’t need to go out on the streets to find someone to teach, just look in your own house—the maid’s daughter, or that little boy who comes to collect the garbage. They should be studying instead of working. But yes since for them earning is important for survival, we can make a difference by giving them lessons. We just need to wake up from our complacent lives and try to make a difference!

Priya Ganguli

Education and Rural Women...!!!

India dreams of becoming a superpower by 2020, but quite ironical is the fact that the country whose population has crossed one billion mark, has literacy rates quite comparable with the underdeveloped countries (and in some cases even less than these countries). The literacy rates for male and female (according to 2001 census) stands at 75.85 percent and 54.16 percent respectively. Various programs initiated by the state like Total Literacy Campaign, the District Primary Education Program and National Program of Nutritional Support to Primary Education have done little to attain the goal. Further, the gap between the rural and urban areas and that between female and their male counterpart is quite substantial.

While the male literacy rate in urban areas is about 86 percent, rural female literacy rate is just 46 percent (2001 census). Several plausible reasons explain this difference. The first and foremost of course, is the way the parents perceive the female education. Since the very beginning the role of female is confined to domestic work and looking after children. The tradition of settling at husband’s place after marriage, does not offer enough incentive to parents for spending on girls’ education. A boy’s education is far more important as it enhances the chances of his being employed. Another reason is the prevalent trend of early marriage in rural areas. In most villages, girls’ education, rather than being seen as an incentive is seen as a liability. It is difficult to find a groom for an educated girl.

These are not the only reasons responsible for the low level of female education. Though one cannot deny that gender inequality is, by and large, responsible for the situation, but several other factors also work in this direction. Very often, the parents who are willing to educate their daughters are discouraged by the absence of school within the surrounding area and it is not considered safe to send girls to another village to study. However, this is not true for most of the villages now. But even in villages where there are schools, the standard of infrastructure is abysmally low, be it management of classes, student-teacher ratio, availability of text books, or even furniture, these schools lack in every sense. This discourages the parents to get their children enrolled in these schools. There are incidences of under qualified staff being employed in educational institutions. The meager salaries that are offered by the government do not provide enough incentive to attract the talent to these schools for employment. Grimmer is the condition of scheduled caste female education. The recent figures show that the scheduled caste female literacy rate is dismal 19 percent (2001 census). This shows that the age old discrimination based on caste is still prevalent. This is really disheartening and shows that in spite of numerous schemes being launched by the government, the downtrodden classes still face social stigma and there is a lot to be done for the upliftment of these classes.

However, talking of female literacy, one cannot ignore the achievement of southern states in terms of female education. The states’ performance in terms of social indicators is often proportional to economic growth. But in India’s case rich states like Punjab and Haryana have lower literacy rates as compared to Kerala and Tamil Nadu. Kerala has performed really well since 1990s in fields of health and education, mainly due to the matriarchal pattern of their society. Himachal Pradesh has also managed to do significantly better than other states in relatively shorter span of time. Major credit for this goes to the political action in the state. The success of government’s initiatives often depends on the cooperative action of the community. The illiterate people are often unable to put pressure on the state governments and school authorities, and so, they can easily get away with the blame. Huge amount provided in the budget for expenditure on education does not reach to the grass root level due to the endemic corruption. Thus lack of accountability is often responsible for ramshackle infrastructure of government schools.

Education, under nutrition, and gender discrimination are all interrelated. For example, infant’s health depends on the care taken by mother during pregnancy which in turn depends on her education and also the education in the community. Further, an educated mother is better equipped to help her children in studies. So, there is a need for change in the social attitude of rural people towards women. Also, the standard of government schools’ infrastructure needs to be raised. The salaries of staff should also be raised to make them more committed. Other states should learn from Kerala, Himachal Pradesh and Tamil Nadu so that the goal of achieving universal education does not remain a distant dream.

 Divya Sharma

Poor Quality of Education in Government Schools...!!!

India adopted a National Policy for Children in 1974, declaring children to be the nation’s most precious asset. The population of children in a country comprise its human resources of the future and the social, economic and cultural growth development of any society or community hinges upon the quality of its human resources. Three and a half decades after the adoption of the National Policy for Children, Finance Minister P. Chidambaram grandly allocated the seemingly huge amount of Rs. 34,400 crores exclusively to the education sector in his Annual Budget last fiscal year i.e. 2007-08. The much-hyped Sarva Shiksha Abhiyancrore. Yet, according to the UNESCO, India has the lowest public expenditure on education per student in the world. The prevalent differences within Indian states in per student expenditure in the year 2005-06 painted a dismal picture. The highest being Kerala, the State that spearheaded the Universal literacy movement in the country spends Rs. 1000 per student; as the figures go from bad to worse with the lowest being Uttar Pradesh spending a measly Rs 483 per child per year. So can it be said that funding is the issue with government schools? Clearly not. It is one of utilization of these funds. was granted a handsome Rs. 13,100

There has, unfortunately come into existence, a big class and caste-divide coupled with a rural-urban divide in education, in terms of facilities and quality, which has serious social consequences and could lead to social upheaval. Schools in backward rural and tribal areas are the most neglected, and the standard of teaching deplorable. Even in other areas, schools to which children of the underprivileged have access are run by the State or local authorities. By and large, these have a poor record of performance. The most glaring of the problems with government-run schools is that of infrastructure. Poorly maintained buildings, dilapidated classrooms, ill-equipped libraries and laboratories, lack of sanitation facilities and even drinking water are issues that the students grapple with everyday. Availability of qualified teachers and the student-teacher ratio is another tale to tell. The curriculum and teaching methodologies stand obsolete and outdated, with the emphasis being on rote-learning and merely developing reading and writing skills instead of holistic education. Lack of vocational training and non-availability of such courses renders students with barely any employable skills at the end of their schooling. These factors, coupled with other social circumstances have lead to alarmingly high dropout rates in the country. Most schools are miles away and largely inaccessible to the students. While noting that adequate number of elementary schools is to be found at a “reasonable distance from habitations”, the ministry admits in its website that this is not the case with regard to secondary schools and colleges. The gross enrolment rate for elementary education in 2003-04 was 85 percent, but for secondary education, the enrolment figure stood at 39 percent. Figures put out by the Ministry of Human Resource Development’s Department of School Education and Literacy indicate that as many as two-thirds of those eligible for secondary and senior secondary education remain outside the school system today. These high rates of school dropouts as a result, lead to the ineffectiveness of the reservation policy in institutes of higher education.
Complete privatisation of education is certainly not the answer. It would only drive costs of education or the whole of society higher up and cannot possibly enhance accessibility of schools substantially. The option of securing seats under the reserved category for the economically weaker students in private schools may seem like an inviting option at first glance but neither does it solve the problem of high costs of educating children, nor does it respond to the dire need for schools in rural areas. Providing free education to children belonging to this category is a policy which private schools are in disagreement with. A system in which the schools are owned by the government but managed and operated by the private sector is a workable alternative. The government could bear the costs of running the institution, with suitable incentives to the private players willing to invest in such a venture (possibly in the form of tax benefits to the private organisation); while the management and operation of the school would be in the hands of the private organisation/establishment. While this would ensure an exponential increase in the quality of education that is accessible to the masses, but it may drive up the government’s expenditure on education. However, a public-private partnership in education is the most suitable scenario to check corruption, ensure efficiency and proper utilisation of allocated funds.

Shubhi Vijay

Education System of India...!!!

Why India is still a developing country and what is stopping it from being a developed country? This particular question strikes me every time when I read something about India’s education system. I see India’s education system as a stumbling block towards its objectives of achieving inclusive growth.

Let me inform you about certain startling facts. India is going to experience a paradox of nearly 90 million people joining the workforce but most of them will lack requisite skills and the mindset for productive employment according to a report in DNA. India has about 550 million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%.

I wouldn’t be laying too much emphasis on the drawbacks of India’s public education system because it has been an issue well debated over in the past and the main flaws have already been pointed out before. I will be focusing on how the education system’s failure is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s education system and reduce inequality.

The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient in government schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention.

What the government is not realising right now is that education which is a source of human capital can create wide income inequalities. It will be surprising to see how income inequalities are created within the same group of educated people.Let me illustrate this with the help of an example:

Let us take P be an individual who has had no primary or higher education. His human capital is zero and hence it bears no returns. Let Q be an individual who completed his MBA from S.P Jain college and let R be an individual who completed his MBA from IIM Ahmadabad. The average rate of return for an MBA student is 7.5% (hypothetical). Q gets a rate of return of 5% and R gets a rate of return of 10% due to the difference in the reputation and quality of the management school. Let the income of P, Q and R be 1.In a period of 10 years, P will be having the same income as he does not possess human capital. For the same time period Q will earn an income of (1+0.05)^10=1.63 and R will earn an income of (1+0.10)^10=2.59. Now lets see what happens when the rate of return on human capital doubles. Earnings of P will not change since he does not have any human capital. Now Q is going to earn (1+0.10)^10=1.63 and R is going to earn (1+0.20)^10=6.19. Flabbergasting! As soon as return on human capital increases proportionately income inequality increases. With return on human capital doubling, Q’S income increases by 59% and R’s income increases by 139%.

Hence, it is imperative for the government to correct the blemishes in India’s education system which will also be a step towards reducing income inequality.

Certain policy measures need to be taken by the government. The basic thrust of government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education is directly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation.

Another reason for poor quality of education is the poor quality of teachers in government schools .Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only 3% of its GDP on education which is inadequate and insufficient. To improve the quality of education , the government needs to spend more money from its coffers on education.

Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The center for civil society is providing vouchers worth Rs 4000 per Annam to 308 girls. This means that the total amount of money given as vouchers is Rs 1232000. If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of 1000 students.

I hope government takes certain appropriate policy measures to improve the education system otherwise inequalities are going to be widespread and India’s basic capabilities will remain stunted. Let us strengthen the case for a stronger education system.