“I have never let my
schooling interfere within my education “. These famous words of Mark Twain
would possibly reflect the sentiment of many a successful individual about our
schools and colleges. Over the last fortnight we have been reading the
travails of students, who having passed through school are knocking at the
doors of institutions of higher education. After six decades of independence,
the State is unable even to fathom the magnitude of the problem, let alone
solve it.
The world is facing an
economic slowdown, but it is said that once the upswing starts, India will
lead the pack of developing nations. Its young educated population is said to
be one of its strengths. One really wonders how far this is correct and even
if it is, whether the advantage will last.
I believe that as a
developing nation, we have not given the priority to education, which it
deserves. In any cabinet formation, there are no takers for this portfolio.
The problems that the education sector faces are enormous. I think that they
can be broadly divided into three areas, availability, affordability and
quality.
The media concentrates on the
problems in higher education, but those who face these have crossed the
threshold of school. We have been concentrating on the top of the pyramid,
while ignoring the base. Undoubtedly, we must build many more institutions of
higher education, many more colleges and institutions like ITI which impart
job-oriented education. But these will be utilised by a larger cross section
of the population, only if we have more schools. It is disturbing to read
stories of children having to trudge 5 to 6 kilometres to reach their school.
A vast population of children still does not have school education available
to them. While in urban areas the problems are of admission to college to a
child, in a village, a school with one blackboard, one teacher and a roof that
does not leak, is still a dream. We all talk of physical infrastructure like
roads, bridges and dams. These can be built with monetary investment, but
building a strong foundation of schools will require funding, planning and
above all honest intentions and strong will. We need to invest vast sums in
primary education and ensure that these sums are well spent. In this area the
government needs to involve NGOs both for actually building the
infrastructure, and running primary schools as well as in monitoring
government spending in these areas. One can possibly make a beginning by
asking the government as to where it has spent the education cess that it has
collected for the past 5 years.
The other problem area is
affordability of education. Many are unable to pursue higher education simply
because it is beyond their means. Here, possibly a private-public partnership
will work, if schemes are well-structured and well-monitored. In fact, the
principle of cross subsidisation which is contemplated in health care
services, should also be used in education. A healthy return on investment
should be permitted by recovering fees from those who can afford it, while the
education to the economically weak is subsidised. The schemes must be
transparent and free from political interference. Further, the availability of
educational loans should be increased substantially. The State supports soft
loan schemes to agriculture. It should increase the support to loans for
education with adequate safeguards to ensure that this subsidy is useful to
the nation when the student completes his/her education.
The third aspect is the
quality of education. A major reason for the drop in quality is the standard
of teachers / professors. Except for coaching classes, one does not find the
teaching profession to be remunerative. Consequently, it does not attract
talent. I am conscious that the world over, the teaching profession is
underpaid. This is compensated by social respect and recognition. In our
country even this respect has been on a decline. It is often seen that while
fixing pay scales, the salary of a school teacher is equated with that of a
clerk. In government parlance the grade of a teacher is a clerical grade. I
simply do not understand, as to how a primary school teacher who is expected
to inculcate values in a child, teach him principles of mathematics, and
introduce him to literature can be equated with the salary of a booking clerk
who issues tickets across the window. School education has to become
affordable, but not cheap. It is only if we compensate teachers well, will we
be able to attract talent in this field. If this causes a deficit, the State
must pick up the tab. It is only if we are able to revamp our education
sector, will we be able to dream of a solid future. To quote Franklin
Roosevelt “We cannot always build future for our youth but we can build youth
for the future”.
I selected education as the
subject of my last communication since this is a subject close to my heart.
When this issue reaches you, I will have completed my term as the president of
a body which prides itself as an institution imparting professional education.
I have enjoyed communicating with you in these twelve months. I hope you read
those communications and found the time spent worthwhile. During my tenure I
have been fortunate to have the support, guidance, blessings and good wishes
of a large number of people. I take this opportunity to express my gratitude.
In the next month I will join the rank of ‘past presidents’.
The diamond jubilee year of
the Society is nearing completion. A milestone will soon be crossed. It is as
they say in cricketing parlance, time for the institution to take fresh guard.
Ameet Patel, a dear friend,
the incoming president, will communicate with you. He has dreams and the drive
to turn them into reality. In the words of Victor Hugo, “There is nothing like
a dream to create the future. Utopia today; flesh and blood tomorrow.” With
Ameet at the helm, the Society has a great future. I wish him and his team all
the very best.
Thank you and Good bye
With warm regards,
Anil Sathe
