by Tabrez Alam 6 February 2024
Abstract:
This article aims to provide valuable insights into educational Sanrio, addressing the gaps and fostering a deeper understanding of the challenges and opportunities in India’s educational landscape. Recent reports highlight the state of education in India, focusing on government school enrollment, learning outcomes, and the gender gap. This academic article delves into the 17th Annual Status of Education Report (ASER) 2022 findings, analyzing specific data from the rural areas of Jharkhand, particularly the East Singhbhum district. It reveals an intriguing paradox where high smartphone usage among youths coexists with challenges in basic educational skills. Additionally, the article explores dropout rates at the secondary level in various states and proposes initiatives to address this issue. It also discusses Jharkhand’s groundbreaking approach to inter-generational learning to enhance school retention and reintegration.
Introduction:
The recently unveiled Annual Status of Education Report (ASER), Rural, 2022, by the Pratham Education Foundation underscores the commendable growth in the enrollment rate of school students aged six to 14 years in Jharkhand, reaching 98.4% in 2022, up from 97.1% in 2018. The comprehensive household-based survey, covering 28,196 pupils across 720 villages in 24 districts, provides invaluable insights into the educational dynamics of the state. Noteworthy trends include a substantial surge in enrollment in government schools, rising from 78% in 2018 to an impressive 83.3% in 2022, indicating a growing preference for public educational institutions. The report also highlights positive strides in gender parity, with a remarkable decline in the rate of girls aged 11 to 14 years not enrolled in school, dropping from 4.1% in 2018 to a mere 2% in 2022. Despite these positive trends, challenges in the enrollment of children in Anganwadi centres persist, with rates declining from 72% in 2018 to 68.2% in 2022. Insights from Santosh Kumar, the head of ASER (Jharkhand), emphasize the methodological shift in survey approaches, emphasizing the importance of on-the-ground visits for accurate data representation. In conclusion, the ASER-2022 report illuminates the progress in school enrollment, emphasizing the need for targeted interventions to address challenges in early childhood education and underscores the commitment to accurate data through meticulous on-the-ground surveys for informed decision-making in Jharkhand’s educational future.
The ASER 2022 report by NGO Pratham provides a comprehensive overview of the educational landscape in India, highlighting both successes and challenges. The article focuses on critical aspects such as government school enrollment, learning outcomes, and the gender gap. It also examines the unique scenario in Jharkhand, where high smartphone usage among youth contrasts with shortcomings in fundamental educational skills.
Enrollment Trends and Learning Outcomes:
ASER 2022 emphasizes a positive trend in the enrollment of children in government schools nationwide. However, it also reveals a concerning decline in essential reading and arithmetic skills among students in Classes 3 and 5. Notably, the decrease in the proportion of girls not enrolled in schools for the age group 11-14 from 4.1% in 2018 to 2% in 2022 signals progress in gender equality efforts.
Insights from Jharkhand: Jharkhand’s educational landscape, as revealed in ASER 2023, reflects a paradoxical situation despite 91% of 14-18-year-olds using social media and 56% struggling to read English sentences. The survey in East Singhbhum district underlines the prevalence of smartphones, with 81.4% of children owning one. However, it raises concerns about the correlation between digital proficiency and academic competence.
Dropout Rates at the Secondary Level: The article delves into the dropout rates at the secondary level across several states, highlighting areas like Bihar, Gujarat, Madhya Pradesh, Odisha, Jharkhand, Tripura, and Karnataka, where rates surpass the national average. As the National Education Policy outlines, the government’s emphasis on achieving a 100% Gross Enrolment Rate (GER) by 2030 underscores the urgency to address dropout challenges.
Factors Contributing to Dropout Rates: Insights from a UNICEF survey indicate that domestic work and early marriage contribute significantly to the dropout of girls, emphasizing the need for a nuanced approach to address these challenges. Additionally, the article incorporates data from the Project Approval Board (PAB) meetings, emphasizing the importance of targeted interventions in states with higher-than-average dropout rates.
Innovative Solutions: Inter-generational Learning in Jharkhand: Recognizing the severity of dropout rates in Jharkhand, the article explores the novel approach to inter-generational learning. This initiative, signed between Jharkhand Education Project Council (JEPC) and Healthy Aging India, aims to leverage retired educated individuals to teach school children, promoting emotional intelligence and cognitive agility.
In-depth analysis on Bridging Educational Inequality in India: Education is essential for human development, as it promotes individual growth, elevates living standards, and contributes to societal welfare. Educated parents play a crucial role in shaping the future, underscoring education’s pivotal role in nurturing skills and self-determination. Education generates positive externalities that extend to well-being indicators such as health outcomes, fertility, nutritional levels, and infant mortality. In the global arena, the competition for foreign and domestic investments depends significantly on the proportion of the workforce attaining a basic level of education. A positive correlation between education and economic growth, as well as the quality of education influencing GDP per capita, further emphasizes the profound impact of education on a nation’s prosperity.
India aims to provide comprehensive, quality education by 2030, aligning with Sustainable Development Goals (SDGs-4). However, the younger demographic, constituting 39.5% of India’s population aged 0 to 14 years, magnifies the challenge of providing equitable access to education, particularly for middle-income and low-income families. Despite policy initiatives, historical challenges persist, as seen in the substantial illiteracy figures in 2001 and a slow improvement in educational attainment. The evolution of education policies in India, including the National Policy on Education (NPE) and the Right to Education (RTE) bill, reflects a commitment to restructuring, eradicating discrepancies, and ensuring universal access to elementary education. However, the emphasis on infrastructure and teacher qualifications has overshadowed learning parameters, resulting in a disparity in educational quality, particularly in government schools.
The Indian education system faces several challenges, creating significant disparities between private and government education. With a ratio of 5:7, the government education sector faces criticism for failing to provide quality education, particularly in rural areas. Urban-rural literacy gaps persist due to insufficient infrastructure, lack of academic attention, and inadequate facilities in public schools. Private schools, offering comprehensive facilities, often remain financially inaccessible for lower-class families, constituting over 37% of the Indian population below the poverty line. Traditional beliefs and apprehensions towards modern education further hinder widespread acceptance, exacerbating the challenges faced by the underprivileged.
There needs to be more investment in educational infrastructure to perpetuate the struggle, hindering the development of schools, libraries, and science equipment. Moreover, the privatization of higher education has led to exorbitant fees, limiting access for deserving students. The economic constraints of the majority impede the growth of a well-educated workforce—the predominant use of English as the medium of instruction sidelines foundational literacy and numerical skills development. The focus on theoretical knowledge needs to pay more attention to practical experiences, leading to a rat race for exam scores rather than holistic education. The brain drain phenomenon further depletes the nation of valuable talent-seeking opportunities abroad. Caste-based reservations and the prevalence of paid seats perpetuate educational disparities, hindering equal opportunities for all. Mass illiteracy, affecting around 33% of the population, remains a significant hurdle, especially compared to more educated nations globally. Public schools need more infrastructure, and a lack of drinking water, electricity, and toilets contributes to high dropout rates. The need for more trained teachers and their diversion into non-teaching administrative work increases the quality of education. Corruption in fund allocation exacerbates these challenges.
The Right to Education Act emphasizes free and compulsory education for children aged 6 to 14. However, the act encounters implementation challenges, with discrimination persisting and corruption in fund allocation impeding the objectives. The closure of government schools due to competition from private counterparts raises accessibility concerns.
Concluding Remark:
In conclusion, this article provides a comprehensive analysis of the educational scenario in India, emphasizing the findings from ASER 2022 and 2023. It scrutinizes the enrollment trends, learning outcomes, and challenges in Jharkhand, particularly in East Singhbhum district. The discussion on dropout rates at the secondary level and the innovative inter-generational learning model in Jharkhand highlights the multifaceted nature of the issues faced by the education system. As the nation strives for educational inclusivity and excellence, these insights can guide policymakers and educators in formulating effective strategies for a brighter future.
The article delves into the intriguing paradox of high smartphone usage among youths in Jharkhand and the challenges in basic educational skills. It highlights the prevalence of smartphones in the state, with 81.4% of children owning one, per the ASER 2022 survey in the East Singhbhum district. However, it raises concerns about the correlation between digital proficiency and academic competence.
India has witnessed notable advancements in enhancing the primary education attainment rate. As of 2011, an estimated 75% of the population aged between 7 and 10 years demonstrated literacy, marking a significant 9.2% increase from 2001 to 2011, as per Census 2011 data. The nation’s progress in education is frequently acknowledged as a pivotal factor contributing to its economic growth. The educational landscape in India comprises a substantial private school system that complements government-run schools, particularly at the primary and secondary levels. Statistics reveal that 29% of students in the crucial 6 to 14 age group opt for private education, reflecting the diverse educational options available and the collaborative effort of both private and public sectors in nurturing the learning needs of the populace (The Hindu, August 21 2014). The article proposes targeted interventions to address the issue of dropout rates at the secondary level in various states, including Bihar, Gujarat, Madhya Pradesh, Odisha, Jharkhand, Tripura, and Karnataka. It emphasizes the importance of achieving a 100% Gross Enrolment Rate (GER) by 2030, as the National Education Policy outlines. The article incorporates data from the Project Approval Board (PAB) meetings. It stresses the need for a nuanced approach to address challenges like domestic work and early marriage that contribute significantly to the dropout of girls.
Recognizing the severity of dropout rates in Jharkhand, the article explores a novel approach to inter-generational learning. The initiative, signed between Jharkhand Education Project Council (JEPC) and Healthy Aging India, aims to leverage retired, educated individuals as mentors to support children’s education. The program’s expected outcomes include enhancing school retention and reintegration, promoting gender equality, and improving the quality of education. The Indian education system faces multifaceted challenges, including affordability, language barriers, and governance issues. The Right to Education Act serves as a beacon, but its practical implementation demands addressing infrastructure gaps and eradicating corruption. As exemplified by the recent education policy, the government’s commitment to reform provides hope for an improved and inclusive educational landscape. Recognizing the urgent need for change, stakeholders must collaborate to overcome these challenges, ensuring quality education in India’s dynamic and diverse society.
Way Forward: Addressing the educational challenges ASER and other surveys revealed necessitates a multifaceted approach. Policymakers should prioritize targeted interventions in states with high dropout rates, considering the unique socio-economic factors contributing to each region’s educational landscape. Moreover, the success of inter-generational learning in Jharkhand offers a model for other states to explore, bridging the gap between generations and leveraging the knowledge of retired individuals to enhance students’ emotional intelligence and cognitive abilities. Emphasizing teacher-parent collaboration and community involvement can further contribute to a holistic education system that nurtures academic growth and addresses societal challenges. In a significant stride towards educational transformation, the Ministry of Education has unveiled the NIPUN (National Initiative for Proficiency in Reading with Understanding and Numeracy) Bharat Scheme, addressing the learning needs of children aged 3 to 9. Aligned with the National Education Policy (NEP) 2020, which marks a pivotal shift in educational paradigms, the scheme’s objective is to establish an inclusive environment ensuring universal foundational literacy and numeracy by the end of Grade 3 by the academic year 2026-27. The scheme’s focus spans access and retention in foundational schooling, teacher capacity enhancement, development of high-quality learning resources, and progress tracking. Implementing NIPUN Bharat, the Department of School Education and Literacy adopts a five-tier mechanism encompassing National, State, District, Block, and School levels. The Samagra Shiksha initiative forms the backbone, treating school education holistically. NISHTHA, part of NIPUN, will capacitate around 25 lakh teachers on foundational literacy and numeracy this year, fostering a transformative learning environment. With targeted outcomes, including reduced dropouts, enhanced transition rates, and holistic child development, NIPUN Bharat strives to create a joyful and engaging educational experience with far-reaching positive impacts on future life outcomes and employability.
References:
- Indian Express. (2024, January 10). Over a dozen states have dropout rates at the secondary level higher than the national average. Retrieved from https://indianexpress.com/article/education/over-a-dozen-states-have-dropout-rate-at-secondary-level-higher-than-national-average-8173362/
- New Indian Express. (2024, January 16). More than 86,000 children are out of school in Jharkhand. Retrieved from https://www.newindianexpress.com/nation/2023/Sep/08/more-than-86000-children-are-out-of-school-in-jharkhand-2612930.html
- The Telegraph India. (2024, January 24). Jharkhand launches project to bring back school dropouts. Retrieved from https://www.telegraphindia.com/jharkhand/jharkhand-launches-project-to-bring-back-school-dropouts/cid/1870149/
- (2022). https://www.frontiersin.org/articles/10.3389/feduc.2022.871043/full
About author
Dr. MD Tabrez Alam, a distinguished scholar, recently earned his PhD from IIDS, New Delhi, augmenting his impressive academic journey that includes an MPhil from MANUU, Hyderabad, and a Master of Social Work from the Central University of Rajasthan. With initial graduation in Social Work from Osmania University, Hyderabad, Dr. Alam has showcased exemplary research skills through collaborations with organizations like XISS, UNICEF, and CECOEDECON. As the General Secretary of Rising Tree and Co-founder of Social Works Collectives, he plays a pivotal role in social initiatives. His book “Muslim as Unequal: A Socio-Economic Study of Jharkhand” is noteworthy and has multiple research papers. Dr. Alam actively contributes to contemporary discourse through writings on diverse issues, with research interests spanning Social Work intervention, Social Policy, Research, Identity-based discrimination, Segregation, and Social Development, reflecting a steadfast commitment to positive change through academia.