I was a topper in school or at least one
among the top three, till I was in my 8th Standard / Grade. Later, I
was more interested in reading anything and anything, thus eclipsing my
interest in the class books and work. And within 3 years, by the time I reached
my Secondary School Leaving Certificate level (SSLC-11th Standard /
Grade) , I fell down to the ranks of the just about average student. As I
continued with my college education, my interests expanded into NCC and
learning music and I fell down to abysmal depths in the college studies and it
was, indeed, a struggle for me to complete my college education.
So much so, that after coming out of
college, I confided with my father that I no longer wished to waste his money
(with whose support I was continuing my education) and my time, in pursuing
something which has, time and again, proved to be elusive for me. That later I
did management courses on my own and did quite well is another story.
In retrospect, I think I did not do very
badly in life though my foundation has been quite weak. Today, people, at least
some of them, consider me knowledgeable if not educated – a small
gratification.
All this was possible because I was given a
chance, more than once, in fact. My failures were tolerated. But today, the
educational scenario in the country seems to have so drastically changed that
there is neither tolerance nor a chance seems to be given to those who cannot
make it – by the standards set in (most absurd levels, in my opinion) by the
schools, which are now more identical to factories.
So why am I talking about this today,
several decades after I had completed my educational odyssey? A report in
yesterday’s Telugu newspaper ‘Eenaadu’ (http://epaper.eenadu.net/svww_index1.php)
triggered my thoughts and culminated
into this lament that it is.
The news item says that many schools, especially
those in the private sector, in Tamil Nadu, a state of south India, are not
permitting the lesser bright and not so bright students to take their qualifying
examinations by forcefully evicting them out of schools, at the 9th Standard
/ Grade for not performing up to ‘their expectations’. The rationale - the
schools have taken up on themselves the onus to guarantee a 100% pass
percentage.
The figures for the year 2013-14, provided
by the news item, are that 1,169,110 students were admitted into the 9th
Standard / Grade but out of them only 1,072,691 have been promoted to 10th
Standard / Grade. If readers think that the balance 96,419 (8.25%) students
have failed to make the mark in their 9th Standard / Grade
examinations, they would be in for a surprise. The news item says that these
students have been cajoled, coaxed or forcefully evicted from the school by
giving them a Transfer Certificate even before they could face the 9th
Standard / Grade examinations. No records show that these evicted students got
admitted in any other school; as no school would be touching them with a barge
pole.
Now, the saga continues. That among the
1,072,691 who entered into the 10th Standard / Grade, only 1,060,940
students were permitted to face the qualifying examinations leaving behind a
further 11,751 students not permitted to take the examinations. So totally out
of the 1,169,110 students, finally only 1,060,940 students took the
examinations leaving behind 108,170 (9.25%) students to face their own fate.
The alarming point is that now the
malicious disease seems to be spreading to the government schools as well.
As it is, with even the educated youth of
the country facing lack of employability skills, leaving about 10% behind every
year, just because they are unable to reach the ‘expected’ grade / efficiency
levels, are not the educational institutions doing gross injustice to the
children and also to the future of the country?
Is the government taking necessary actions
to provide alternate education to these ‘deprived’ and evicted students? How
efficient is that system. If that system is working, how come there is a
genuine scarcity for skilled workers in various trades such as Electrical,
Plumbing, Masonry and so on….?
All this reminds me of a fabled task I used
to listen from elders to think out of box. The task is simple. Make a vertical
straight line smaller than what it appears now, without erasing or painting or
covering over it, blah blah blah. Many people fail and one smart alec simply
draws another vertical line a tad longer than the one already there making the
first one look smaller in comparison.
To me somehow the present education system
looks a bit similar. You want to show only success so decimate the failures!
What nonsense?
Again, what is the purpose of education?
Writing in the Campus Newspaper ‘Maroon
tiger’ Martin Luther King (Jan-Feb 1947 ‘The purpose of Education’ Atlanta, Ga) said;
“Education has a two-fold function to perform in the
life of man and in society:
the one is utility and the other is culture…………….
…The function of education, therefore, is to teach one to
think intensively and to think critically. But education which stops with
efficiency may prove the greatest menace to society. The most dangerous
criminal may be the man gifted with reason, but with no morals.”
In the recent years, running behind the so
called ‘efficiency’ which anyway seems to be quite questionable, as our
education system seems to be based more on the rote system, aren’t the citizens
losing their right to education and a proper one at that?
What will happen to the 10% who are denied
of their education year after year? If they cannot get admission in any other
educational institution, as almost all schools follow the same method of
elimination, and they cannot get any life skills, is not the education system
and the department concerned responsible for turning them to abject poverty or
into wannabe / forced criminals?
After all, every man having come into the
world has to live and when they are denied / deprived of using their available
mental resources in the name of pseudo-efficiency how do they make a living? Is
not the government and other sections of the society concerned, giving a
license to poverty / crime this way?
We work to give some succour to the
differently abled. Now these students who cannot make the grade also are
differently abled. What efforts are taken to find out their aspirations and
choices? Why should the system be so blindly driven and people are made /
forced to follow?
As the children are put into schools at
such a tender age of 1 ½ years and 2 years they are already deprived of their
childhood. If they are also deprived of schooling opportunities because they do
not meet the school requirements, what is their fate? It is a clear case of
lost childhood in the face of an imaginary oasis which ultimately turns to a
mere mirage.
Who is responsible for botching up their
lives? Has any worthwhile study been undertaken to prove that such tender
children should not be sent into schools? I am sure that there would be any
number of studies to the contrary.
In my humble and considered opinion there
appears to be a case to urgently ‘Educate the Education’ departments in the
country. The later we do this, the more the country could lose. As it is,
excepting among a handful of citizens, we have questionable civic sense, common
belongingness or common responsibility. It is more by the grace of the
omnipresence or by providence that things seem to be happening.
There is a dire need to bring in civic
sense, moral sense and common responsibility among the people and if schools do
not do that, who are the better agents for that?
Pray, tell me, if you can!
Till then,
Krutagjnatalu (Telugu), Nanri (Tamil),
Dhanyavaadagalu (Kannada), Nanni (Malayalam), Dhanyavaad (Hindi), Dhanyosmi
(Sanskrit), Thanks (English), Dhonyavaad (Bangla), Gracias (Spanish), Grazie
(Italian), Danke Schon (Deutsche), Merci (French), Obrigado (Portuguese),
Shukraan (Arabic), Shukriya (Urdu), Sthoothiy (Sinhalese) Aw-koon (Khmer), Kawp
Jai Lhai Lhai (Laotian), Kob Kun Krab (Thai) and Asante (Kiswahili),
Maraming Salamat sa Lahat (Pinoy-Tagalog-Filipino), Tack (Swedish)
Hemantha Kumar Pamarthy
Chennai, India