Education:
Quantity or Quality?
Isn't it an irony that
parents spend Rs 1000 per month for education in a private school, while
government spends Rs 2000 per month on a child in a government school. The
disintegration of education system in the Islands
is directly proportional to the increase in investment in pay & perks,
infrastructure, facilities, equipments and accessories. Is it systemic failure
or lack of a system itself?
By Zubair Ahmed
An analysis of
the three press meets by the heads of Electricity, Education and APWD would
suffice to get a feel about our idea of development or achievements. When we
talk about achievements, its more about quantity than quality in every sector.
Like any other
department of the Admn, in education too, the number of school buildings,
toilets, doors, windows, new recruitments, teaching and non-teaching staff,
ayahs, peons and watchmen seems to be the focus. But, the dismal performance of
govt schools in the board exams has now compelled the Administration to reflect
on reasons behind the debacle.
The
Administrator recently expressed concern over low pass percentage both in Class
X and XII. Had we achieved 100% pass in Class X, we would have celebrated our
success and started comparing it with states in Mainland conveniently
overlooking the fact that even 100% is just quantity and not about quality.
Will the Directorate tell us the overall average CGPA this year, even in the
schools which achieved 100% results? It would be a shocking revelation!
In fact, if the
Admn contemplates tweaking the system to make a turnaround, the change should
begin from top to bottom. The Directorate needs an academic to run the show
instead of a bureaucrat. A bureaucrat can be good in providing resources, but
monitoring of academic performance is not their cup of tea. Mismanagement of
resources including manpower is quite apparent everywhere. Schools with
disproportionate pupil-teacher ratio is abundant in number.
The example of
two schools in South Andaman District are glaring. One Govt secondary school at
Jirkatang, affiliated to CBSE, has 16
students on roll with five GTTs, two PSTs one Craft Instructor and one
Librarian. Three students appeared for Class X Board examinations out of which
two passed and one was placed under EIOP or compartment. The teacher-student
ratio is 16:9! One teacher for every 1.5 student!
The
CBSE-affiliated secondary school at Mile Tilak has 30 students and 8 teachers
including a PET and a Librarian. Five students appeared for Class X
examinations and secured 100% pass with an average result of 6.5 CGPA. The
teacher-student ratio is 30:8! A teacher for every 3.5 student!
Why not buy a
fully-air-conditioned 40-seater coach with home pickup for the children with
lunch from a star-hotel and admit them in a premier school at Port Blair? The
per capita cost would be less than what is spent on such schools, and a fortune
can be saved too.
Isn't it sheer
mismanagement or eternal indecisiveness to find a solution? These are not
exceptional cases. There are many such examples throughout the territory. There
was a school with 16 teachers and 9 students!
There are many
schools in South Andaman District where enrolment is very low due to numerous
private schools that have come up. But, the sanctioned strength of staff
remains same with disproportionate teacher-student ratio. Many teachers can be
seen loitering around or sitting around the headmaster gossiping.
In fact, there
are approximately 300 surplus teaching staff including GTT and PST in the
department, without taking into account those engaged under Sarva Shiksha
Abhiyan (SSA). The recent recruitment might have earned a brownie point, but
was it need-based? The haphazard placement of teachers throughout the territory
exposes the sorry state of affairs in the department. Even the official Pupil
Teacher Ratio claimed to be around 15:1 is highly debatable. The no. of
students studying in govt schools as projected by the Directorate is 86460, and
teachers under the Directorate is 5574 which is also susceptible. In fact, no
developed country, even USA
can beat the record of Pupil-Teacher Ratio (PTR) in our Islands .
It runs in single digit.
A large number
of media of instruction also add to the miseries of the department. The same
infrastructure and faculty are needed for a small number of students. Schools
were provided for small number of students again on demand, without considering
the logistics and practical difficulties. Rationalization of medium, as
pinpointed by the Administrator, however politically incorrect it might be,
needs to be implemented.
To bring quality
in education, a robust monitoring system needs to be in place. However, the
department is not devoid of saner voices. They do admit that there is no
accountability, no proper, timely and effective inspection of schools.
Inspection by peers is hardly meaningful unless sustained and evaluated
periodically.
But the question
is how inspections can be carried out with the present dispensation?
Principals, DEOs, Asst Directors and sometimes Directors are of same scale. The
DEO acts as principal in charges of many schools in the absence of regular
principals. If the climate is conducive, they may sit in Directorate as Asst
Directors and in bad times may be sent back as Principals or DEOs. There is no
well-defined hierarchy to bell the cat?
In 2009, the
pass percentage of Class X was 57%. Thousands of students were thrown out of
education system. Last year, when the results were 97%, instead of celebrating
it, we rued the system saying that Class X is no more a benchmark. This year,
the results seems to have rationalized. Its a wake up call to take CCE
seriously in lower classes itself to prepare them for board exams, especially
Class X. Dissection of average marks in different subjects will be a good way
to start with to know what we were missing down the line.
Moreover, to get
into the bottom of the disintegration, there needs to be a thorough
understanding of the CCE pattern, which is often blamed by majority of teachers
for poor performance.
Earlier, they
rued that students weren't serious due to no-fail policy. Now, when the pass
percentage have come down, they blame the CCE pattern itself.
In fact, CCE
pattern is widely misconstrued by most of the stakeholders. It prepares the
students for life rather than just higher studies. There has been no serious
effort among teachers in implementing it in true spirit. Blaming it as
paper-work intensive system, the focus is deflected from children failing the
purpose itself.
With a little
bit of tweaking here and there, its one system, which gives sufficient emphasis
on overall development of the child. It is observed that there has been a drop
in the capability of writing among the children due to irrational mark
allocation in different tools in formative assessments in lower classes, which
can be easily overcome by following a rational system giving an extra edge for
pen-paper test, preparing the students for summative assessments. Problem
Solving Assessment (PSA) introduced by CBSE a couple of years back seems to be
far beyond the comprehension of our teachers.
There has been
wide discussion of inclusion of soft skills in school curriculum, but how many
teachers in our Islands have ever seen the
well-researched Life Skill manuals prepared by CBSE? Do they use it in schools?
How many periods are earmarked for the same? Instead of blaming the system and
looking out for solutions, there is a serious need to get acquainted with the
materials provided by CBSE as well as NCERT, and implement it in true sense.
The state of
evidences of assessment by government schools will tell another sordid tale of
affairs how much they are concerned about the students. If the Administration
is serious about improving the quality of education in the govt run schools,
they need to check the quality of evidences of assessment of each school. To
make CCE work, periodic internal assessment of evidences need to be carried out.
A one time
quality assessment test at two levels can help in getting a clear picture about
the ground reality. To assess the
quality of language and mathematics up to Class V and Maths and Science upto
Class VIII would help in assessing the teachers, schools as well as students.
Necessary inputs and outputs from the review can help in taking remedial
measures.
On making the
teachers responsive and accountable, the Secretary recently made a remark about
carrot and stick approach. Only reward and punishment can bring meaningful
change in the system. Transfers are very lucrative in the department. A lot of
political as well as bureaucratic pressures are exerted on the Directorate to
accommodate the ‘well connected’ teachers in the headquarters. Others manage on
medical ground; true or false. Yet others come up with excuses of ailing old
parents, and close relatives; some actual, some cooked up to stay in South
Andaman Main Island, not even Neil, Havelock and Little Andaman. If the warning
from Secretary-cum-Director that non-performers will be shown the door makes an
impact, well and good. Moreover, there are no incentives for performers, who
gradually feel let down by the Directorate.
While the private
schools with minimal infrastructure and manpower delivers, the over pampered
government schools with experienced teachers and quality infrastructure fails
miserably. The govt spends around Rs 20 crores on just salary of teachers, and
per head expenditure on a child comes to more than Rs 40,000/- but the output
is dismal. The irony is that when a parent spends Rs 1000/- per month for
education in a private school, government spends Rs 2000/- per month on a child
in government school.
Sixth Pay
Commission brought a windfall for the government teachers beyond their wildest
dream. But in terms of output, there is hardly anything to write home about. The
teaching fraternity instead of discussing the debacle in board exams would be
more keener to discuss threadbare about Seventh Pay Commission and its
nitty-gritty.
Its a fact that
educated parents including govt teachers admit their children in private
schools despite knowing that the teachers are not experienced and are not paid
at par with those in govt service, but they are confident that the schools will
deliver.
Its an enigma
why govt schools in outer Islands , where there
are no private schools too fail to perform. The enrolment is not bad. The
community as stakeholders too needs to give a thought about it.
If ten percent
of the time teachers spent on gossiping about their pay scale, DA and pay band
is utilized to discuss about education and their students, the Administrator
wouldn't have to worry about the declining quality of education in the Islands .