TEACHERS
 

On the basis of diagnosis of the present education system, the document "Challenge of Education" identified disparities in education as an area of major concern. A recurrent theme throughout the document is that, if adequate measures are not taken for the spread of education, the chasm of economic disabilities, regional document further notes that the level of educational attainment should not be too disperate as between the sexes, among social groups and across geographical regions. It recommends an increase in allocates to rural areas, and special attention to female literacy rates. Open Universities, it is stated, will be a boon to those who for economic and other reasons cannot have formal higher education. The Central Schools proposed by the document reflect "not only the central commitment to education but also concern for equity".

The organisations which have sent their suggestions on the National Policy on Education are equally seized with the problems of inequities in the education system. The areas of major concern to them are education of girls, of children living in rural areas, poorer sections of the society. The suggestions/comments in this which will help in securing equality to the deprived, and on the other hand, a large number of organisations have highlighted how certain proposed new measures will lead to elitism in education and help not only in perpetuating the inequities but in the accentuation of the same.

It is interesting to note that in this set of proceedings, unlike the individual letters analysed earlier, the issue of reservation in educational institutions has not evoked any criticism. On the other hand, there are suggestions that "reservation should be enforced in all types of institution".

It is also suggested that there should be reservation of seats for women in educational institutions. There is a specific suggestion that better schools should also fix quota for Scheduled Castes and Scheduled Tribes. Equal emphasis is, however, laid on remedial teaching so that "the deprived could keep pace with others".

For increasing the enrolment of deprived in elementary schools, the need of strengthening of the incentives has been emphasised. Besides free meals, uniforms and books, one of the organisations suggests `giving compensation to parents'.

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To increase enrolment and retention at primary level, a measure which has found favour from a number of organisations opening of pre- primary sections in primary schools in rural areas. This, it is felt, will narrow somewhat the rural-urban gap. For bridging the gap between rural and urban schools it is also proposed that rural schools be well equipped.

Education of girls has been as much a matter of concern. Suggestions in this regard, range from opening of more girls schools to "changing attitudes of people about relative importance of girls `and-boys' education".

While there are suggestions to reduce inequities, more vehement is the opposition to certain proposed changes in the policy suggested in the "Challenge..." document.

Model schools which have course in serious criticism on various grounds such as their inability to get replicated an alien media of instruction, Centre's encroachment on state rights, etc., have evoked bitterest criticism on the basis of equity principle. Statements such as given below are not rate.

"Model schools will only perpetuate inequities. It will not benefit the poor and marginal farmers. it would be a bonanza for middle level bureaucrats and rural rich".

Idea of model schools was yet another means of taking more privileges to the doors of privileged sections".

It is feared that these schools will take the major share of limited resources available for education and consequently "educational programmes for the poor would be neglected".

Model schools are seen as "contradiction with the recommendations of Kothari Commission which envisaged Setting up of neighbourhood schools which would have the effect of mitigating the effects of eliticism in education". Further it is stated that "the proposed model schools should be abolished both in rural and urban areas as they would not only perpetuate but aggravate existing inequalities".

A number of organisations recommend the acceptance of the concept of neighbourhood schools so that "all the children in the area could attend them irrespective of financial status".

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The quest for equity is further evidenced from suggestion of a number of organisations "to end the dichotomy between private and public schools by abolishing all public schools". `A variant of' this suggestion is that, "as a first step government should stop all support, encouragement to such organisations".

Feeling against the capitation fee is as intense as against the model schools. While one organisation has asked for `discouragement of capitation fee', others are more vociferous demanding "total abolition of Vie system of capitation feel, or "banning, of admission on the basis of capitation fee which supports privilege in education".