A good article to understand the “real” India.
For these kids, Indian education rolls along too slowly India boasts first-rate places of learning, but how are its teeming millions faring? Asad Latif looks for an answer
AS INDIANS wait to hear details of the new government’s vision for their country, here are some chilling statistics to contemplate. They come courtesy of chemical engineer R.A. Mashelkar, one of India’s foremost scientists.
Only 50 per cent of India’s children go to school, of which only 30 per cent make it to the 10th year. Of these, only 40 per cent actually pass. This means that only 6 per cent of India’s future is passing out of its schools.
Compare this with the more than 65 per cent in South Korea, which was at roughly the same development stage as India 40 years ago and is far ahead today in GDP per capita.
Dr Mashelkar, who is director-general of India’s Council of Scientific and Industrial Research, is on the line from New Delhi. He still believes that India is a land of opportunity – for its 600,000 software professionals, for example.
But he adds that they make up only 0.06 per cent of the population. What about the rest, he asks ruefully.
Indeed, this could be the central question about India’s future. Some 31 per cent of Indians are under 15, precisely the people who will build what Indians have lately taken to calling their future ‘golden age’ of growth. Only education can guarantee their chances of fulfilling this vision.
India’s educational profile reflects broadly what the Strategic Foresight Group, a Mumbai-based think-tank, calls the nation’s three economies:
The Business class economy, which carries 2 per cent of the population, exists in only 15 cities. It has access to luxuries like cars, computers and air travel.
The Bike economy, which transports 15 per cent of the population, is located in vibrant states such as Karnataka, Tamil Nadu, Maharashtra and West Bengal. It enjoys the benefits of television, water and gas connections and, yes, motorbikes.
The Bullock-cart economy, which serves a whopping 83 per cent of Indians, labours on in populous or large states such as Uttar Pradesh and Madhya Pradesh or in the insurgency-wracked north-east.
The familiar story of Indian education – the narrative of success which weaves together the achievements of the Business class and the aspirations of the Biking class – revolves around the prestigious Indian Institutes of Technology (IIT) and the Indian Institutes of Management (IIM).
Along with leading humanities and science colleges in cities such as New Delhi, Mumbai, Chennai and Kolkata, they produce a substantial part of the country’s technological, managerial and governing elite, its consummate literati and its vocal opinion-makers.
The elite deserves its keep. Among observers who fete Indian education at its best is Dr Sunrit Mullick, Regional Officer and Educational Adviser for Eastern India at the United States Educational Foundation in India, which administers the Fulbright Educational Exchange Programme for Indian and American scholars.
Dr Mullick, a scholar of comparative religion who has studied at Harvard Divinity School, says from Kolkata that the IIT and IIM model appears to be based on the American educational system, which emphasises flexibility in course curriculum, an analytical and critical approach to learning, rapid modernisation of the curricula, and shifting from examinations to writing research papers.
But India at large is another matter.
Although literacy rates have risen from 18 per cent in 1951 to 65 per cent, and although the government has been active in education, large swathes of children still live outside the culture of expectations that propels their better-to-do counterparts to seek the best in life.
In the Bullock-cart class, literacy is nothing less than the enchantment of empowerment, particularly for women.
Womankind Worldwide, a British charity, gives a moving example of what even a little education can mean to someone in this class.
‘For me, the most important skill has been learning to sign my name,’ one woman told the charity. ‘This is something I have waited for all my life. Before, when our sangham (village group) tried to open a bank account, we were refused because none of us could sign our names.’
Vehicle of change
EDUCATIONAL limitations have economic consequences. A recent Goldman Sachs report suggests that one additional year of schooling for the workforce would increase the annual growth rate by 0.03 per cent over the next 30 years.
If India is to move ahead as one economy, education is the natural vehicle of change.
Writer Geeta Dharmarajan, 55, recognised this truth when she decided to start the Katha educational organisation 16 years ago. She had great difficulty bringing just five children in.
‘Their mothers wanted it but said that their children had to work and support their families,’ she recalls.
She persisted and, today, Katha works with about 2,000 children living in the slums and on the streets of Delhi, and elsewhere.
The result: Students of Kathashala, whose name means ’story school’ in Hindi, have higher expectations of life than their parents do.
Take 12-year-old Pushpa Biswas, whose father works in a furniture factory. She loves mathematics and would like to teach it when she grows up. ‘But with so many maths teachers in India, how can I become famous?’ she asks with a sigh. ‘So, I want to be a reporter.’
Mohammad Kamaal Quadri, 15, whose father is a shopkeeper, enjoys tapping the keyboard that lets him into the fascinating world of the Internet, but what he really wants to be is an artist.
These two children are not constrained by the past.
A debate is raging on the Internet over that past. Referring to the legacy of former Indian prime minister Jawaharlal Nehru, one participant bemoans what he calls the ‘Nehruvian penalty’ of an education system that created the IITs and the IIMs as finishing schools for the middle classes instead of concentrating on primary and secondary education, as was the case in economically successful East Asia.
Whatever the truth of that assertion, the changing times are throwing up new opportunities.
With the Indian economy improving now, the link between education and advancement will become more transparent, Dr Arvind Subramanian of the International Monetary Fund tells The Sunday Times.
Rising returns on education have already led to greater demand.
India turned a page in 2002, when it legislated free and compulsory education for all children from six to 14.
Dr Prabhudev Konana, associate professor of management information systems at the University of Texas at Austin, says that if India really wants to move ahead, it should focus on employment opportunities for all types of workers, including the unskilled, who account for almost 70 per cent of the labour force.
Indians need an education that helps them to create services, start small businesses in manufacturing, and exploit tourism opportunities, he thinks.
The Indian government could help by encouraging more private initiatives, suggests Chennai-based Mr K. Satyanarayan, an alumnus of IIT Chennai and Cornell University in the US, who has a website on education. Specifically, he says, ‘it should provide parents with vouchers that would be valid in any private school of their choice’.
What matters is the quality of education. Mr Sridhar Rajagopalan, an alumnus of IIT Chennai and IIM Ahmedabad who has worked for IBM India, is keen on ensuring that educational standards are just that – standards.
Mr Rajagopalan is managing director of Ahmedabad-based Educational Initiatives, a firm that develops research-based products that help to quantify the learning of children in grades 3 to 9. Detailed diagnostic feedback and benchmark data from all over India are then provided to students, parents and schools.
The firm’s Assessment of Scholastic Skills through Educational Testing (ASSET test) has been adopted by about 400 schools in India, 15 Indian schools in the Gulf, and Bhavan’s Indian International School in Singapore.
‘What we are trying to do is basically bring the quality-of-education issue into the national debate, not only as an issue, but also with detailed data, including comparative benchmarks,’ he says.
As these efforts take off, some see a real transformation of society under way. ‘Citizens are beginning to believe that we are intelligent, capable, competent,’ Professor Indira Parikh, Dean of IIM Ahmedabad, told this newspaper during a recent visit to Singapore. ‘This mindset, that ‘I can make a difference’, is beginning to emerge.’
Pushpa, the journalist-in-the-making, and Kamaal, the artist-to-be, are proof of that new culture of ambition.
If schools like Kathashala find a home for their children’s expectations in print or on canvas, Dr Mashelkar will have a brighter story to tell in the coming years.