Levels of literacy in the primary schools of Maharashtra and Karnataka

Abstract

The importance of primary education in individual development and in the nation's socialand economic development is well known. It has been argued by several that countriescomparable with India - China and the certain nations of S.E. Asia could make rapidprogress in economic and health indicators because of their prior success in providinguniversal primary education. This unfortunately has not occurred in India. Now, however,to accelerate the spread of primary education, several initiatives have been takenincluding the World Bank sponsored District Primary Education Program (DPEP). Withthe increasing availability of infrastructure, the emphasis of this study is that it is nownecessary to concentrate on the quality of primary education.It is well known that the quality of education in the primary schools, particularly in therural areas, delivered by the public education system is low. What is not known, however,is to what extent. This study attempts to quantify the scale of the problem. The issue ofquality has been analyzed in eight districts, six in Maharashtra, one in Karnataka and onein Andhra Pradesh. Maharashtra, Karnataka as well as Andhra Pradesh are generallyrecognized as being among the more progressive and better managed States. This studyshows that if even in these States, classroom literacy is as low as 3.95 percent (Kannadamedium schools in three blocks of Belgaum District, Karnataka), the official figure forIndia's overall literacy rate of around 66 percent (2001 census) is thus far removed fromreality.The second question that logically follows is that if classroom literacy is really so low,thai what measures can be adopted to effect an improvement. In Amravati Division,Maharashtra, illiteracy had been substantially reduced by measures that emphasizedobjectivity, accountability, continuity and replicibility. This method while fixingaccountability at all levels also determined the precise areas the individual student wasweak in, thereby allowing for customized remedial measures for individual students orgroups of students. Moreover the method adopted did not require any additional finances,manpower or changes in the statutes, making it eminently suited to serve as a model.Lessons have been drawn from the role of public participation, the media and the politicalclasses. Issues like primary education which have a wide impact, and which seek tochange established systems, require correspondingly wide legitimacy and publicsupport.The overall malaise in the public education system which led to low literacy levels hasbeen examined. The long term effects of the lack of quality education at the primary levelhave been shown in the survey of students at the SSC level in thirteen secondary schools.The main conclusion here is that even with adequate resources, trained teachers, thenumber of schemes to increase attendance, classroom literacy cannot be ensured unlessthere is a system in place which pinpoints the accountability of the teachers and thesupervisory staff immediately, accurately, comprehensively and continuously.Three schools in Belgaum District, Karnataka have been analyzed in depth. This serves toillustrate the nature and extent of the problem at the basic level of the student and theclassroom. It also shows that the recently completed DPEP in Belgaum and in Adilabad(AP) has not appreciably increased the achievement level of the students. Thisobservation is reinforced by the evaluation of the achievement levels in AurangabadDistrict, Maharashtra, which had also completed the DPEP.A comparative analysis regarding educational standards has been provided between theschools of Belgaum district which had a DPEP program and the schools of Amravatidistrict, which did not.Belgaum, as per the DPEP norms has spent Rs. 52.84 crores out of a sanctioned Rs. 57.84crores. This indicates strongly that there is no direct correlation between additionalfinances and literacy if other factors are not in place. The DPEP is pumping in newresources into the primary education sector. Rs. 4885 so far and the possibility of another4000 crores in the future. This will add to the country's already large public debt burden.The money should be used judiciously. Returns can be assured only if the rate ofclassroom literacy substantially rises, which is currently not the case. The DPEPapproach towards primary education and its lack of success in ensuring quality havebeen analyzed in terms of the weakness in its evaluation and monitoring methods.The policy recommendations in this study include the fundamental need to shift thedebate on primary education towards the maximization of resources already in place.This maximization can be achieved by correctly evaluating classroom literacy levels andthai adopting suitable remedial methods. The entire gamut of schemes currently adoptedby the Education Department have to be reexamined to check their effectiveness inachieving the basic objective of literacy. Moreover universal literacy has to be achievedas quickly as possible, otherwise in this globalized era the gap between India and othercountries in the world is bound to increase.