India’s education sector has grown at a phenomenal pace in the last few years. The industry was estimated at $54.20 billion in FY12. According to India Brand Equity Foundation, it is expected to nearly double to $95.80 billion by FY15 as demand for education is expected to take a leap.

However, despite the tremendous growth in this crucial sector, access to quality and higher education remains largely confined to urban and semi-urban India, while much of rural India is still deprived of primary education. Schools in rural areas continue to suffer from a paucity of committed teachers and proper infrastructure, such as classrooms, blackboards and benches. Given that such schools are few and far between, most classes are overcrowded, leading to a distorted teacher-student ratio. In such a situation, it is impossible for teachers, even if they are willing to help, to attend to each and every student.

An all-India survey of school children in the rural areas, conducted by ASER, found that only 58 per cent of children enrolled in class III to V could read a class I text. Less than half — at 47 per cent — were able to do simple two-digit subtraction. And only half the children in class V to VIII could use a calendar. Proper textbooks, learning materials, skill-based, relevant and contemporary curriculum and, most important, experienced teachers are urgently needed to enable rural children to compete with their urban counterparts, not only at the national, but at the global level too.

Many states are increasingly looking for better, more economical, models of education delivery to impart education, particularly in under-serviced areas. Although there is limited support for private education from the Government as of now, a policy in this direction is perhaps imperative in the long run. Of course, there are obstacles.

Imparting quality education

Poverty continues to be a stumbling block in imparting and accessing quality education in rural India. In the absence of private schools, parents have to depend largely on government schools which are considerably cheaper, but are poorly equipped. Also, to make matters worse, in some regions, there are only a few government schools and education opportunities are limited due to geographical, cultural, economic, social and religious reasons.

Quality education at a nominal cost is desperately needed in the rural areas. Parents of children in these areas, like their urban counterparts, have begun to give a lot of importance to quality education.

IT-enabled solutions

It has been argued that digital education could act as a major trigger to overcome such issues as lack of textbooks and blackboards, but it too is faced with its own set of challenges. Unlike urban centres where technology is imparted through smart classes and computer labs, rural areas lag behind.

Huge investments, the need to develop digital content in regional languages and limited exposure of teachers to technology in rural areas are some of the deterrents. It is here that private organisations and digital service providers, along with the government, have a major role to play. They need to create technology-based applications that cater to all regions of the country and train teachers. The Government also needs to support such initiatives and ensure that costs are brought down.

While private schools have sprung up to cater to these sections, many are fly-by-night operations with dubious academic standards. While the governments — both at the Centre and States — have made some progress in building technology-enabled schools in villages, it is very difficult to run these institutes as the format doesn’t find acceptance in the villages. As a result, a lot of money goes down the drain.

Customised curriculum

Educomp Foundation has created a new model called Universal Academy Schools to target first generation learners in remote areas and villages. The schools were designed to provide a nurturing environment for learners from diverse cultural, social and economic strata and religious backgrounds. The school’s curriculum is customised to address the challenges in such areas. The schools provide modern education based on the latest teaching pedagogy and are learner-centric, skill-based and job-oriented. They are also catalysts for social change and while respecting local culture and customs, they influence the community to absorb new, progressive ideas.

This programme has benefited close to 20,000 rural people across six districts, 120 villages in six States. The schools disseminate modern, contemporary ideas on sanitation, health, social justice, gender quality, labour, industry and enterprise.

Schools in rural areas should not only promote education across sections of society but must also focus on imparting vocational training that will help the students get jobs at the end of the study period. Another problem in such areas is that the education of a girl child is the last priority for most households. Schools in rural areas must address this aspect as well. The Government has to be more proactive in furthering this agenda. Schools at the nursery, elementary and secondary levels and for adult education need to be set up in every village so that students do not have to travel to neighbouring villages. Proper infrastructure, besides facilities such as electricity, telephone lines, drinking water and toilets are a must for the development of these institutes of learning.

As effects of the trickle-down economy are felt in rural areas and disposable incomes and spends increase, education will claim the lion’s share of the household budget. To take education to the rural terrain, the Government and the private sector must work in tandem; the beginning has to be made now!

(The author is CMD Educomp Solutions.)

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