Barriers to achieving equity in our educational system

CORD and NEG FIRE

• Reflections based on field studies of schooling in 4 districts

• Visakhapatnam and Koraput in 2010– districts share an inter-state (Andhra Orissa)

border

• Katihar and Sahibganj in 2011– districts share an inter-state (Bihar Jharkhand)

border

3

Research Methodology Survey of 30 schools• Selection of blocks on the border • 30 villages randomly selected from these blocks• In each village, all schools with primary classes

were surveyed Village studies• Selection of 3 villages in 1 block in each distt• Villages with various levels of development were

chosen • One week spent in each village

Location itself a source of disadvantage

• History of neglect – 3 low literacy districts• High proportions of disadvantaged groups– 50% STs in Koraput– 43% Muslims in Katihar– 39% Muslims; 29% STs in Sahibganj

• Livelihoods such that children play a role• Migration common

Finding:Inadequate provision on most counts

• Shortage of teachers in 3 districts; • Shortage of classrooms in all

• In Katihar, shortage of teachers and an even more acute shortage of classrooms

• School with a PTR as high as 159• School with a SCR as high as 323

Quality of teachers appointed varied

• Substantial proportions had no teacher education qualifications– Highest was 44% of teachers in Katihar

• Much of the teacher education qualifications had come through distance education– Reported to be of limited value

• Salaries were low, and in some cases, irregular

Limited proportion of time spent teaching

• 64% - 81% of teachers were present in school• District-based recruitment may have helped.– High proportions of teachers lived in the same

village as the school they worked in• However teachers came late – Substantial proportions arrived after the team

• Teachers reported to leave early on a regular basis.

Corporal violence important reason for children dropping out of school

• Children beaten for being late / irregular.

• Teachers to be more sensitive to children’s contexts.– Children have to travel distances– Children have to complete chores such as grazing

animals– Children have to stay at home when both parents

are going out to work

Language issues a barrier to comprehension

• Children in tribal Visakhapatnam spoke Adivasi Oriya, a dialect similar to Desia (spoken in Koraput). They were taught in Telugu.

• Children from the Muslim (Shershawadi) community in Bihar and Jharkhand spoke Thetee Bengali but were taught in Hindi.

• Santhal children were also taught in Hindi. – Even in Santhal dominated villages, it was not

necessary that Santhal teachers would be appointed.

Village Mehergaon in Katihar

• Prosperous village; highly accessible.

• Dominated by Yadavs (OBCs) – 100 families.• About 25 Nishad (SC) families.

• Government Primary School – 206 children• Enrolment 62% OBC; – 9% SC; 11% ST and 18% Muslim

Positives• 6 teachers; PTR 34• Midday meal was observed to be functioning• Drinking water, toilets, even electricity

availableNegatives• Too few pakka classrooms (3)• No boundary wall, no playground, no library• Attendance far below enrolment.• Limited teaching even during preannounced

visit

Huge problems in the school

• HT reported to be corrupt and negligent (in collusion with 2 other teachers)– Collects fees on numerous counts– Does not come to school– Has suspended a teacher who challenged his

running of the midday meal– Has fired the cook who questioned him– Arranged for goons to threaten villagers when

they came out in support of the suspended teacher

Villagers unable to have action taken against him

• Complaints against HM strongly articulated by Nishads and poorer Yadav families.

• Suspended teacher has put a case on the HM. She is highly praised by the villagers. But not allowed to teach and not paid a salary.

• HM is reported to be politically powerful• HM supported by District level officials or the

sarpanch• System of Grievance Redressal is required.

Why does this lack of accountability and discriminatory behaviour continue?

• Social identities are strongly defined and stratified. • Social inequality is an inherent part of everyday life. • Children from disadvantaged backgrounds can be

treated poorly by teachers and by other children.In our study• Tribal children referred to as junglee.• SC children referred to as good to play band-baaja.• Muslim children referred to as mian.

Demands on teachers are considerable

• Children are irregular / late.• Parents can give them limited support.• Inclusion and equity may not have been a part of

teachers’ experience.• Also teaching without corporal violence.• Using new pedagogies is a challenge.• Also admitting children year-round.• Assessing them regularly and on a wide range of

parameters.

What can be done to increase equity in our educational systems

• Better infastructure and teacher provision required

• Capacity building among teachers– Need understanding of the thinking behind RTE– Need to see that the higher authorities take RTE

seriously• Need some system which allocates

responsibility for dealing with complaints at block level, district level, and state level.