It's elementary education
AZIM PREMJI

OUR country has made much progress over the past few decades, of which we are rightly proud. Yet, why do we rank 127 out of 175 countries on Human Development Index?

Why do we lack a sense of discipline, whether we are required to stand in queue, or to throw garbage in garbage bins, or to wait for a green signal; or quite simply to follow the everyday rules of civil society and the laws of our land?

Why are we not sensitive to the rights and needs of our fellow citizens, especially those less fortunate? Why don’t care and concern and common courtesy come to us intrinsically as part of our upbringing and culture?

Why are we obliged to tolerate corruption on a daily basis in every walk of life? Why after half a century of independence, of being in charge of our own destiny, have we not achieved a modicum of social justice and equitability — equal opportunity for both sexes, for rural and urban, for all citizens irrespective of caste or creed?

Why have we failed to realise our vast human potential, our intellectual and material resources to truly evolve as a great nation?

I strongly believe answers to most of these questions lie in the kind of education system and learning processes that we expose our children to at the elementary school level. It is here that the seed of tomorrow is sown. It is here that the character and values of the child are moulded. It is here that the citizen of tomorrow is formed. Here, in fact, that the destiny of our country is determined.

The answers to these concerns are not easy ones. Our problems are immense. Today, India’s literacy rate is 65% versus a global average of 80%. Thirty-five million of our 192 million children between 6-14 years are “out of school” and of those enrolled, another 15 million are habitual absentees.

Drop out rates are staggering, and only 31% complete basic schooling of grade 10. Amongst those who actually attend class, learning levels are deplorable. Seven million out of 19 million children in Grade V cannot read and write — this does not even constitute literacy, let alone education.

The time has come to change our thinking and our paradigms and make breakthroughs in the issue of optimum “learning” solutions. We no longer have the luxury of time. Global challenges are forcing the pace on us.

In the world of business we were compelled to re-think issues if we wanted to survive as global players. We realised, for instance, we were using only about 35% of the potential of employees.

To compete successfully, it became critical to change, to provide world class infrastructure and an environment that was non-threatening, stimulating, enriching and which significantly enhanced the human potential of our organisation.

Similarly, it is imperative that our schools and educational institutes create an environment in which the required intellectual, physical, social and moral attributes can be developed, cherished and nurtured.

We need to stop looking at schools as factories churning out students equipped to memorise text. Schools must be viewed as places that have the potential to transform the future of both the individual child and indeed the nation.

Our schools must enable the children to provide education that is more than the development of mere cognitive abilities and rote learning, education that can make learning an exciting and joyful experience for our children. This will call for changes in curriculum, teacher training and assessment methods.

It is important that our schools assume responsibility for the quality of education they impart. One way would be to empower the community whose children study there not only to demand quality education, but to have due authority over the providers of that education.

One of the foremost prerequisites for children becoming proactive and responsible citizens is the availability of enough role models inside and outside the school. You cannot expect lazy parents, teachers, and leaders to nurture hard working children. Nor can scoundrels bring up honest citizens.

We need to have a meaningful discourse on how to ensure education in its finest sense is imparted in elementary schools across our land. I also believe that such a discourse will lead to effective action planning for suitable implementation.

The genuine enthusiasm and interest we have encountered both within and outside government can, will and must ensure necessary upscaling. Do not underestimate the crisis on our hands. It must be dealt with on a war footing. We simply have no more time to lose, our children don’t, our nation does not.

( Excerpted from author’s Address at the Inauguration of the “National Conference on Enhancing Learning in Elementary School” organised by the ministry of human resources development and Azim Premji Foundation)