Introduction:

The Parliamentary Standing Committee on Human Resource Development (HRD) recently submitted its report on the 2020-2021 demand for grants for school education to the Rajya Sabha. In this report, the committee has made various observations on state of government schools in India.

Body:

Findings of the reports:

• Almost half the government schools in the country do not have electricity or playgrounds.
• The budgetary allocations saw a 27% cut from proposals made by the School Education Department. Despite proposals for ?82,570 crores, only ?59,845 crores were allocated.
• The panel expressed disappointment over the stark deficits in the government school infrastructure.
• Only 56% of schools have electricity, with the lowest rates in Manipur and Madhya Pradesh, where less than 20% have access to power.
• As per UDISE survey, less than 57% of schools have playgrounds, including less than 30% of schools in Odisha and Jammu and Kashmir.
• There is slow progress in building classrooms, labs and libraries to strengthen government higher secondary schools.
• Overall, for the core Samagra Shiksha Scheme, the department had only spent 71% of revised estimates by December 31, 2019.
• India is also dealing with a scenario of significant teacher vacancies, which are to the tune of almost 60-70 per cent in some states.

Needs for reforms:

The learning crisis is evident in the fact that almost half of the children in grade 5 in rural India cannot solve a simple two-digit subtraction problem, while 67 per cent of children in grade 8 in public schools score less than 50 per cent in competency-based assessments in mathematics.

Measures needed:

• Core schemes should get additional funds at the revised estimates stage.
• HRD Ministry should collaborate with the Mahatma Gandhi National Rural Employment Guarantee Scheme to construct boundary walls.
• It should also work with the Ministry of New and Renewable Energy to provide solar and other energy sources so that schools have access to power.
• A mission made approach to ensure infrastructure in schools like that of a 100day programme for education that focused on part on training of schoolteachers and opening of central schools.
• Solar power can be installed in schools and toilets built for all students in 100 days.
• For playgrounds, as of now it can be relied upon community grounds until permanent arrangements are made.
• Community participation can make sure that the objectives are satisfactorily met.

Conclusion:

To usher in demographic dividend, it is necessary to allocate sufficient funds for school education as well as efficient utilization of it.  A public school system that guarantees universal access, good learning and all facilities has to be among the highest national priorities.