Dipak Kurmi
(The writer can be reached at dipaknewslive@gmail.com.)
The ongoing dispute between the Assam government and state school teachers revolves around the implementation of the attendance guarantee system. In an effort to monitor teacher and student attendance, the education department supplied government-controlled schools with tablets and introduced a new app called Shiksha Setu Axom. However, the efficacy of these measures is hindered by the subpar quality of the government-provided tablets and unreliable network services—common issues with government-supplied resources. Despite verbal instructions from departmental officers to use their mobile phones for attendance, teachers from affected schools have staunchly refused to comply.
In response, the education minister has accused some teachers of using the education bridge to engage in dishonest practices, an allegation vehemently denied by the teachers, who assert that the accusations are unfounded. The Sanmilita Shikshak Mancha has clarified its stance, emphasising that they are not opposed to the use of the education bridge but demand improvements in infrastructure before its full implementation. As the impasse between the government and teachers persists, reports indicate that Sadou Asom Sanmilita Shikshak Mancha is considering legal action, threatening to file a lawsuit against the government in court.
The Assam government has sparked controversy with another directive requiring schools to celebrate all government festivals and mandating teachers’ participation in various government activities. This move has faced criticism from multiple quarters, with concerns raised about its potential detrimental impact on the public education system. The teaching community, in particular, finds the directive unsettling. I worry that the government might be seeking to enlist teachers as instruments for the implementation of its political programmes, reminiscent of how the All Assam Students’ Union (AASU) utilised government school students for agitation, ultimately causing harm to both education and students.
While it’s not uncommon for school teachers to be involved in government duties such as censuses and elections, the recent trend extends to their participation in political campaigns or government schemes. This shift undoubtedly poses a significant threat to the field of education. Engaging in these activities not only diverts teachers’ focus from their primary role but also consumes valuable time that could otherwise be dedicated to teaching. The potential consequences include a substantial compromise in the quality of education as teachers find themselves entangled in non-teaching obligations.
Evaluating the government’s efforts to ensure teacher attendance requires a practical trial, a topic I won’t delve into here. Monitoring the attendance and teaching activities of teachers in government schools is undeniably crucial. Unfortunately, a prevalent mindset in our country views government work and property as someone else’s concern, fostering a culture of dishonesty and indifference towards public assets. This extends to some government officials accepting bribes for personal gain, neglecting their responsibilities, and misappropriating government funds. Regrettably, teachers are not exempt from such habits, necessitating measures to ensure their attendance.
However, the challenge lies in implementing these measures without criminalising or demeaning the teaching community. Mere attendance does not guarantee effective teaching or learning. Teachers need motivation to consistently and earnestly impart knowledge. Moreover, preserving their dignity and self-esteem is vital. Unfortunately, I’ve observed instances where state education ministers or chief ministers, instead of safeguarding teachers’ dignity, contribute to a hostile environment. While innocence or guilt should be assessed independently, constant hostility towards teachers could potentially lead to a decline, rather than an improvement, in the quality of public education.
Gunotsavs, aimed at enhancing the quality of education in government schools, have proven effective in my experience, particularly in the efficient management of these institutions. They are conducted with regularity and precision, maintaining a well-organised environment. However, the impact on the teaching methods of educators and the academic progress of students remains unclear. External examiners and inspectors’ reports during Gunotsav lack a comprehensive review of measures taken to address teachers’ shortcomings.
Moreover, there persists a shortage of teachers in single-teacher schools, posing a challenge to effective education. The lunch system, especially for principals, has diverted attention towards non-academic activities. Confusions surrounding the provision of free books further complicate matters. Additionally, the care and regard of students and parents towards these free textbooks appear to be lacking. I posit that the provision of free textbooks might have inadvertently hindered the cultivation of students’ learning, similar to how free or subsidised rice diminished our interest in agriculture.
To address these issues, I suggest a shift in the approach—rather than directly providing textbooks, the government could allocate textbook fees to students and entrust the printing of textbooks to private sector publishing houses. This could potentially streamline the process and promote efficiency in the education system.
I’ve previously emphasised the importance of drawing lessons from successful private sector schools when it comes to managing public schools. Private institutions, with their full-time teaching staff and emphasis on maintaining academic discipline, achieve this through rigorous management and supervision—a luxury easily facilitated by private owners without the constraints of ‘democratic rights’ interfering. Notably, Chief Minister Himanta Biswa Sarma and the Assam government have initiated measures to quell unrest in educational institutions, though the effectiveness of this approach remains uncertain.
To truly enhance the quality of public school education, it is imperative to institute educational supervision in every school. One potential solution could involve appointing experienced educators as educational controllers or managers in each school. Surprisingly, the government has not given due attention to this aspect, opting instead for student-teacher exchanges and joint programmes with private sector schools. In my view, this might not be the most effective system for achieving sustained improvement in public school education.
The merging of schools in the state due to a shortage of students is a concerning development and a glaring indication of the challenges facing our public education sector. To effectively address this issue, it is crucial to accurately identify the reasons behind the growing preference for English-medium schools across various demographics in the private sector. Without a thorough understanding of these factors, attempts to revitalise government schools are likely to yield minimal results.
The Government of Assam has embarked on ambitious initiatives in higher education, with the potential consequence of unfavourable outcomes for the public education system. Chief Minister Himanta Biswa Sarma and the government express the intent to establish medical colleges, engineering colleges, and universities in districts. While several institutions have already been inaugurated, media reports indicate a shortage of experienced and qualified doctors in medical colleges and hospitals, raising concerns about the quality of education and healthcare services provided.
The proliferation of engineering colleges has also been observed, but the teaching and learning environment in these institutions remains suboptimal. This raises questions about the potential of producing skilled and innovative engineers. Additionally, the government’s move to establish numerous universities mirrors the expansion of liquor shops, with many colleges in the state attaining university status. This widespread increase in the production of MA, M.Sc., and doctoral degrees may contribute to a higher number of highly educated individuals, but it raises concerns about the emphasis on quantity over quality.
While the higher education landscape in the state has broadened, the concern is that the focus appears to be on quantity rather than ensuring the enhancement of educational quality and research standards in universities. The government’s current approach seems geared towards numerical achievements rather than prioritising the crucial aspects of education and research quality.