Author: JS Rajput
Publication: The Pioneer
Date: April 13, 2007
The last three years will be remembered for
the initiatives of the Union Ministry of Human Resource Development that were
purely political and hence explicitly unproductive. In May 2004, within a
few days of the changeover in the Ministry, it was made clear to every one
as to what would be the shape of things to come. Preconceived notions, biases
and prejudices were evident in the purges, removals and dismissals that began
immediately after the assumption of office by the UPA Government.
The pressures and assertions of the 'Red Brigade'
were obvious to those familiar with the dynamics of educational institutions.
The Congress-led Government had come to power unexpectedly, on the crutches
of Communist support from outside. Nothing comes free, particularly from the
comrades. The ever-alert Communists have always worked on long-term strategies
and their particular focus has been on heritage, culture and traditions.
Left ideologues have demonstrated through
their 'textbooks' that the best way to transform (ruin and destroy) culture,
tradition and religions is to takeover education and distort it to such an
extent that people lose faith in all three. The Left knows that the best way
of achieving this goal is by taking over education policy formulation and
the major educational and cultural institutions. It has been doing so with
full vigour 1970 onward.
The Communists were restless and upset during
1998-2004. They were in a hurry to regain their hold over education. May 2004
gave them a god-sent opportunity. The Human Resource Development Ministry
was at pains to please them, expecting far greater dividends in political
terms in near future. It is rather disappointing that these dividends have
fallen far short of the dream expectations.
A people's review has already begun. Their
cup of disenchantment is overflowing. It could very well be the beginning
of the final countdown. The consequent imperatives are visible in elections
that provide an opportunity to the people to express themselves and they are
now assessing the damage that has been done to the existing education system
in the name of 'secular' education reforms.
How many can now recall the euphoria generated
in the guise of 'de-toxification', 'de-saffronisation' and 'de-talibanisation'?
It was an uncouth attempt, which led to crores of rupees being washed down
the drain, to reject all that was achieved on the basis of professionally
and pedagogically sound initiatives during the NDA regime. Someday, and that
day may not be far off, a commission of inquiry will have to be set up to
examine how the Ministry has wasted national resources for political purposes
and how those whose job it is to uphold the autonomy of educational institutions
meekly changed colours and accepted every indication and instruction without
a care for the adverse consequences.
The Ministry has paved the way for successor
Governments to appoint 'Inquiry Officers' at will. It has also established
the standards for how compliant Inquiry Officers shall be rewarded in terms
of honoraria, houses, cars, telephone, travel and all possible facilities
so long they act as per the Ministry's indications and help it the way it
desires. Some of them, initially appointed for three months, shall be completing
their assignments soon. There are Inquiry Officers who are referred to as
'Serial Inquiry Officers' by those who are forced to look after them and their
comforts.
As an example of blatant politicisation of
education, one may recall what has been achieved on the much-hyped Fundamental
Right to Education Bill of the UPA Government. The issue has been debated
1993 onward after the Supreme Court's judgement in the Mohini Jain case: The
court had ruled that right to education as a fundamental right flows from
the right to life in Article 21 of the Constitution.
Even after this, the need for a separate Act
was repeatedly emphasised at various levels. In 2002, the 86th Constitution
Amendment was brought in to make education a fundamental right Article 21-A.
It said: "The state shall provide free and compulsory education to all
children of the age six to fourteen years in such a way as the state may,
by law, determine." Article 45 was also modified to read: "The state
shall endeavour to provide early childhood care and education for all children
till they complete six years of age."
It was expected that the Ministry of Human
Resource Development under the Congress's tutelage would want to put its own
stamp on these changes. True to expectations, it went hammer and tongs to
do that. Now it expects State Governments to enact their own laws as per the
model Bill drafted by the Union Government. The States are unwilling to do
so as they have no funds. The Union Government wants the States to share the
expenditure on a 50-50 basis.
It is common knowledge that the States are
facing a serious resource crunch and are unable to support existing structures
in elementary education. The Education Ministers of the States were called
to discuss the issue on April 10-11. Should not this have been done before
the formulation of the mode Bill?
The Ministry has repeatedly shown its total
disinclination to arrive at any consensus on the critical ventures it has
undertaken during the last three years. Its much-publicised initiatives to
accord minority status on Aligarh Muslim University, the IIM fee hike issue
in May-June 2004, and the great leap forward for the backward classes through
a 27 per cent quota are some examples of its brazen approach. It seeks consultation
only when trouble brews and the issue goes out of hand.
And what are the achievements of the Ministry
after three years of hogging the headlines in the media? Aligarh Muslim University's
status remains as it was earlier under High Court orders. The 27 per cent
OBC quota has been stayed by the Supreme Court. The fundamental right to education
Bill is in a state of flux. Irrespective of the Ministry's claims, no one
knows when it will take practical shape and reach schools. The conditions
and functioning of over 80 per cent schools remain unchanged. The autonomy
of academic institutions has been eroded.
India needs employable manpower in millions
and tens of millions remain educated yet unemployed. The real priorities of
education are nowhere visible in the political machinations that have overshadowed
every action of the Ministry during the last three years. Hopefully, the day
is not far off when a Parliamentary Committee will begin looking into all
this.
