Exploring Primary Education System in Andal Block of West Bengal

By

SARBASISH MONDAL

Department of Sociology
Presidency University
Reg. no- 15110512001
Roll no- SOCL-021

Introduction

Education is regarded to be the light of any civilized society. Every nation concentrates on

enhancing the education infrastructure of the country. In India as a means of national

development, there was an emphasis on education. Educational reconstruction was reviewed

both by the University Education Commission (1948- 49) and the Secondary Education

Commission (1952-53). To advise on the principles and policies concerning overall development

in the area of education, Government of India appointed the Education Commission (1964-66).

Education Commission produced a report known as the Kothari Commission Report. Thus in

India, focus on educating the citizens has started a long way. However, with the inception of

National Policy of Education, 1986, a breakthrough was attained in formalizing the education

quotient. The National Policy on Education (1968) was a policy formulated by the Government

of India to promote education in both rural and urban area from elementary level to college level.

In 1986, Prime Minister Indira Gandhi initiated the first The National Policy of education,

followed by the second one implemented by the then Prime Minister Rajiv Gandhi. The Policy

was based on the recommendations provided by the Kothari Commission Report. Improvement
of the quality of education as the essential agenda, a need for a radical reconstruction was

stressed upon in all these three levels-

1. Elementary Education

2. Secondary Education

3. Higher Education

The Elementary or Primary education is one of the most critical stages of one's education. It has

been regarded to be the essential foundation pillar of one's growth stage. The state machinery

throughout the world have focused on ensuring quality education to all children, India is no

behind. India made a Constitutional commitment, as a result of which children aged between 6-

14 years of age, i.e. from class 1 to class 8, is entitled to free and compulsory education to all

children. In elementary education, the Policy promised to bring about these following

modifications:

(1) Universal access and enrolment

(2) Retention of universal of children below the age of 14

(3) Increase in the standard of quality of education

India is populated with over 1.2 billion people. In primary and secondary schools almost 200

million children are enrolled. The Government of India and the State pledged to disseminate at

least the basic education to all these children, but it was easier said than done, for there were

many other aspects where attention was required to be directed. Achieving such an aim was a

matter of time as well as money, and there was a dearth of financial resource. However, despite

these significant limitations, the government could realize the considerable amount of what was

committed. In India in 2013-14, there were 1,518,160 schools in the country as per the Unified
District Information System for Education (U-DISE) data. 56.58% of the total number of schools

provided only Primary education, and only 2.02% of schools provide education up to Higher

Secondary level. Moreover, only 0.69% of all the schools in India, provide only Higher

Secondary level education.

Review of Existing Literature

In this regard “Attention to Primary School Teachers " written by Vimala Ramachandran &

Suman Bhattacharya, in 2008 reveals the problems of Primary School teachers A brief field

study of various schools of Andra Pradesh, West Bengal, Uttar Pradesh, Bihar. Showed that the

criteria for recruiting a primary school teacher of Higher secondary qualification. Secondly, the

in-service training for Primary School Teachers aims at improving the learning outcomes as well

as brings a qualitative development of teaching methods followed in this school. Unfortunately,

the content and curriculum of this training program are supervised by those, who do not know

the ground reality. Henceforth the training does not prove to be fruitful for the aims mentioned

above. Finally, the study questions to whom then, are elementary school teachers accountable for

the quality of learning outcomes?

Another Article, "The great number race and challenge of Education", written by Vimala

Ramachandran in 2007 tells about the severe problem of quality concerns of Indian educational Commented [H1]: Check spelling

infrastructure concerning primary education. ‘Universal Elementary Education’ aimed at

ensuring the quality of enrolments, but did not try to focus on the quality or kind of education

imparted to children.
"Mid-Day meals in Primary Schools: Achievements and Challenges" written by Ritika Khera

(published in 2006) from" Economic and Political weekly" aptly explains the situation of

children in India as ‘Silently Emergency'. Mid-Day Meal Scheme launched in 1995 focused on

increasing the number of enrolment and attendance of children, as well as providing them with

sufficient nutritious diet in the primary class. It was made compulsory under the “Mid-Day Meal

Scheme", to include in the diet a minimum of 300 calories and 8 to 12 grams of protein, every

day in all the government run and government assisted primary schools.

Another article "Primary education: Debating Quality and Quantity" by Manabi Majumdar,

published in 2006 by Economic and Political Weekly argues about challenges and promises.

Inequalities in public spending within schools measured regarding staff strengths and other in

structural and infrastructural resources. E.g., Acute Shortage of teachers in the primary school

education system. Indeed in Urban areas or semi-urban areas, some government schools suffer

from a shortage of students and surplus teachers. These are called ‘Uneconomical ‘schools.

Secondly, there is Shortage of SI. The article also tells about Local Initiatives.

World Bank (2010) in its Report on Primary Education in India has stressed on enrolment and

transition scenario as a significant challenge in primary education. In this book, these challenges

have been discussed in different Chapters. It provides an overview of Indian primary education

and explains the economic and social benefits that justify investment in primary education. It

examines low attendance rates, the need to increase the supply of classrooms and teachers, and

explores the effects of poverty on enrolment, describes teacher characteristics and weaknesses,

teaching conditions, and strategies for improving teacher performance. Appendices summarize

studies of school incentive programs and unit costs of elementary education and provide tables of
basic education indicators for the 15 major states. It includes notes, an extensive bibliography,

and many tables and figures.

Rao (2010) in his book "Elementary Education in India, Status Issues and Concerns" has tried to

reflect elementary education from different dimensions. The chapter on "financing of education"

presents to its readers the difficulties of resource allocation through the government’s flagship

program Sarva Siksha Abhiyan (SSA). It is a comprehensive guide to understand the condition

of elementary education holistically.

AUSMITA GOSH (2006) in her article titled "An Analysis of Primary Education in Kolkata"

showed the correlation between per capita expenditure and education, in how the former affects

the latter. What is done in thousands of private schools at within one’s means rates in respect to

the provision of quality education can be replicated as an alternative mechanism in government

schools as well. A majority of the low-income groups are opting for this alternative. Although to

adequately reflect upon the education scenario higher education should include all the levels

right from secondary to college and University levels, this could not be covered under this study

for the paucity of time.

 In my last
Enrollment
3000000 presentation, I have
2009-2010
focused on the
No. of Students

2000000

enrolment, literacy
1000000

& transition
0
Class I II III IV
1
scenario of primary

schools of West Bengal in the year 2010-2011. I am just showing these graphs again to

recapitulate my approach.

22.49 Transition Rate Class - I to II

25.00
2009-2010
20.00
15.00 Class - II to III

10.00
4.70
5.00 2.03 Class - III to IV
0.00
-5.00 Class - IV to V
-10.00 -7.94

Literate in 2001
4205146
3127210
1008288
6151527
3382103
3037106
47196401

West Bengal 1 Purba Medinipur*

2 Kolkata 3 North Twenty Four Parganas
4 Darjiling 5 Paschim Medinipur*
6 Barddhaman
 Literate in 2011
4173522 5350197 West Bengal
1328218
1 Purba Medinipur*
7798722
2 Kolkata
3648210 3 North Twenty Four
3969750 Parganas
62614556 4 Darjiling

5 Paschim Medinipur*

6 Barddhaman

West Bengal Present Scenario

Right to Education is regarded to be one of the most fundamental rights post-2009 constitutional
amendments. In this regard, Sarva Shiksha Abhiyan has established some primary schools as
well as introduced various programs which resulted in developing the literary as well as
enrolment scenario of the state. In this regard, there are various graphical data concerning the
context.
Despite all efforts of West Bengal Government, there are certain drawbacks which are acting as
an obstacle to fulfilling the mission of SSA (Sarva Shiksha Abhiyan)
 The first drawback is according to census report 2011 more or less in every
district of W.B enrolment of students decreases as class increases
 The second drawback is the transition rate.

Quite evidently universalization of elementary education has been successful to a great extent.

However, in case of rural areas primary educational infrastructure is infested with challenges. So

the objectives of my paper are:

 To access the quality of primary education in rural fringes of West Bengal

 To explore the challenges of primary education
 To access the importance/challenge of Mid-Day Scheme in rural West Bengal
To assess these objectives I have done my fieldwork in ANDAL block of Burdwan District. This

block consists of 11 schools out of which I have visited six schools. The sample for my paper

consists of teachers, parents and those who prepare mid-day meal.

Research Methodology

The present study is a qualitative study based on interviews with children, teachers and parents

concerning primary education system/ infrastructure in Andal Block of West Bengal. Andal (also

spelt Ondal) is a community development block which is an administrative division in the

subdivision of Paschim Bardhaman district in the Indian state of West Bengal. Andal has eleven

government aided Bengali Primary Schools. Previously, I have interacted with the parents and

the children regarding the same. In my current academic endeavour, I have interacted with the

Teacher in Charge of these eleven respective schools. The observations, concerning the present

study, are presented with narratives.

Findings of the study

In my last presentation, I had focused on available statistical pictographs of enrolment scenario

of various government-aided schools in West Bengal. The graphs clearly showed that the

enrolment ratio has increased, but the transition rate is too low, which decrease with increase in

classes. The data of 2010-11 had shown this.

Infrastructural Deficiency

Presently when I visited my field of survey, the respondents of all eleven schools have

inherently opined that the enrolment scenario has improved consequently. One of the

respondents stated:
‘In my school, the total strength in the primary section is above 200…. This is good. Mid Day

Meal scheme as well as free uniform, books have facilitated it. In the higher classes, Kanya

Shree Prakalpa has also increased the enrolment situation. However, there has been an inherent

lack of classrooms. Only two toilets are tough for so many students. My school building needs a

repair… it is in a dilapidated situation'.

Teacher 1

The issue of infrastructure has been a significant challenge to the goal of ‘Universalization of

Elementary Education'. In some of the schools of the present field, I have observed that they do

not have a proper campus. Not a single school in the block has more than two toilets, although

the average strength of the schools comprises of 200-250 children. Some schools do not have an

adequate number of classrooms to fit in all the students in respective classes. Often joint classes

are held in a single classroom, compromising the quality of learning outcomes.

My next finding is

Quality of Learning Outcomes

Although there has been an increase in the enrolment scenario of these schools, about

performance or learning outcomes, it shows that learning outcomes are not ‘up to the mark'. In

fact, in some schools, it is consequently degrading. Respondents feel that some students enrol in

a school to get those liable facilities, wherein they are often not interested in learning. In some Commented [H2]: Meaning? This word does not seem to fit in
the context

cases, families too, play a part in this reluctance.

‘Day by day student quality of the schools is degrading. Most of the students who are joining

have no interest in learning or educating oneself. At the same time, guardians are least worried

about their children.'

 Teacher 2

While interacting with another teacher, regarding the same, he stated ‘in most cases, these

children come from those households, where both the parents go to work. Thus they want a place

where they can keep their children for a long time. Thus, the schools come as a necessary

alternative. Hence if we call their parents to report their child's performance, they often ignore

it.'

Although the introduction of Mid-Meal Programmes has enhanced the enrolment ratio, it cannot

bring its effect on the quality of learning outcomes, where environments, as well as awareness

both, are essential yet overlooked. Coming to the question of enrolment status some of the

respondents opined that presently there is a craze for learning in English medium schools. Thus

any guardian whose economic statuses have improved, they immediately try to enrol their

children in private English medium schools, even if the schools are not affiliated to any board or

registered.

One of the exciting findings in the present study is that most of the schools have an adequate

‘quota of yearly enrolments'. However, when questioned about the learning outcomes, most of

them stated that some children opt for a long absence. Respondents have opined that poverty,

lack of parents' consciousness as well as a need for ‘easy money' often act as major reasons

behind their long absence and subsequently low participation rates. In this regard, another

respondent has stated that:

‘Some children do not come to schools often. They opt for a long absence. Even when we track

them and call their parents, they rarely come to the schools. Some children work for ‘easy
money' through their employment in various ‘odd jobs'. Thus they cannot regularly come to the

schools.’

Teacher 3

Next

Issue of Guidance

In many states of India, lack of teacher is a big challenge, forcing the schools to hire less

qualified teachers which as a result affects the quality of teaching. Most of the untrained teachers

take classes which are qualitative degrading. Along with this, there is also a shortage of teachers.

Often a single teacher has to manage the whole school. Herein some of the teachers have opined

that Mid-Day meal scheme has resulted in developing the enrolment scenario. However, at

t0068e same time, it has also acted as an additional burden on the teacher who is compelled to

take the responsibility of the whole process which often acts as a constraint on the actual task of

teaching.

‘In my school, only one teacher is trained. Others are untrained. Otherwise, they are not capable

enough of dealing with the teaching process needed to attract children of these ages and

environment. One of the teachers in the school is higher secondary qualified.'

Another significant point to be highlighted includes that in government-aided primary schools,

the minimum qualification required to appear for Teacher Eligibility Test is Higher Secondary,

which was previously till secondary. This change is indeed a great challenge towards the goal of

facilitating ‘quality education.'

Scope for Further Study

The present study is an attempt to understand the scenario of Primary Education System in Andal

Block of Paschim Burdwan District of West Bengal. In brief, the study attempted to explore the

primary education scenario in rural areas of West Bengal. However, in the long run, I would like

to do a comparative study of the primary education system in rural as well as urban West Bengal.

In this regard, I would like to study the primary education scenario of Kolkata.

Conclusion:

In universalizing primary education, India did commendable work. Various policies have been

successful in successfully confronting some of the issues of primary education which included

enrolment and Drop out problems. The fact that work is still left unfinished requires significant

attention. Presently, imparting quality education with specialized teachers’ acts as a major

challenge which needs careful handling. In this scenario, the role of non-state actors has become

significant. Further, on one side Mid Day Meal system acts as a boon in multiplying the

enrolment scenario of the country, and on the other hand, the burden of organizing this mid-day

meal programme often acts as an unwanted burden for the school authorities. These are already

facing the problem of lack of staff. As a result of this Mid Day Meal system is some way

compromising with the quality of teaching-learning outcomes. The country is poised for a big

role by private players in education. It will be interesting to see how innovators and private

players together play a major role in primary education alongside the Government.