People's Democracy

KERALA

 

School Education Registers Shining Gains

 

M A Baby

         

THE vested interests in Kerala’s society have always tried to manufacture controversy in order to defame the Left initiatives and achievements. In 1996, apart from other things, the Nayanar government achieved energy self-sufficiency in the state of Kerala through systematic planning and implementation. In order to divert the attention from its achievement, however, the SNC Lavalin controversy was fabricated by the Congress led opposition in the state, with the help of the motivated media, without any shred of evidence of any malpractice. Similar efforts are discernable in other areas too, including education. Allegations of strangulation of the minorities and indoctrination of students through syllabus have been two pet themes repeated by the vested interests in order to divert attention from the unassailable achievements of the present LDF government. A brief survey of the significant achievements in the field of school education is attempted below.

 

SIGNIFICANT

RECORD

Education has played a decisive role in shaping a democratic and secular society in Kerala.   The state had to overcome numerous challenges at different periods for the development of a people-centred education system. The progressive forces have joined hands with academic establishments to bring about such a wholesome development. The Left Democratic Front (LDF) has always been instrumental in facilitating and coordinating the movements and forces that would work together for the promotion of access, equity and excellence in education.  Following are some of the steps undertaken by the present LDF government for the improvement of general education in the State.

 

In terms of enrolment and retention of students, Kerala’s record, with about 100 per cent enrolment and minimal dropout rate, is remarkably significant in comparison with even developed countries. The thrust of the present government, therefore, was to tackle the problem of quality, which was perceived to be average. An initiative was therefore undertaken in 2006 to draw up a special scheme for the most backward schools and 104 schools were selected for the implementation of the scheme, on the basis of their poor performance in the SSLC examination.  It was found that the majority of the children in these schools were underfed and under-nourished. The schools were largely neglected by the public as children of well-to-do and influential families never attended such schools. The new scheme aimed at addressing both these concerns with the help of local self-governments. Institution specific problems and solutions were identified by teams of teachers, parents and people’s representatives. Provisions were made for adequate supply of nutritious food for the children. Systematic academic enrichment programmes were also introduced. Local level committees monitored the implementation of the scheme on a daily basis. The changes were dramatic. Within a year, in more than 80 per cent out of the 104 schools, the result in the SSLC examination improved from zero per cent to more than 75 per cent. The improvement was sustained in the succeeding years as shown in Table I.

 

But the efforts for improvement of quality were not confined to these 104 selected schools alone. Similar efforts were made in almost all schools, with the result that the performance of the students in the SSLC examination showed a steady increase over the years. This is shown in Table II.

 

The improvement in the student performance was inclusive. The percentage of pass in the SSLC examination in respect of SC/ST students improved over the years. In case of SC students it improved from 37 per cent in 2005 to 80.52 per cent in 2010; in case of ST students the rise was from 33 to 90.70 per cent in the same period.

 

PEOPLE’S

PARTICIPATION

One can be legitimately proud of the tremendous progress the state under the LDF dispensation has been able to achieve in the field of general education, both in terms of quantity and quality, as is evident from the above statistics. However, there is no scope for complacency. Still a lot more needs to be done to further improve the quality of school education. This can be achieved only by devoted and protracted efforts with the involvement of all sections of society.

 

An important feature of the reform undertaken during the period 2006-2010 was the large scale participation of people in educational programmes. A Kerala Curriculum Framework was drawn up by the people on the pattern of the National Curriculum Framework 2005. The exercise witnessed the participation of a large number of experts from within and outside the state, teachers, general public and organisations’ representatives. All school textbooks were revised in accordance with the new curriculum framework. 

 

The next important step was to impart adequate training to all teachers in the nuances of the new curriculum. The training programmes were scheduled in such a way as not to disturb the regular academic work. About 1.80 lakh teachers were thus trained, spanned over more than 36 lakh mandays. The training sessions provided them enough opportunities to update their pedagogic skills, share their experiences and resolve their issues through consultation and consensus. 

 

The implementation of such a massive training programme did not take place without any resistance. As a matter of fact, a section of the teachers raised the banner of revolt, with the blessings of the opposition parties. The protests took such an ugly turn in one instance that it led to the cold-blooded murder of a conscientious teacher. However, the government was able to contain all opposition and conduct the training programme with remarkable success, as it was always open to criticism and suggestions for improvement.    

 

An important concern of the LDF government was to improve the infrastructure for education. A concerted effort was made to improve the quality of learning by introducing the information communication technologies. The [email protected] project was implemented in all secondary schools. Internet facilities are now available in all high schools. 

 

Yet another initiative was to introduce a number of schemes for the promotion of environmental awareness among the children. In 2007, children planted 25 lakhs of seedlings with the assistance of the forest department. A novel scheme named “My Tree Diary” was introduced.   Children were required to note down their observations and experiences in tending the seedlings planted by them on day-to-day basis, with a view to creating in them greater awareness of nature through first hand observation and interaction.

 

FOR CHILDREN’S

FITNESS & HEALTH

Along with improving academic performance and aesthetic sensitivity, attention was also given to the improvement of physical and mental health of the children. A survey conducted throughout the state showed that only less than 20 per cent of the students had the required physical fitness. A scheme was therefore implemented to improve the quality of mid-day meals, with the help of parent-teacher associations at the school level. All children up to the eighth standard --- 32 lakhs --- are being given milk twice a week and eggs once a week as a part of the scheme.

 

The cumulative impact of these schemes implemented by the government, with active participation of the people at the grassroots, level has been remarkable. The overall improvement of quality in the government and the government aided sector has arrested the exodus of children towards the private unaided institutions. Sustained efforts in the direction evolved by the government is very much expected to strengthen the public funded education system in the state, which alone can ensure inclusive development in education --- a precondition for inclusive social and economic development in the state.

 

 

TABLE I

Performance of Least Performing 104 schools from 2006 to 2010

Percentage of Students Who Secured Eligibility for Higher Education in SSLC Examination

 

TABLE II

SSLC Results