Appalling results

Education provides a foundation for the personal development of an individual but such is the country’s public education system that students get turned-off at the very first step. The government earmarks 17 percent of the national budget for the sector but it is worrying that 42 percent of students enrolled in grade one fail to make it to grade two. The rate of enrollment in schools is already not up to scratch and the fact that more than forty percent of those who enroll have to face disappointment at the first step of formal education proves a major deterrent for parents and children alike.



Almost half of the education budget is spent at primary level to attract more children into schools and the Department of Education says the state invests around Rs 6,000 for every grade one student. The fact that 27 percent of those who fail repeat the grade the following year puts an unnecessary burden on already stretched state coffers, but more worrisome is the fact that 15 percent of the 1.4 million who get admitted in first grade drop out after their first year. Officials say the teachers, whose salary make for almost 90 percent of the educational expenditure, fail to deliver due to their political engagement. It is easy to put the blame on teachers, and they should take responsibility for the debacle, but the officials themselves admit that the current pupil-teacher ratio in the primary level is around 60:1, much higher than the standard of 40:1 in the mountainous region, 45:1 in the hills and 50:1 in the Tarai as set by them. Quality teachers could have lessened the impact of over-crowding but merit is not always the basis for recruitment of teachers. The officials also point to the fact that schools do not open for the mandatory 180 days per academic year as stipulated by the Education Act. This is a serious issue and the government must strictly enforce the Act to ensure the huge investment doesn’t go to waste.



There must be several reasons for such dismal results for beginners and the government should identify them. It should also look to reform the current system that puts a premium on rote-learning. It is also time to revamp our examination system to make examinations more student-friendly. Some innovations in the teaching style and curriculum would engage the kids and not repel them from schools after the first year itself as is happening now. Teachers should be trained to employ a more inter-active mode of teaching to make classes fun to attend for the students and not an ordeal. This will help foster real learning and go a long way in increasing the performance of students beyond the exams.

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