Comparative Education Studies, Vol. 1 (1), December 2024
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Sustaining Inequality through a Stratified Government Schooling System
Sadhna Saxena
Sadhna Saxena
Abstract
The Constitution of independent India is rooted in a liberal ideology and committed to the values of liberty, justice, and equality. For achieving equality and justice, education was seen as one of the main strategies. However, over the years, central and state governments have created special categories of schools that have better infrastructural and human resources compared to regular government schools. This commentary argues that such improvements— designed for a small percentage of schools—divert attention from the pathetic state of regular government schools, which are accessed primarily by children of deprived sections. Therefore, by creating a stratified system, the government sustains inequality, violating values enshrined in the Constitution.
This write-up focuses on the issues related to the upgradation of a few government schools through various central and state government special schemes. These special schools are provided with an adequate number of qualified teachers and other facilities that should ideally exist in all government schools. In the name of improving the quality of education and nurturing talent, such policies seem rooted in principles of exclusion. The admission process of such schools is also problematic, as it is based on the questionable notion of classifying students as ‘talented’ or ‘not talented’. This commentary argues that such schools may be
important for improving quality of education, yet by not planning for the betterment of all government schools, the government is abdicating from its responsibility of providing quality and equitable education to all.
The Constitution of independent India is rooted in a liberal ideology and committed to the values of liberty, justice, and equality. For achieving equality and justice, education was seen as one of the main strategies. However, over the years, central and state governments have created special categories of schools that have better infrastructural and human resources compared to regular government schools. This commentary argues that such improvements— designed for a small percentage of schools—divert attention from the pathetic state of regular government schools, which are accessed primarily by children of deprived sections. Therefore, by creating a stratified system, the government sustains inequality, violating values enshrined in the Constitution.
This write-up focuses on the issues related to the upgradation of a few government schools through various central and state government special schemes. These special schools are provided with an adequate number of qualified teachers and other facilities that should ideally exist in all government schools. In the name of improving the quality of education and nurturing talent, such policies seem rooted in principles of exclusion. The admission process of such schools is also problematic, as it is based on the questionable notion of classifying students as ‘talented’ or ‘not talented’. This commentary argues that such schools may be
important for improving quality of education, yet by not planning for the betterment of all government schools, the government is abdicating from its responsibility of providing quality and equitable education to all.
Keywords: Stratified, CM RISE, PM SHRI, Exemplar, Equitable
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