While the Karnataka High Court continues to discuss the presence of religious clothing, especially hijab, in educational institutions, the state’s colleges and even schools are erupting with news of authorities demanding that girl students remove their hijab inside classrooms.

The anger on social media has now taken a new course with discussions of whether non-Islamic religions also have a presence in educational institutions. This gathered steam after a video shared by Times of India reporter Shreyas H. S. of Karkala’s Jaycees English Medium School (JEMS) students chanting the Hanuman Chalisa, started trending on Twitter on February 16, 2022.

While #Muslim students in #BJP ruled #Karnataka are targeted for wearing #Hijab,the teachers and kids of Jaycees English Medium School at Karkala chant Mantras. In this #school every day Hanuman Chalisa is read in fully display of #Hinduism pic.twitter.com/2Lb4eqYi7K

— Shreyas HS (@shreyas_ToI) February 15, 2022

The video shows many women devotees sitting at the front of a hall for the bhajan while students at the back sing along. The tweet draws comparison of this with the hijab controversy pointing out that the bhajan is sung in “full display of Hinduism”. 

This argument does not hold well, considering the school in question is a private school. But it drives the conversation towards the larger question of the presence of religion in educational institutions.

JEMS’ secular attitude

While there is no official website of the JEMS, scattered information across the internet says that it is a one-of-a-kind school that first introduced English as a medium in the taluka. Founded in 1980 by the Karkala Junior Chamber under the leadership of K. P. Shenoy, the school started off in leased premises at the Sri Ananthashayana Temple.

Eventually, it managed enough funds to build its independent building near the Swaraj Maidan on a hill that allows a view of a Bahubali statue and Chathurmukha Basathi, a Jain temple. Its back-to-school video showed a pandit maha-acharya visiting the school-opening as an important guest.

However, the school is a private co-ed institution, that as per the YouTube videos shared by its teachers, invests in the secular image by celebrating non-Hindu events like Christmas. Largely, the school promotes the image of pushing its motto “Live the Dreams and Build the Future”.

Secular image of public and private institutions

Owing to its private funding, the school does not make for a good comparison with the PU colleges that have come under the public eye recently. Still, the discussion points towards other government-funded institutions that do prioritise Hindu festivals or rituals.

For example, the dominance of Hindu festivals in terms of number and length when schools list out annual holidays. Non-minority schools in India prioritise Hindu events in their calendar. 

Similarly, on February 25, 2021, the Centre introduced the national-level voluntary online exam on “cow science” to teach students and general public about the benefits of the indigenous cow. Cows are sacred animals in Hinduism. Thus, the existence of such a course caters to the beliefs of a particular community, rather than people at large. Yet, the incident received mild response from the public. Meanwhile, controversy over a hijab – a scarf – has taken the nation by storm.

The root of the hijab controversy

Currently, the hijab row is often diverting attention from even election-related news at times. By February 15, school children were told to take off their hijab causing havoc at a time when final exams are fast approaching.

Still, since the garment relates specifically to Muslim women, many journalists like Rana Ayyub, Faye D’Souza and RJ Sayema argued that the matter of a Muslim woman’s autonomy to wear what they want. The protesting students have also argued the same. The older women were trolled on social media later for exercising this same right to choice and not donning a hijab.

The matter also fits into the Hate Pyramid that tracks the course of hate from societal prejudices to all-out genocide. With the violence in some districts of Karnataka, the hijab row has already reached the fourth stage of the pyramid “Violence” while other areas like Madhya Pradesh, Pondicherry and Uttar Pradesh are entering the third stage of educational exclusion of Islamic women for wearing scarves.

Therefore, the conversation on social media and in the public’s eye is now shifting away from the underlying issues of Islamophobia and women’s autonomy, subjects that actually need greater attention and discussion.

Related:

Hijab ban case: Hijab in line with freedom of expression, submits petitioner
Hijab ban: Multiple Dimensions
Hijab controversy now hits schools!
How can a College Committee make decision on ‘public order’: Petitioners at Hijab Ban hearing
Hijab Case: Will action be taken against Karanataka BJP for sharing details of minor Muslim students?

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Varanasi district administration has acquired 30 schools, and studies will be postponed in poll-bound Uttar Pradesh, till December 15, as the space will be used to house security forces coming to town ahead of the December 13 inauguration of Shrikashi Vishwanath Temple Dham. Prime Minister Narendra Modi, who is the Member of Parliament from Varanasi, will inaugurate what has been called his “dream project”.

The ₹800 crore corridor project has been designed by Bhimal Patel, the architect behind the proposed Central Vista redevelopment project. As reported by Livemint, the “Prime Minister’s dream project this Corridor will shorten the period and will set a direct link between the temple and the Ganga river.”

The Prime Minister and Chief Minister and other personalities will be in Varanasi, and the state police has deployed forces drawn from other districts too. According to Jagran, “The district administration is making arrangements to accommodate the additional police force, PAAC, coming from outside” in the 30 schools now acquired by the commissionerate. According to news reports, “On the instructions of Commissionerate Additional Commissioner of Police, District School Inspector Dr. Vinod Kumar Rai has directed the principals and managers of these schools to provide support to the security forces for their stay from December 12 to December 15.” So, the regular school activities will not be held from December 12 to 15. The police have reportedly already inspected many schools and some of the additional may start staying there from December 11.

The Indian Express reported that phase 1 of the redeveloped project, covering the temple precincts will be opened to the public following the inauguration and the second phase that involves the redevelopment of the banks of the Ganga will be ready by January 2022.

Meanwhile, according to an IE report, the Gujarat BJP has also made elaborate plans to celebrate the occasion in the state. The state BJP president C R Paatil and Convener of ‘Divya Kashi, Bhavya Kashi’ initiative Gordhan Zadaphia shared elaborate plans of the celebration. Patel, told the media that “the inauguration of the temple, under the ‘Divya Kashi, Bhavya Kashi’ programme, will be live telecast on LED screens at 579 taluka centres and 41 district-level centres. Similarly, live telecast of the same programme on Doordarshan will also be streamed on television sets at villages having Shiv temple in the state. Also, a programme to perform Jalabhishek will also be held at such temples by party workers.” 

Paatil claimed the project and renovations were “necessary since it sustained a lot of damage in the times of Mughals” and added that due to the “haphazard planning of Kashi, people were not able to see the Ganga river even after it is situated on the banks of the river.” Zadaphia claimed that the BJP was not doing this ahead of elections in UP and other states, “When the foundation stone for Ramjanmabhoomi was laid following a verdict of the Supreme Court, there was no election. We do not do election oriented politics; we do politics of sanskar.”

Related

December 6: Mathura under thick security blanket as right wing groups had announced ‘plans’ 
Hate Watch: UP Dy CM Keshav Prasad Maurya continues spewing anti-Muslim venom
Uttar Pradesh: Kairana back in the spotlight in the run up to Assembly Elections

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Schools run by the Christian community continue to be under attack by the right-wing groups in Madhya Pradesh. On December 6, a mob swearing allegiance to the Bajrang Dal, barged into the St Joseph School in Ganj Basoda town of Vidisha district, around 105 km from Bhopal, the state capital.

The mob pelted stones at the building claiming religious conversion of students by the Christian Missionary institution. The dangerous violence took place while the students of Class 12 were sitting for a mathematics exam, reported NDTV. Luckily the children were not hurt and had a narrow escape along with the school staff. But, the fact that the attack took place even as students were appearing for an examination inside the school, showcases how little the attackers actually cared about the students.

The school was reportedly targeted by the Bajrang Dal, after “allegations on social media that as many as eight students were converted by the administration” stated the news reports. The right-wing mob were easily able to enter the St. Joseph School. They alleged “conversions’ on the basis of a fake news spread by a local Youtube Channel named “Aayudh” reported Matters India. 

Video clips of the attack went viral on social media on Monday, and showed the massive mobs entering the school campus. They then pelted stones, broke windows and damaged a vehicle. 

Hindutva goons attacking on St Joseph’s school in Ganjbasoda, Vidisha Madhya Pradesh. pic.twitter.com/92ewtBsjWa

— Ahmed Khabeer احمد خبیر (@AhmedKhabeer_) December 6, 2021

According to news reports, local police were seen trying to disperse the crowd. Recounting the panic as the mob threw stones at the glass windows, a student told the media, “Our concentration was broken, we want the exam to be held again”. 

Brother Antony Pynumkal, principal of St Joseph’s School told the media that the allegation of conversion was “fake and baseless.” Belonging to the Malabar Missionary order, Pynumkal said they “received a memorandum on November 30 from some local Hindu groups from Ahirwar, Dangi and Rajput Communities alleging conversion of students”. Pynumkal said that none of the names mentioned in the complaint matches any of the students. He reportedly had also alerted the police and the state administration. However the mobs still managed to collect and attack the school.

The Diocese of Sagar’s PRO Fr. Sabu Puthenpurackal issued a media statement on Monday evening, saying 500 people attacked the Catholic school, and even after the management had informed the police “only two of them were deployed in the school premise when the mob came.”

“They could not do anything,” added Brother Pynumkal. The management had also informed the local police about the right wing’s “memorandum” as well as the ongoing board exams in the school. 

According to reports, the St. Joseph Church Ganj Basoda had organised a Holy Communion celebration for the Catholic children of the Parish on October 31. A customary group photo of the Catholic children along with the Bishop and the Parish Priest was published in the Diocesan Monthly e-Newsletter “Sagar Voice” on November 5. This photo was misinterpreted as “conversion of Hindu children” by the Youtube channel Aayudh and that is what fuelled the communal attack on the Christian run school. However, the Catholic children who were in the photo are not students and the parish is some two kilometers away from the school, Pynumkal told the media, adding that the school has around 1,500 students and “less than one percent of them are Christians.”

Last month, the National Commission for Protection of Child Rights (NCPCR) team, led by its chairman Priyank Kanoongo, conducted a surprise inspection on November 8 at a girls’ hostel at Kheri village in Raisen district, located around 50 kms northeast of Bhopal, Madhya Pradesh citing allegations of religious conversion. After the inspection the Commission has reportedly demanded a report within 10 days.  The home is run by Catholic nuns, and the NCPCR chief alleged that “religious conversions are suspected” there.  

Related:

Hate Watch: Dalit worker’s hand chopped for seeking wages in MP
Madhya Pradesh: NCPCR ‘inspects’ girls hostel run by nuns, alleges conversion
MP: Four babies killed in fire at government run hospital 

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The government has indeed done a great job in establishing awareness of Right to Education among the masses. Nowadays, most parents are aware of school education being compulsory for children. But what they do not realise is the real benefit and importance of availing school education. Even school going children seem to be not very invested in attending school. The reason is that schools in India do not provide enough exposure to the children and their parents in terms of the long term benefits of education. This is especially common among families from Under-Represented Groups (URGs). As a result, children enrolling to schools are dropping out, and minimal efforts are made in stopping them from doing so.

This is where the Indian schooling system has failed. It has been unable to generate interest in learning among the students. The first thing that a school should teach a child is the art of learning, and everything else follows. But mechanistic, factual and rote learning is what is being done in schools. Also, too much emphasis on academic scores and minimal focus on co-curricular and extra-curricular activities such as arts, skills and physical education have pushed us into this worrisome situation.

By making school education compulsory for children within the age bracket, our government had thought that it had solved the problem of illiteracy in India. And to the credit of the government, it did to an extent. According to the figures indicated in NITI Aayog, adult literacy in India stands at about 74%, which is one of the lowest among developing nations but is still an improvement over the last decade. But one also needs to look at how literacy is defined – “Literates are people above the age of 7 who can both read and write”.  This is what a child entering primary school is capable of, and rightly so one can observe a sharp rise in the number of dropouts right after primary school.

It also brings us to another problem, which is that even school going children are not well versed in basic literacy and numeracy skills despite graduating primary school. The Annual Status of Education Report (ASER) 2018 states that almost 30% of Class 8 students cannot read a Class 2 level text, which is alarming. The situation is even worse in the case of basic numeracy skills.

In the current education system, once a student gets left behind, there is little to no hope for them to catch up with their peers. This situation is further aggravated by the fact that there are also not enough teachers to teach the students. According to ASER 2018, the Pupil to Teacher Ratio for overall India is 57.8. The government should note that this is a huge employment opportunity sitting right in front of us and take necessary actions to recruit enough teachers for the betterment of everyone.

This begs the question: Has the education system in India achieved the goal that it had set out to achieve? If enrolling children to schools is the first step in achieving literacy, it has certainly achieved that. The government has solved the problems in the accessibility of education. But will that alone suffice in building a substantial human capital for our nation?

How can this situation improve?

Now is the time to focus on improving the quality of education across India. With the rapid advancements being made in the tech industry, there has arisen a high requirement for skilled individuals more than ever. Some steps to be taken in ensuring a quality education system in India and thus a better future are:
 

• Introducing children to interactive and interrogative methods of learning right from their nursery phase.
• Maintain the Pupil to Teacher ratio at an optimal level by recruiting and training new teachers. The quality and method of teaching should also be improved. Regular training modules should be designed to check and enhance teachers’ performance continuously.
• Evaluation should be based on the all-round development of children and should not in any way restrict the student to their scores.

The government should realise that it still has a long way to go in ensuring quality education for all and start making investments in improving school education.

“An investment in knowledge pays the best interest” – Benjamin Franklin.

The National Education Policy Draft 2019 does bring in some hope in this aspect, such as the Emphasis on Early Childhood Education, Focus on Foundational Literacy and Numeracy, Development of Balanced Curriculum and Focus on hiring local teachers. The vision set by the committee for the future of school education in India seems to be bright. But how it will accomplish these goals and generate the financing required for them are not laid out and remains to be seen.

Courtesy: Counter View

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In a recent audit report by Comptroller and Auditor General of India (CAG) for the year ended March 2017, it revealed how Gujarat government under-utilized Rs. 3500 crore funds for implementation of Right to Education Act.
 
The CAG has also revealed that 12.80 to 15.11 per cent of children in the age group of 6-14 years were not enrolled in any school in the state during 2012-17. But the state government could only identify between 2.72 to 6.12 per cent of children as “out of school children” during the same five years.
 
CAG has expressed its dissatisfaction with the state in proper implementation of RTE Act, also known as the Right of Children to Free and Compulsory Education Act of 2009.
 
The report further stated that the monitoring mechanism of the state was weak as Block Resource Centre Coordinators or Cluster Coordinators had not conducted the prescribed number of inspections of schools.
 
The State Advisory Council met only twice against 16 meetings to be held between 2013 to 2017, the report added.
 
The CAG report has stated that 359 eligible children belonging to weaker sections and disadvantaged groups were denied admission during 2016-17 by the district authorities in Surendranagar district alone.
 
CAG has given a few recommendations to the Gujarat government regarding education, “The state government should conduct an annual survey to identify children in the age group of 6-14 years and enroll them in schools. The state government may ensure that the provisions of the RTE Act regarding admission under 25 per cent quota in all the unaided schools are adhered to in letter and spirit.”
 
“Government did not print and provide Braille books to visually impaired students during 2014-16. 63% of hearing and impaired students were provided with hearing aids during 2012-17. The targets allotted were much lower than the actual seats available for admission. State advisory council met only twice against 16 meetings to be held during 2013-17. Delay in reimbursement to schools. In two such districts, the authorities had not reimbursed Rs 91.28 lakh payable to 377 unaided schools. Recurring expenditure of Rs 1.28 crores unpaid for 4260 students,” were some of the startling revelations noted by DNA.
 
“On RTE Act’s clause for establishment of neighbourhood schools and transportation facility, the CAG report stated that the state government mapped schools in 2011-12 and found the requirement of 201 schools to meet the neighbourhood school norm. “Of these, only 25 schools have been established and made functional as of March 2017. As a result, the number of students identified to be provided transportation facilities due to non-availability of schools in the neighbourhood increased three times from 51,653 in 2012-13 to 1,41,854 students in 2016-17,” the report by Indian Express stated.
 
Further, during the audit, it was revealed that several primary and upper primary government schools were functioning without any teacher during 2012-17 as against the minimum requirement, it stated.
 
“On the other hand, in the “test-checked” districts, the audit found surplus teachers in 275 primary schools (349 teachers) and 924 upper primary schools (1105 teachers). “The state government could have utilised these surplus teachers in schools which did not have or which had less number of teachers. Thus, even after a lapse of more than seven years since implementation of the RTE Act the state government failed in ensuring maintenance of pupil- teacher ratio as mandated by the Act,” the report by IE pointed out.
 
The prescribed pupil-teacher ratio in Gujarat was not achieved in 1,156 out of 10,531 primary schools and 3,098 out of 22,234 upper primary schools as on March 2017. As per the pupil-teacher ratio prescribed under the RTE Act, there should be at least two teachers in a primary school and three teachers in upper primary schools.
 
Further, the audit found that the local authorities had not provided training to 90,789 (27 per cent) of the 3,41,157 out-of-school children during 2012-17. “Thus the objectives of the Act of increasing the competency level of out of school children for their mainstreaming in appropriate class remained unachieved,” the report stated.
 
It also observed that the State Advisory Council met only “twice” against 16 meetings to be held during 2013-17.
 

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The National Human Rights Commission (NHRC) issued a notice to the Government of Odisha following media reports of the shutting down of these schools. Raising the issue of Right to Education of young children especially from marginalized backgrounds such as Scheduled castes and tribes, NHRC gave the State Government a time frame of eight weeks to respond to the issues raised in the media report by ‘The Hindu’ on January 21, 2018.

The major observations made by NHRC were that the government schools lack basic amenities and that the number of teachers is not adequate. The Commission said that the opening of private schools can’t be a solution for the problems being faced by students and parents in the government schools. It also stressed the “extreme need” for thorough study of the entire picture by taking into confidence all the stakeholders which will help in building a healthy environment of education and tackling the issue of dropouts.

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Overall, India’s literacy rate has increased 8.66 percentage points to 74.04%, between 2001 and 2011, according to Census data, but wide variations exists across states.
 
The crisis in education is especially apparent in the four BIMARU states of Bihar, Madhya Pradesh (MP), Rajasthan and Uttar Pradesh (UP)–with 445.1  million of India’s 1.2 billion population and some of the lowest literacy rates in the country, according to Census 2011. Bihar had a literacy rate of 61.8%, Rajasthan of 67.1%, UP of 67.7% and MP a rate of 70.6% in 2011, lower than the all India average of 74%. Kerala has a literacy rate of 94%, the highest in the country.
 
School outcomes are also lower in the four BIMARU states.
 
In 2014-15, fewer students moved from grade V to grade VI in UP, with a transition rate of 79.1%, when compared to Goa, with a transition rate of almost 100% in 2014-15, according to data from the Unified District Information System for Education.
 
In MP, as few as 34.1% of children in grade V could read a grade II text in 2014, compared to 75.2% in the case of Himachal Pradesh, according to the Annual Status of Education Report (ASER) 2014. Similarly, in Rajasthan, 45.9% of children in grade V could ‘at least’ subtract, compared to 87.4% in Mizoram.
 
Currently, only 2.5% of school age children between the ages of five and 14 live in the four states–Kerala, Mizoram, Tripura and Goa–with the highest literacy in India, compared to 43.6% in the four BIMARU states, according to Census 2011. Any reform in education in the BIMARU states would have the greatest impact for India.
 
Over the next century, 60% of the population increase in India would come from the four states of MP, Bihar, UP and Rajasthan, while only 22% would come from the more developed states of Kerala, Tamil Nadu, Andhra Pradesh, Karnataka and Maharashtra, according to a 2003 study published by The Economic and Political Weekly.
 
UP and Bihar will have India’s youngest populations over the next 10 years, as IndiaSpend reported in September 2016, together accounting for 31% of Indians between five and 14 years.
 
The productivity of India’s young population would depend on how these states improve health, education and employment opportunities, according to this 2013 study published in Asia and Pacific Policy Studies.
 
Variations across states in India exist not only in literacy and enrolment, but also in factors that might impact future enrolment and learning.
 
For instance, life expectancy at birth, one of the factors found to affect literacy in India, according to this 2005 World Bank study, varies across states.
 
For Maharashtra, the state with a literacy rate of 82.3% in 2011, the projected life expectancy at birth for 2011-16 was 70.4 years, based on this report by the Population Reference Bureau. In comparison, MP, with a lower literacy rate of 70.6%, also had a lower projected life expectancy at birth of 61.5 years for 2011-16.
 

Source: Census 2011, Population Reference Bureau
 
School enrolment is affected by a number of factors including parent’s education, wealth of a household, midday meals, infrastructure and more.
 
Still, the BIMARU states spend less on education than their more literate counterparts. For instance, MP spends Rs 11,927 per student, while Tamil Nadu spends Rs 16,914 per student, the Economic and Political Weekly reported in September 2016. The per student spending, at Rs 5,298 , in Bihar is even lower.
 

Source: Census 2011, Economic and Political Weekly
 
Another important factor, parent’s education, impacts school education, according to this 2001 paper published in the Review of Development Economics.
 
As many as 99.1% mothers in Kerala–the state with the highest literacy–received schooling, compared to 30.3% mothers in Rajasthan in 2014, according to the ASER – Trends Over Time report.
 

Source: Census 2011, Annual Status of Education Report (Trends Over Time)
 
Further, factors such as wealth have a greater effect on enrolment in poorer states.
 
Overall, in India, children from rich families are more likely to be enrolled in school than children from poor families, but this gap is greater in UP and Bihar than it is in Kerala, according to a 2001 study by Deon Filmer and Lant Pritchett, published in the journal Demography.
 
This is the first of a five-part IndiaSpend series that looks at progress in education in the states of Bihar, Madhya Pradesh, Rajasthan, and Uttar Pradesh.
 
Next: Bihar Short Of 76,906 Teachers; Spends Lowest Per Primary School Student
 
(Balani is a freelance writer based in Mumbai, with an interest in development issues.)

Courtesy: India Spend
 

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Representational picture, Image credit: India Ink
 
Although the curfew – that was imposed in the valley on August 13 following the killing of militant Burhan Wani, has been lifted from Srinagar and rest of the Kashmir, there is no sign of life in the valley returning to relative normalcy in near future.  The schools that have been shut since their summer break in July are not likely to reopen or resume functioning any soon. 
 
In the last three and a half months, at least 20 schools have been burnt down, coaching centres have been targeted with stone-pelting and the Hurriyat Conference has refused to exempt schools from its protest calendar. 
 
A Hindustan Times report elaborated on this aspect of the crisis, claiming that at least one school in all the 10 districts of Kashmir was burnt and eight of the total 20 have been reduced to ashes. Police have managed to arrest none of the ‘miscreants’ in these cases and it has become extremely difficult to run the schools in the valley.
 
A senior retired official from the education department of Jammu and Kashmir state government told SabrangIndia, “This place is filled with so much uncertainty. The situation is extremely serious and it’s difficult to ensure safety of the students. To gradually move towards normalcy and regular functioning of the schools, first confidence has to be built. Many children have got injured and have suffered from the violence, and their parents won’t be willing to risk their lives by sending them to the schools.” 
 
He asserted that the schools won’t be reopened until the trust deficit is filled, among the people, but most importantly between the people of Kashmir, its state government and the government of India. It has also been reported that some of the parents from the valley have sent their children to Jammu or Delhi so that their schooling doesn’t get obstructed because of the unrest. “How many people can afford to that? Very few. Their number must be in the range of 0.0 –something. Kids of the rest of the people are all just sitting and home and are not studying,” he claimed. “Even the administrations of the private schools are not willing to take that risk. A meeting was conducted when they were asked to resume the schools, they asked us to communicate with Hurriyat, ensure safety of the students, then only they will consider reopening the schools,” he added.
 
Another retired bureaucrat from the valley told SabrangIndia, “Hurriyat first wants the release of hundreds of arrested students, as a pre-condition to the schools being re-opened. Only after there can be any talk of reopening the schools.”  SabrangIndia had earlier reported that there have been an inordinate number of arrests by the police and para-military in the state.
 
However, according to the news reports, exams for the students of Delhi Public School were conducted last week, following the state government’s decision to announce exams in a bid to get kids back to the school. The Indian Express had reported that even though the Hurriyat Conference leader, Syed Ali Shah Geelani has called for total shutdown of the schools, his grandchild was one of the students, who appeared for the exams conducted.
 
 

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