corporate law
Article 21A, enacted through the Constitution (Eighty-Sixth Amendment) Act, 2002, establishes the right to education as a fundamental right. This Article mandates the State to provide free and compulsory education to all children aged six to fourteen years, as determined by law.
Issues:
Despite various government initiatives, student attendance in tribal schools remains significantly low, raising concerns for authorities. Economic constraints compel even young family members to engage in the collection of forest products and wage labor. Additionally, parents often do not perceive immediate benefits from education, opting to send their children to work instead of school, often before completing their matriculation.
Proposed Policies:
Reward System: A monthly reward of INR 2,000 in cash or kind will be implemented for students based on attendance, academic performance, and participation in school events like sports, arts, and crafts.
Single Reward Limitation: To ensure broader distribution of rewards, each student will be eligible for only one reward, despite meeting multiple criteria.
Attendance Requirement: Students must maintain a minimum of 20 days of attendance per month to qualify for rewards, which aims to reduce absenteeism.
100% Attendance Incentive: Students achieving perfect attendance in a month will qualify for cash prizes and an additional reward based on academic or extracurricular performance.
Issues:
Most tribal schools employ non-tribal teachers who often lack proficiency in local languages and cultural awareness, hindering effective education. These appointments are frequently viewed as punitive due to inadequate infrastructure in tribal areas.
Proposed Policies:
Local Teacher Recruitment: Two or three graduate teachers from local tribes will be appointed temporarily in tribal schools, transitioning to permanent roles based on performance. They will act as liaisons between non-tribal teachers and students.
Regular Inspections: Inspectors will visit schools monthly or quarterly, engaging with teachers and students to identify issues and assess teaching methods.
Teacher Support Structure: Each class will have one permanent non-tribal teacher supported by two temporary teachers to facilitate cultural integration and effective teaching.
Performance-Based Examinations: Monthly exams will evaluate student performance, impacting the grading of both permanent and temporary teachers, with 60% weightage for exams and 40% for extracurricular activities.
Student Competitions: Monthly competitions will promote student engagement, with teacher performance assessed based on student outcomes.
Teacher Grading System: A grading system will classify teachers into four categories (A, B, C, D). High-performing teams, especially those obtaining Grade A, will receive salary increases and potential promotions while temporary teachers will gain permanent status.
Rotation Policy: Class teachers will rotate annually to promote cross-sector collaboration and fair opportunities.
Issue:
There is a significant delay between the start of the academic session and the distribution of textbooks, often resulting in students receiving materials only three months before exams. This situation causes many to lose interest in their studies.
Proposed Policies:
Zero Tolerance for Delays: A strict approach will ensure timely distribution of textbooks.
Accountability Measures: Individuals responsible for delays in textbook distribution may face disciplinary action, including temporary suspension if negligence is proven.
Issues:
The government's Mid-Day Meal scheme aims to provide meals to primary school students. However, many report substandard food quality, leaving students inadequately nourished.
Proposed Policies:
Commitment to Quality: A zero-tolerance policy will be enforced to ensure that only nutritious meals are provided.
Inspection and Accountability: Reports of substandard meals will result in strict disciplinary measures against those responsible, potentially leading to suspensions for serious violations.
Addressing the challenges faced by tribal education requires deliberate and structured interventions. Through various policies aimed at improving attendance, teacher effectiveness, timely resource distribution, and meal quality, stakeholders can work towards enhancing educational outcomes in tribal areas. The implementation of these strategies will contribute significantly to the fulfillment of the right to education as mandated by Article 21A.