Why I Support RTE
In which I offer my uninformed opinion on why I support the Right to Education Act, and one of its more controversial provisions, the 25% reservation for disadvantaged students (or some version thereof). My own interest in this is born out of a hazily remembered past of going to a number of schools where homogeneity was the norm rather than an exception, and some thoughts that I have often had about this issue since.
Some particularly insightful person has probably already said this, but it certainly bears repetition - the safest position on any burning issue, particularly a social one, is the fence. Registering an opinion, a scarce-informed one at that, is but opening oneself up to criticism, venom and distasteful partisan behavior from all sides. That said, sometimes even the lucrative neutral seems an untenable position. Having got that off my chest, let me launch headlong into a haphazardly constructed defense of the Right to Education Act (RTE) and its 25% reservation provision, without too many claims to either informedness or objectivity.
Most of the grief being poured on the RTE has come in the form of opposition to this provision that would mandate the allocation of 25% of all admissions in schools -- public and private -- to disadvantaged students. There have been various arguments - ranging from the pragmatic "how will such a provision be enforced, and enforced uniformly", to the downright bizarre and distasteful stratification of schools - against it. Many other meditations question the government's motive in introducing this provision, and the Supreme Court's judgement (or lack thereof, dictated by the side of the fence that you inhabit) that includes unaided private schools in this mandate, yet excludes minority and boarding schools that fall within that category.
Here is my opinion with regard to the main stakeholders in this melee - I think students will learn, come what may. All schools come with their challenges, and every student faces her or his own set of trials even as academic progress is made over the years. The nature of these issues is varied -- some are academic, some others social -- yet kids from every generation have grappled with and overcome them. I don't think our children, forward thinking products of the "noughties" though they are, are particularly different from the students of any previous generation; and I do not believe for an instant the arguments that put forward gloomy scenarios of segregation in classrooms and a "stratification" of schools based on divisions of class (whether those be economic, social, communal). Furthermore, India and Indian society is certainly endowed with enough parents who are receptive (even radically so) to the transformative power of education, their other prejudices and standing in life notwithstanding. So no, unless parents and elders in the know set out to wilfully subvert this system, I don't see much going wrong in this particular aspect.
The big point that the shrill arguments miss is this: RTE is as much about access as it is about quality. Without quality education, and (unfortunately so) a piece of paper or a school seal to prove that quality, making education universally availably is near meaningless. I do not argue this without evidence -- in the state of Tamil Nadu, studies have shown that 99.5% of children have passed through school, yet the same studies go on to lament the poor state of preparedness with respect to standardized notions of achievement normalized for academic standing (the standard or grade in which the child is currently enrolled). Getting the kids to school is only the beginning of the solution, and a very small part at that, as Tamil Nadu has shown. So the hotly debated 25% is as much about ensuring that our kids stay in school, and learn something in that time, as it is about making space for them.
Many will argue that the better way to do this is to improve those schools that suffer in terms of quality, and to which the "disadvantaged" (defined by whatever metric the government chooses) have ready access. I do not disagree with them. That too will happen, but that is a utopian ideal too far removed from the reality of today and now. I think it is far better to push for some kind of implementation that mandates a set of rules which ensure some nuts and bolts realization of that ideal, even if it isn't exactly perfect out of the box. I see nothing wrong in using established resources and teaching aids that high quality schools have at their disposal and bringing such tools to those that would not (in the normal course of events) have access to them. I think it is plain enough -- to anyone who is willing to think about it -- that if a PSBB or a Bombay Scottish or a DPS RK Puram has to turn away a few "advantaged" students because of this new rule, many more such high-quality institutions will necessarily open up and even flourish, following as these things do the forces of the free market.
No, I think we're shouting ourselves hoarse about a pseudo problem here. If you have some time and constructive suggestions to offer, here's a real quandary: what do we do about the rural disadvantaged? What does the RTE offer to those students -- a sizeable portion of this country still -- who do not live within reach of centers that will instantly offer them a better quality education? That, I think, is a much more worthwhile use of our collective energies.