By Dr Mushtaq Hassan Rather
The Department of Education, Jammu and Kashmir, has taken initiatives to increase enrolment and reduce dropout rates among SEDG children. One such initiative is training and sensitizing teachers on Inclusive Education.
The National Education Policy (NEP) 2020 acknowledges that certain groups are grossly underrepresented in the existing education system. It attempts to address the growing inequality and inequity plaguing India’s education system.
The NEP 2020 also recognises the high dropout rate among socio-economic strata and vulnerable minorities. It notes the unmet educational needs of children living in geographically fragile regions. The high dropout rate in marginalized sections of society is due to various reasons. These include a lack of accessibility for tribal communities and historical exclusion from education systems.
Large sections of society are still struggling to reap the benefits of education. As a result, they are living in continued abject poverty. The NEP 2020 has identified Socio-Economically Disadvantaged Groups (SEDGs) to address this. This clustering highlights the issues faced by these sections of society. It also provides targeted interventions to mitigate their educational needs.
The standout objective of the NEP 2020, about SEDGs, is to create inclusivity and smooth access to education. This is for all sections of society, irrespective of socio-cultural background.
Layers of The Sustainable Development Goals
The Socio-Economically Disadvantaged Groups (SEDGs) comprise five main broad layers, including Gender Identities, which encompasses transgender individuals and the girl child, Socio-Cultural Identities, which include Scheduled Castes, Scheduled Tribes, Other Backward Classes, and Minorities, Geographical Identities, which include people living in extreme fragile geographical locations and Aspirational districts, Disabilities, which includes Children With Special Needs, and Socio-Economic Identities, specifically the Low-Income Group, which provides for children of migrant labourers, low-income households, orphans, beggars, and children who are victims of trafficking.
Transgenders
Transgenders face severe gender-based discrimination. According to the 2011 Census, there are approximately 4.88 lakh transgender individuals in India, with 4137 in the Union Territory of Jammu and Kashmir.
Historically, school curricula have remained silent on discrimination based on sexual orientation and the specific challenges faced by transgenders in the workplace.
The Central Board of Secondary Education’s (CBSE) 2021-2022 data reveals a stark numeric disparity. Out of 1889878 class 10th candidates, only 19 were transgender. Similarly, among 1206893 class 12th candidates, only 6 were transgender. This disparity indicates the disproportionately high barriers faced by transgender individuals.
Transgenders face discrimination at multiple levels, leading to stereotyping, stigmatization, and severe psychological issues. Suicidal attempts are rising among the transgender community, corroborated by National Crime Bureau of India (NCBI) data. The NCBI reports that 31 per cent of transgenders exhibit suicidal tendencies, with 50 per cent attempting suicide at least once before the age of 20.
The main issues encountered by transgenders are multifaceted. They struggle for social justice and face the least enrolment ratio in education. Economic deprivation is another significant challenge, leading to old age insecurity. Furthermore, transgenders experience a high dropout rate, unemployment, and societal stigmatization. Perhaps most poignantly, they often suffer from family desolation, leading to a profound sense of isolation and marginalization.
Interventions to address the educational needs of transgender individuals are underway. The National Education Policy (NEP) 2020 aligns with the objectives of the Rights of Transgender Individuals (2019) Act, which aims to safeguard the rights of transgender people, including their fundamental right to free and compulsory education from years 6-14. Furthermore, the establishment of a Transgender Welfare Board protects the rights of transgender persons.
The Integrated Social Security Rules 2022 introduced the Transgender Pension Scheme, and the Gender Inclusion Fund (GIF) provides financial provisions to support transgender individuals. The GIF offers bicycles, upgraded sanitation and toilet facilities, and funding to address local barriers to education. Additionally, the GIF provides a cash stipend as an incentive to encourage the community to increase their enrolment ratio and engage in meaningful teaching and learning experiences.
Girl Child
The National Education Policy (NEP) 2020 recognizes that girls face additional discrimination. Females account for at least half of the Socio-Economically Disadvantaged Groups (SEDGs). The NEP places special emphasis on the education of the girl child due to the extremely high dropout rate and declining enrolment ratio at secondary and higher secondary levels.
The issues faced by the girl child concerning their education are multifaceted. These include child marriage, gender-based violence, household chores, poverty, rituals and customs, malnutrition, the onset of menstruation, honour killings, sexual abuse, girl child trafficking, and distance from home to school.
To address these educational issues, the NEP 2020 proposes several interventions. These include the upgradation of Kasturi Gandhi Balika Vidhyalaya (KGBVs) from classes 6thto 12th, self-defence training for girls from upper primary to senior secondary, and the establishment of Netaji Subash Chandra Bose Awasiya Vidhyalaya. Additionally, the NEP aims to provide vocational skills acquisition and enhance the commitment to the Beti Bachao Beti Padhao Campaign.
Socio-cultural Identities
The Scheduled Castes (SCs), Scheduled Tribes (STs), Other Backward Classes (OBCs), and Minorities make up a significant proportion of the population. However, they lag in vital developmental parameters, including education. Abject poverty and multi-dimensional issues plague these sections of society.
According to the 2011 Census report, Scheduled Castes comprise 17.5 per cent of the population, Minorities 18.4 per cent, and OBCs 52 per cent. The Union territory also has a substantial tribal population, making up 11.9 per cent of the total population. In Jammu and Kashmir, the Gujjar tribe is the largest, followed by the nomadic pastoral tribe, Bakerwal. Together, they constitute 69 per cent of the tribal population.
The dropout rate among STs is disproportionately high. ST children face discrimination at multiple levels due to geographical, cultural, and historical reasons. They often find their school education irrelevant to their lives, both culturally and economically.
Major issues and challenges encountered by Socio-cultural Identities include a lack of a conducive and inclusive atmosphere in schools, leading to feelings of isolation and exclusion. Additionally, they face challenges such as poor financial background, language barriers, and discrimination based on caste and parental occupation. These obstacles hinder their ability to access quality education and perpetuate the cycle of disadvantage.
Suicides among SC and ST children in premiere institutions have reached alarming levels. Recent cases have shaken the nation, including a Dalit student’s suicide at IIT Bombay in February 2023 and a tribal student’s suicide at National Law University Odisha. Chief Justice of India, DY Chandrachur, expressed concern over the pattern of marginalized students taking their lives in elite institutions, highlighting the need for empathy and compassion.
The issue of discrimination is directly linked to a lack of empathy in educational institutions. To address this, the NEP 2020 recommends: Direct cash transfers and special scholarships to support marginalized students. Funding for alternative forms of education to cater to diverse needs. Inclusive culture in regular schools to promote equity. Re-inventing distance learning to reach remote areas. Mother tongue as the medium of teaching-learning to enhance understanding.
Additional Proposals
JNVs and KVs in aspirational districts, with integral ECCE for marginalized areas. Bridge courses to mitigate learning gaps for marginalized children. Equity-based school and classroom culture to ensure inclusivity. Special hostels for boys and girls in dedicated regions to reduce dropout rates. Dedicated NCC wings for deprived sections of society to promote empowerment.
Creation of Special Education Zones
The NEP 2020 proposes setting up Special Education Zones in regions with significant populations of Socio-Economically Disadvantaged Groups and in aspirational districts. This innovative idea aims to make education accessible in the remotest areas of India, transforming the lives of downtrodden sections of society.
Children With Special Needs (CWSN)
The NEP 2020 recognizes CWSN and seeks to incorporate them into the mainstream education system. This aligns with the objectives of the Rights of Persons with Disabilities (RPWD) Act 2016, which includes 21 specified disabilities. CWSN face discrimination and exclusion from meaningful teaching and learning, leading to early dropout.
Barriers Faced By CWSN
Attitudinal barriers, such as teachers’ presumptions about CWSN lacking academic ability and blaming parents for poor performance. Structural barriers, including non-availability of support and signage, architectural impediments, and inaccessible facilities. Educational barriers, such as non-flexible curriculum and pedagogy, lack of resources, and untrained teachers.
Remedial Action Plan in NEP 2020
Accommodative measures to accept and respect CWSN. Language-appropriate teaching materials, such as large prints, Braille, and sign language. Hiring multi-category special educators and establishing resource centres. Access to assistive devices and technology-based tools. Mass-scale training programs for stakeholders on teaching children with specific disabilities. Children with benchmark disabilities can opt for regular or special schools or home-based education, with equal treatment for those under home-based education. The National Assessment Centre, PARAKH, will formulate assessment guidelines for all state and central boards.
Major Recommendations of RPwD Act 2016 Adopted in NEP 2020
The NEP 2020 addresses inequality faced by CWSN by adopting major recommendations from the RPwD Act 2016. These include Equal educational opportunities and opportunities for sports and recreation. Accessible infrastructure and individualized support. Accessible modes and means of communication, suitable pedagogical measures, and desired modifications in curriculum and assessment patterns.
Additionally, provisions for scribes or amanuenses, exemption of CWSN from second and third languages, and training and employing teachers, including those with disabilities and qualified in sign language and Braille. Establishing resource centres, providing scholarships, and promoting research to improve learning.
Conclusion
Every stakeholder must play a vital role to safeguard children’s education from Socio-Economically Disadvantaged Groups. Teachers have a central role in implementing NEP 2020 recommendations. They must be accommodative and receptive, creating inclusive classrooms that cater to diverse learning needs. Teachers need to develop skills to address the educational needs of diverse classes. An attitudinal shift is fundamental in understanding the concerns of SEDG children.
The Department of Education, Jammu and Kashmir, has taken initiatives to increase enrolment and reduce dropout rates among SEDG children. One such initiative is training and sensitizing teachers on Inclusive Education. DIETs have been mandated to train teachers, and thousands have already been trained to create inclusive classrooms. The training schedule for remaining untrained teachers is in the pipeline to ensure inclusivity in every classroom.
(The author is an educator from Mattan, Anantnag. Views are personal)
