Gujarat to track child education record using Unique Identification code

Dropout of children from schools, their absenteeism, performance of government schools and its teachers have had a sledgehammer impact on primary education in various states, including Gujarat that is not known to have an impressive track record. 

But, things seem to be changing in Gujarat. 

Conceived in December 2012, the state government has from the June 2014 academic year put into practice a child education tracking system by assigning a digitised Unique Identification code number to all the whopping 87 lakh students between standard 1 and standard 8. 

According to Mukesh Kumar, state project coordinator of the Centre’s Sarva Shiksha Abhiyan (SSA), every child will have an 18-digit UID number to track his or her academic career. 

“It will not only track the reasons for his dropping out from school, his absenteeism and his performance but this will also be linked to the consequent training programmes for teachers,” Mukesh Kumar told Mail Today. 

He explained that under this system, annual child-wise records would be maintained with the student’s name, birth date, details of parents, address and incentives or benefits received, if at all, from the government. It has been called Aadhaar-enabled District Information System for Education (DISE). 

Officials informed that the usual DISE captures only the figures of enrolment, but this has been termed Aadhar-enabled system since the latter contains a comprehensive data of every resident’s demographic and biometric information, “which they can use to identify themselves anywhere in India, and to access a host of benefits and services”. 

The same concept has been adopted to build a database of students and to provide unique identification number to all the students in the schools. 

Among the key aims of the project is to deal with problems like fake enrolment, fudged dropout and retention numbers as well as to ensure universalisation of elementary education, Mukesh Kumar said. 

This web-enabled system will not only help become a complete academic track record of every student and his or her socio-economic situation reflected through dropouts and absenteeism but, “very importantly, also create a database and parameters of the performance of every school.” 

According to Mukesh Kumar, the database would bring out the commonalities in academic failures in the schools and this would provide the education department a hands-on material for training of teachers to improve their performance. 

“And thus contribute to the overall improvement of the basic education performance of the state,” he added. 

The entire project was specially designed and developed by the Sarva Shiksha Abhiyan and the Monitoring Information System of Gujarat. 

The first set of data for 87 lakh students for the academic year 2013-2014 was collected by a Cluster Resource Centre. 

And this time the data is being collected right from the block level. 

According to an internal Education Department note, “a central interface team also called as District Team & Block Team will monitor the end users CRC (Cluster Resource Co-coordinators) to track the entire group of schools allocated to each one of them.” 

The tracking will include the facility and enrolment, distribution of helpdesk operations forms across all the schools.

Teacher vacancy crisis demands structural reform

To understand the perpetual and worsening teacher vacancy problem in the Indian education sector, from primary education – where India has the world’s highest enrolment levels – to higher education where it ranks second in the world for enrolment numbers, one needs to do some basic probing.

The often repeated stereotypical explanation for the lack of quality faculty, at least for the best of the higher education institutes – including Indian institutes of technology and Indian institutes of management, where the vacancy level is around 40% – is grossly inadequate to explain the magnitude of the rot.

Structural issues relating to institutional and faculty autonomy and salary issues are also part of the problem.

Justifying the lack of quality applicants for vacancies becomes more difficult when India’s brightest students say that 88% of existing faculty members are inept.

Going beyond a superficial understanding of the symptoms of this problem or the myths surrounding it, what becomes necessary is to get to the root cause behind the problem: why is there a perpetual quality deficit on the supply side of the faculty pool and what is driving it?

The superficial explanation for the lack of quality teachers up to secondary level fails basic scrutiny, with hundreds of eligible applicants applying for each teacher vacancy in India.

If the vast majority of the supply side eligible applicants are sub-quality here too the need for structural reform becomes even more important, highlighting that the expansionist policy of enrollment, the numbers game, is failing in its objectives.

Funding

To understand the magnitude of the problem, in Uttar Pradesh, India’s most populous state – with a population higher than Brazil – 55% of teaching posts in schools are vacant.

The number of vacancies in the top three Indian states alone is more than half a million. When attempts to recruit to such posts happen, there are regular stories of scams or exploitation where the salary offered is barely one-fourth of the regular position.

One more key issue that drives all of the above is the shortage of funds, be it from the state or federal government – at least up to secondary education – or in the large, organised, quality private sector in higher education.

Most Indian states face a more severe fiscal situation than the central government in New Delhi does and teacher salaries are an additional burden on the state exchequer.

The budgetary allocation for higher education has recently been cut by 25%; healthcare faced greater cuts in absolute terms.

It really is surprising that a country like India with its per capita income can move so fast in transferring state responsibility for universal primary and secondary education to the private sector.

Today, 59% of enrolment in higher education is in the private sector, which barely three decades ago was nearly non-existent. In the primary and secondary education sector, the figure is 32%.

This trend, since economic reforms in India started, is not a healthy sign. Most reported faculty vacancies are in state-sponsored schools or institutes, but since data for the private sector are neither available nor accurate, there could be similar huge vacancies in the private sector.

Choice

What is clear is that most families, knowing India’s socio-economic standing, send their kids to private schools not due to a plethora of quality choices, but due to a lack of choice.

Given global economic differences, there is still one key area of policy agreement. It centres around the creation of new skills and knowledge for 21st century jobs and quality education being the only means to achieve it.

Other parts of the world have been aggressively working on this, providing universal access to quality primary, secondary and higher education.

India, which needs such jobs the most, more than a million a month over the next three decades, has been pursuing the easy goal of expansionist enrollment by conveniently shifting responsibility to the private sector, without any checks or balances.

Without structural reform, the perpetual problems of unemployable graduates and faculty shortages are something that India will have to live with. This cycle can only be broken by putting more state resources into universal quality secondary education and undertaking structural reform across all sectors.

http://www.universityworldnews.com/article.php?story=20150129065314123

Dumped, Abandoned, Abused: Women in India’s Mental Health Institutions

Following the birth of her third child, Delhi-based entrepreneur Smita* found herself feeling “disconnected and depressed”, often for days at a stretch. “Much later I was told it was severe post-partum depression but at the time it wasn’t properly diagnosed,” she told IPS.

“My marriage was in trouble and after my symptoms showed no signs of going away, my husband was keen on a divorce, which I was resisting.”

After a therapy session, Smita was diagnosed as bi-polar

One day after she suffered a particularly severe panic attack, Smita found 10 policemen outside her door. “I was taken to a prominent mental hospital in Delhi where doctors sedated me without examination. When I surfaced after a week I found that my wallet and phone had been taken away.”

All pleas to speak to her husband and parents went unheeded.

It was the beginning of a nightmare that lasted nearly two months, much of it spent in solitary confinement. “The nurses were unkind and cruel.

“There were women there who told me they had been abused and molested by the staff.”

Not all the women languishing in these institutions even qualified as having mental health problems; some had simply been put there because they were having affairs, or were embroiled in property disputes with their families.

Days after she was discharged her husband filed for a divorce on the grounds that Smita was mentally unstable.

“I realised then that my husband was building up his case so he would get custody of the kids.”

Isolated and afraid, Smita did not find the strength or support to fight back. Her husband won full custody and left India with the children soon after. “My doctor says I am fine and I am not on any medication but I still carry the stigma. I have no access to my kids and I no longer trust my parents,” she told IPS.

Smita’s story points to the extent of violence women face inside mental health institutions in India. The scale was highlighted in a recent Human Rights Watch (HRW) report, ‘Treated Worse than Animals’, which said women often face systematic abuse that includes detention, neglect and violence.

Ratnaboli Ray, who has been active in the field of mental health rights in the state of West Bengal for nearly 20 years, says on average one in three women are admitted into such institutions for no reason at all. Ray is the founder of Anjali, a group that is active in three mental institutions in the state.

“Under the law all you need is a psychiatrist who is willing to certify someone as mentally ill for the person to be institutionalised,” Ray told IPS. “Many families use this as a ploy to deprive women of money, property or family life. Once they are inside those walls they become citizen-less, they lose their rights.“

“One can’t help but notice the stark contrast between the male and female wards,” points out Vaishnavi Jaikumar, founder of The Banyan, an NGO that offers support services to the mentally ill in Chennai, capital of the south Indian state of Tamil Nadu.

“You will find wives and mothers coming to visit male patients with food and fresh sets of clothes, while the women’s wards are empty.” Experts also say discharge rates are much lower when it comes to women.

The indifference towards patients is evident not just in institutions, but also at the policy level, with mental health occupying a low rung on the ladder of India’s public health system.

According to a WHO report the government spends just 0.06 percent of its health budget on mental health. Health ministry figures claim that six to seven percent of Indians suffer from psychosocial disabilities, but there is just one psychiatrist for every 343,000 people.

That ratio falls even further for psychologists, with just one trained professional for every million people in India.

Furthermore, the country has just 43 state-run mental hospitals, representing a massive deficit for a population of 1.2 billion people. With the District Mental Health Programme (DMHP) present in just 123 of India’s 650 districts, according to HRW, the forecast for those living with mental conditions is bleak.

“Behind that lack of priority is the story of how policymakers themselves stigmatise,” contends Ray. “The government itself thinks [the cause] is not worthy enough to invest money in. Unless mental health is mainstreamed with the public health system it will remain in a ghetto.”

http://www.ipsnews.net/2015/01/dumped-abandoned-abused-women-in-indias-mental-health-institutions/

Gaps in health delivery systems

India’s health care delivery mechanism is defined by shortcomings; the doctor-patient ratio is skewed, over 75 per cent of India’s population has no health insurance, there is a shortage of two million hospital beds compared with the global requirement of 2.5 beds per 1000 people and the spending on health is abysmally low at a little over one per cent of the GDP.

These statistics however, are not the only illustration of the gaps that exist in the system; the inability to utilise the available infrastructure worsens the problem. This was endorsed by the Union Health and Family Welfare Minister J.P. Nadda’s recent admission that “there are health centres where there is an X-ray machine, but nobody who knows how to operate it.”

Extremely high out-of-the-pocket expenses on diagnostics and medicines, poor quality of services in government-run hospitals and lack of human resource to deliver the services have been identified as the major lacunae that the government needs to address with alacrity.

Also counted as failures of the system are insufficient attention to research (including developing newer medicines and vaccines) and preventable nutritional disorders, maternal and child mortality and reduction in the burden of non communicable diseases.

A white paper ‘Aarogya Bharat 2015’, released by NATHEALTH, Healthcare Federation of India this past week shows India requires $3 trillion in cumulative funding and has the potential to generate 15 to 20 million jobs by 2025.

Yet, less than one per cent of delivery providers are accredited and although rural India accounts for about 70 per cent of the population, it has less than one-third of the nation’s hospitals, doctors and beds resulting in huge disparities in the health outcomes.

Under spending on health care and pharma sectors has been flagged thus in the report; compared to the U.S. (8,895 $) and China (322 $), India (58 $) had the lowest per capita health care expenditure in 2012; the per capita spending on pharma products and medical devices in 2013 stood at $15 as against $ 1440 in the U.S. and $90 in China. The doctor-patient ratio too is among the lowest with a mere 0.5 doctors for every 1000 patients in large parts of the country.

India’s GDP spending on health brackets it with lower income countries, the Sub Saharan Africa, Afghanistan, Haiti, Azerbaijan and Georgia says a World Bank report of 2012. A consequence of out patient treatments and direct payments is individuals being pushed below the poverty line.

Despite 98 per cent of drugs needed for treatment of various disorders manufactured in India, 65 per cent of the population does not have access to essential and life-saving drugs says the WHO 2012 World Medicine Situation Report.

Every State procures medicines for free distribution to patients, but the free medicine model has been slow to pick pace; with Rajasthan, Kerala and Tamil Nadu being the only States that have a better record to show.

As the Centre gets ready to roll out its ambitious Universal Health Assurance Mission (UHAM), there are doubts about how it will ensure quality health care for Indians.

Recently, there was a downsizing of the health budget after the revised estimates for the last quarter showed that States have failed to utilise what was earmarked for spending on healthcare. While the Ministry was quick to defend that none of its flagship programmes would be affected by the cuts, it raised questions on why States have been dragging their feet on executing the spending.

All eyes now rest on the Health Minister’s commitment that the UHAM will not merely be limited to pumping more money into the system, but removing the bottlenecks that choke the health care system.

“There is no dearth of funds, the issue is optimum utilisation of resources and assurance of services,” he said promising to fill the gaps in the health delivery system.

http://www.thehindu.com/news/national/gaps-in-health-delivery-systems/article6822138.ece

Even As India Pours Billions Into Education, Rural Schools Continue To Totter

Even as India boasts of some of the world’s best engineering and business schools that are a challenge to get into, elementary education in the country, especially in the rural hinterlands, continues to languish, a new survey has revealed.

According to the Annual Status of Education Report (ASER) released Monday by the ASER Centre, which is supported by Indian nonprofit Pratham, less than half the children in grade 5 could read a grade 2 textbook, even as 96 percent of children in the 6-14-year age group enrolled in a school.

In 2014, India increased its education budget by 11 percent to nearly $11 billion, which is 3.3 percent of its Gross Domestic Product.

The report further notes that though enrollment levels in the 6-14 age group are high, “the proportion of 15 to 16 year olds not enrolled in school is substantial.” In rural areas, 15.9 percent of boys and 17.3 percent of girls in this age group are currently out of school, it notes.

The report also takes aim at the inequities of the government’s approach to solve the country’s education problem.

“Well into the second decade of this century, the Ministry of Human Resource Development (MHRD) did not really take interest in learning achievements. Its sole focus was on provisions, inputs and infrastructure,” it says. “The thinking seemed implicitly linear; first all infrastructure needs have to be taken care of and then quality issues can be addressed. Unfortunately, in states where infrastructure issues were not severe, there too states followed the MHRD cue and did nothing significant about basic learning levels,” it goes on to say.

In 2009, India passed the Right to Education law, which made education a fundamental right of every Indian citizen and provides for free and compulsory elementary education to every child between six to 14 years of age. However, over 640 million children, or more than a third of all 6-14 year olds, in India continue to pay for their education. Moreover, about 4.7 million children go to schools not recognized by the government.

“…  the paradox of the last ten years is that while governments spent money on building schools and hiring teachers by the lakhs (hundreds of thousands), and also provided free textbooks, uniforms, and mid-day meals, the net enrollment in government schools went down and enrollment in private schools went up sharply, especially in the primary stage,” the report says.

http://www.ibtimes.com/even-india-pours-billions-education-rural-schools-continue-totter-1783004

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The report on the status of education in 2014 by ASER, an NGO, says basic reading levels in India are disheartening and largely unchanged from five years ago.

This applies to the children’s mother tongue as well as English, where there has been a decline in upper grades. In 2009, 60 per cent children in class 8 could read simple sentences in English; in 2014, only about 47 per cent could, ASER finds.

Even with math, basic subtractions like 46-29, or 63-39 are proving to be a hurdle for class 4 students. Data from rural schools shows that close to 60 percent still struggle with it. In fact, over the years, there has been a decline in the ability of rural school children to do basic two digit subtraction. In 2010, 57.7 per cent children in class 4 could do subtraction, but 2014 has seen a drop to 40.3 per cent.

It isn’t any better for basic division sums either. Whereas 36.2 per cent students in class 5 could do division in 2010, the number has dropped to 26.1 per cent in 2014. While in class 2, 19.5 per cent children could not recognise numbers up to nine.

Even with English, less than 25 per cent children can read basic sentences like ‘what is the time?’ Or ‘I like to read’, fluently.

http://www.ndtv.com/article/india/many-of-india-s-children-can-t-add-can-t-read-reveals-report-648019