Given the expanse and diversity of our nation, policies cannot be made just by those heading states and/the centre. With more than 70% of the population residing in the rural sector whose views, opinions, observations, need and, voices in general are missed, it is not surprising that many of the government's well-meaning schemes and initiatives tend to fall short of achieving their objectives and, the urban-rural divide continues to stare our country in its face.
When the news of the government's process to work towards its New Education Policy reached our ears, we were delighted. It is not often that such initiatives take place where grassroots institutions and villagers are asked to participate in sharing their ideas in improving an existing policy. The questionnaire that reached our schools could certainly have incorporated more parameters but, as an initial step, we were glad to see it reach us.
What was most impressive was the fact that the principal and teachers collectively started to think and contribute impressive practical observations. This exercise did not only ensure that feedback was taken from the right channel and brought to the right department, but it also made the key stakeholders (the teachers) realize that their inputs were valuable.
This small and simple exercise has made them take greater pride in their job and made them realize their worth. Unless and until they do not take pride in what they do and are not involved and sincere to their job, the State will continue to suffer. I believe such exercises ought to be conducted at regular intervals at District and State levels to build a progressive and healthier State as an inability to provide good education to an individual is the greatest injustice of all.
Currently, there is an acute shortage of teachers (in particular good teachers) and one often hears of teachers not wanting to go to schools in remote villages. While the biggest challenge continues to be the lack of human resource, the next is access to restricted curriculum/subjects. In my village of Soda, for example, the 11th and 12th grade students are only taught Hindi literature, Sanskrit literature and Geography - clearly not equipping our rural youth for a better future. To combat such challenges, the digital India drive can provide the required intervention in the form of virtual education.
E-education is the best and most practical means that could help fill such gaps while also eradicating discrimination that is often visible on the basis of caste, gender, religion and economic status of the student. Technology, by mere virtue of being nondiscriminatory in nature, can provide equal opportunity to all, but it is imperative that the private sector also comes forth in assisting the government in expanding its network to all corners of the country. Needless to say, the government too has to allow such partners the flexibility to execute better if the intent is to transform India into an empowered nation.
The involvement of the various stakeholders before the formulation of a new policy is a welcome step and I hope that through this democratic and participative process, education and curriculum can be designed and implemented in a way that is more relevant and practical.
I also hope that this practice of good governance gets adopted as a norm in national policy-making so that people at the grassroots are empowered and their voices are heard to make India truly a vibrant and strong democracy in the true sense of the word.
(Chhavi Rajawat is the sarpanch of her village Soda, 60 kilometers from Jaipur.)Disclaimer: The opinions expressed within this article are the personal opinions of the author. The facts and opinions appearing in the article do not reflect the views of NDTV and NDTV does not assume any responsibility or liability for the same.