Optimising educational equity: Imperatives for teacher-student ratio in Karnataka’s Education Policy

The Karnataka Government has taken the decision to formulate a new State Education policy, rejecting the Union Government’s New Education Policy – 2020. A committee chaired by Former UGC Chairman Professor Sukhadeo Thorat has been constituted for this purpose.

As deliberations unfold across the state regarding the new education policy, it becomes evident that the issue of quality education looms large not only in Karnataka but throughout India.

Annually, the Annual Status of Education Report (ASER) underscores prevalent shortcomings in the education system, revealing alarming statistics wherein a significant portion of students struggle to attain basic literacy skills, unable to read or write at the level expected for their grade. This deficiency in educational standards invariably contributes to an increase in dropout rates. When students face challenges comprehending their coursework or fail to grasp fundamental concepts, their motivation to engage in studies wanes, often resulting in the premature discontinuation of their education.

Despite concerted efforts such as conferences, seminars, and discussions organised by educational institutions year after year to address this issue, the desired outcomes remain elusive. A critical aspect influencing the quality of education is the teacher-student ratio. The Right to Education Act mandates a ratio of 1:30 teachers to students in schools. However, nearly fifteen years since the enactment of this legislation, many schools still fail to meet this standard. Moreover, even the 1:30 ratio falls short in delivering quality education; ideally, a ratio of 1:10 would be more conducive to personalised learning experiences. Countries like Canada, Russia, Sweden, and the UK boast teacher-student ratios of 1:9, 1:10, 1:12, and 1:16 respectively, enabling educators to provide tailored instruction that caters to each student’s unique capabilities and learning needs.

Personalised teaching not only fosters a deeper understanding of subjects but also allows teachers to identify and nurture individual talents and aptitudes. However, implementing continuous and comprehensive evaluation (CCE), as mandated by the RTE, proves challenging in environments with high teacher-student ratios. Thus, the urgent need to reduce the teacher-student ratio cannot be overstated.

Preschool education:

Preschool education has long been overlooked, with Anganwadis suffering from staffing and infrastructure deficiencies. Access to preschool facilities is predominantly limited to private schools, hindering equitable access across society. However, between the crucial ages of three and eight, 80% of a child’s brain develops, highlighting the significance of this early stage in cognitive and linguistic development. Numerous scientific studies underscore the importance of preschool education, yet in Indian society, it remains a privilege of the elite.

Trained teachers are essential for guiding children through this formative period, as handling young minds requires specialised skills. Therefore, there is an urgent need for government intervention to prioritise preschool education and ensure the availability of trained educators.

Education in mother tongue:

The Karnataka Government’s emphasis on mother tongue education is commendable. Despite previous policies and schemes advocating for it, effective implementation has been lacking. It is imperative to inform parents about the benefits of mother tongue learning, especially in a society overly fixated on English. Learning in one’s mother tongue fosters better understanding and retention of concepts, as children feel more comfortable in familiar linguistic environments. Multilingualism is easily achievable during preschool years, with children capable of learning multiple languages simultaneously. This not only enhances cognitive abilities but also prepares them for the demands of a globalised world.

To facilitate multilingual learning, schools must employ teachers proficient in multiple languages, including the mother tongues of their students. The Education Department bears the responsibility of creating conducive environments for multilingual education, while parental awareness is crucial for fostering support and participation.

Foreign languages:

The introduction of the new education policy in 2020 heralded a shift towards recognizing the importance of foreign languages in India’s educational landscape. Among the languages highlighted were Korean, Japanese, Thai, French, German, Spanish, and Portuguese. However, amidst this focus on foreign tongues, a significant omission has been noted – the neglect of Arabic language instruction.

India, with a sizable diaspora spread across the globe, boasts 13.6 million individuals living abroad. Notably, a substantial portion of these expatriates, totaling half, find employment in Arab countries, particularly in the United Arab Emirates, Saudi Arabia, Kuwait, Oman, Qatar, and Bahrain. The remittances from these nations, amounting to a staggering 89.4 billion US dollars, form a crucial component of India’s economy. Karnataka, a significant contributor to this remittance pool, supplies 5% of the total remittance from Non-Resident Indians, with a majority hailing from the Middle East.

Despite this symbiotic relationship with Arab nations, the oversight in promoting Arabic language education raises questions about missed opportunities for Indian nationals seeking employment in these regions. Proficiency in Arabic could not only enhance employability but also foster stronger cultural ties between India and Arab nations.

Language diversity:

Conversely, within Karnataka itself, linguistic diversity is a hallmark, with a plethora of unscripted languages such as Tulu, Kodava, Beary, and Lambani etc, enriching its cultural tapestry. Millions of individuals across the state converse in these languages, yet their inclusion in the educational sphere remains inadequate.

To address this gap, a concerted effort is required to introduce and promote instruction in regional and unscripted languages within schools. Providing education in children’s mother tongues fosters inclusivity and preserves linguistic heritage. Moreover, hiring teachers fluent in these languages can facilitate effective communication and ensure that no linguistic group is left behind.

Furthermore, supporting the development of these languages through supplementary education initiatives is imperative to safeguarding the rich cultural heritage embedded within them. Each language encapsulates the essence of its speakers’ culture, including their ideas, arts, and literature, making language preservation a cornerstone of cultural conservation efforts.

While acknowledging the fiscal implications associated with all these endeavours in the State Education Policy, it is imperative for the government to allocate a significant portion of its annual budget to the education sector, with a minimum threshold of 25%. Given that a major portion of the education budget is allocated to salaries, increasing the allocation becomes paramount to driving substantial improvements in educational outcomes. According to the State Finances Report 2023-24 released by the Reserve Bank of India, the highest budgetary allocation to Education by the top five south Indian states are Maharashtra, Goa, Kerala, Tamil Nadu, and Andhra Pradesh, with 14.9%, 14%, 12.3%, 12.1%, and 11.7% respectively. This year, the Karnataka Government has allocated 12% of the Total Budget to Education.

The author is the CEO of Shaheen Group of Institutions and Former Director, Centre for Educational Research and Training, New Delhi. (Views expressed in the article are personal.)