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Unit 15 : Universalization of Elementary Education : Concept and Problems

In order to meet this problem of new buildings along with the existing schools in private Notes
houses, temples, verandah of rich persons, residence of teachers etc. should be met by
construction of low cost houses of thatch or tile with local materials; looking to the weather
conditions of certain places open air stands may be taken up in the Shanti-Niketan pattern.
All the same, the Primary schools should have accommodations of their own as far as practicable.
Problem of school houses along with the problem of lack of teachers in all the primary schools
can be solved through shift system in the existing schools. In order to enrol the additional age-
group 6-14 children additional section rooms should be constructed.
(7) Unsuitable Curriculum: The curriculum for primary schools is narrow and unsuitable to the
local needs. The curriculum should be interesting for the children for its continuance. Learning
by work should replace the emphasis on monotonous bookish knowledge. Education of craft
should be given in the primary schools in accordance with the local needs and requirements.
But the schemes of craft education in the primary schools should not of highly expensive ones.
(8) Wastage and Stagnation: It is another major problem and great obstacle for universalization
of Elementary Education. Out of every 100 students enrolled in class - I more than half leave
schools by Class IV, only 32 pupils reach class V and only 26 reach class VIII. This is due to the
lack of educational atmosphere, undesirable environment, lack of devoted teachers, poor
economic condition of parents, absence of proper equipment etc.
In order to check such massive wastage and stagnation at the primary stage, existing educational
system and curriculum should be reformed, teaching method should be interesting, school
buildings should be adequate and neat and clean, and the parents should be educated. These
may help the problem of wastage and stagnation to be solved.
(9) Natural Obstacles: Natural barriers are the great obstacles in the way of expansion of
compulsory education. The village and small habitations in areas of Himalayan regions, Kashmir,
Garhwal, Almora with less population are situated in distances apart.
So also the desert areas in Rajasthan, the dense forest areas in Madhya Pradesh, Orissa, Assam
and many Southern States create problems for expected enrolment. These are very very difficult
areas with lack of communication and of Education and School Organization absence of transport.
It is desirable to make provision, for schooling facilities even in small habitations without
leaving much for mobility of small children in the severe cold, heat or heavy rains
(10) Social Evils: Social evils like superstition, illiteracy faith in ancient conventions and customs,
child marriages, untouchability, pardah system etc. create innumerable obstacle in the expansion
of compulsory primary education. Still man; persons get their sons and daughters married at a
very minor age against the Child Marriage Prohibition Act and deprive these school-going
children of the fruits of education.
Because of illiteracy and ignorance these social evils grow. The educated young men and women
should volunteer themselves to remove these evils of society in their neighbourhood. Against
these social evils, the work of expansion of universal enrolment should not be slackened, since
social evils flourish because of illiteracy and ignorance.
(11) Language Problem: 1961 Census reports about 826 languages and 1652 dialects in the
country. The Constitution of India, 1950 mentions 14 languages, which can be made medium of
education. Compulsory education has not been fully introduced among the Scheduled Castes
and Scheduled Tribes and denotified tribes in the country. This is due to the hindrances of
languages as medium of education.
In the Five Year Plans the incentive programmes of free text-books, free uniform, stipends in
hostels, and conversion of Residential Ashram Schools etc. do not improve matters much.
The responsibility of education of these castes and tribes, who are staggering under the weight
of misery and poverty for centuries, should not be left alone on Govt. Voluntary and
philanthropic organization and people should come forward to assist the Government in this
sacred and significant work of the nation.

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