With the active movement of the capitalist tendencies and the withdrawal of the state from the welfare mechanism, the education sector in the Indian state had great success. “Education”, which is often regarded as the responsibility of a state towards its citizens, faces a difficult time ago against the growing private players. Therefore, it is an inevitable duty of a welfare state to provide primary school formation that would enable future citizens to fundamentally and livelate the fundamental rights.
The law on education (RTE) in India, officially the right of children on the free and mandatory education of 2009, makes education a fundamental right for children between the ages of 6 and 14. With its model rule, the RTE suggests that a school for the basic level (class IV) should be accessible on foot in one kilometer. This specification clearly takes into account the hurdles that a primary school student (especially from a rural area) could reach the school.
Uttar Pradesh School Fusion Plan: A guideline overview
The deterioration of the state educational institutions and the RTE law becomes more relevant in view of the latest developments in the state of Uttar Pradesh. The Department for Education Department of Uttar Pradesh is preparing to close around 27,000 primary schools across the state. The decision is made as part of an initiative to rationalize educational resources, especially at schools with an enrollment of fewer than 50 students. The Prime Minister of the State, Yogi Adityanath, tweeted A detailed plan for the merging of the schools.
Source: web
The campaign plan set out by the Prime Minister and other officials includes the closure of numerous primary schools with an enrollment of students of less than 50 and puts together a few such schools. The reasoning, as it is given behind the move, is the waste of resources due to the large number of primary schools (with low enrollment) that runs in the state. Although the officials did not provide a precise number, several analyzes presented that the move should affect the work of almost 27,000 out of 1.32 Lakh primary schools in the state of Uttar Pradesh.
Contradictions between politics and soil realities
The step of merging and closing numerous primary schools clearly contradicts the concerns of the students and their parents. A major concern of the distance was efficiently neglected by the officials. The RTE law suggests that the school should be available for elementary school students within one kilometer. In general, children between the ages of 6 and 10 fall into this category of primary classes.
The serious reality of the state Uttar Pradesh tells us that The Muslim Obcs and Muslim Dalits, followed by Hindu dalits (Paasi and Chamar Community) register one of the highest level of poverty. The state -funded training is obliged to meet the academic needs of the dalits and marginalized.
The attitude of the officials clearly shows their unsuspecting attitude towards the floor realities in Uttar Pradesh. Traveling large routes on foot carries considerable risks for children in the 6 to 10 age group, especially in regions where the infrastructure is insufficient.
In rural areas, the situation during the monsoon period becomes even more precarious if poorly maintained roads and water -packed paths can make commuting unsafe or overall impossible. This step seems to discourage the number of visitors indirectly instead of fixing the access barriers, which ultimately reduces the number of students in state schools.
Political opposition and caste-based concerns
During the current monsoon session of the Lok Sabha, SP members in the Lok Sabha on Wednesday the government of Uttar Pradesh from the government of Uttar Pradesh von Deprive the dalits and poor children of the right to education By closing and merging state schools. The MP of the Samajwadi party, Dharmendra Yadav, threw the question to zero in an hour and presented that 27,000 schools are closed in Uttar Pradesh, although we have the right to educational law. The recruitment of more than 2 LAKH teachers was also stalled. ‘Yadav was also a big problem that the implementation of such a measure would directly influence the participation of dalits and marginalized students in academics.
The serious reality of the state Uttar Pradesh tells us that The Muslim Obcs and Muslim Dalits, followed by Hindu dalits (Paasi and Chamar Community), register one of the highest level of poverty. The state -funded training is obliged to meet the academic needs of the dalits and marginalized.
What is at stake is not only access to a building with classrooms, but also access to dignity, mobility and the opportunity to imagine another future. Education must remain a public commitment, not a limited privilege.
However, the latest step clearly shows an attempt to prevent the Dalits and marginalized students from achieving primary school formation. Such a measure not only limits access, but also deepens the existing inequality. For families who have already struggled with socio -economic difficulties, this continues to contribute to their emergency and limits the right to form their children.
Spatial justice and the gender -specific consequences of school closings
The deletion of such educational areas in an environment also configures the landscape of opportunities itself. In most rural areas, school often depends on a delicate balance between social permission, family support and physical accessibility. When the school is nearby, it is easy for the parents (especially those who are bound by traditional or patriarchal restrictions) so that their daughter can take part in the academic rooms. In the absence of such a lack of schools, hesitation prohibits hesitation that concerns about security, mobility and social perception are concerned with access to the educational rooms to a girl. Education then shifts from a right to a risk.
Source: Fii
In addition, these closures overlook the deeply gender realities of space. While boys are sent to schools or are allowed to drive long distances or drive on foot, girls are expected to stay in more closely controlled domestic geographies.
Crossing of the caste, gender and accessibility
In the past, the dalits and the marginalized people were kept away from the advantages of education. The living experiences of these two marginalized sections of the company are not from the remedy of this past injustice and the atrocities against them, but rather the consistent neglect and continuous marginalization.
The interface between the caste, gender and accessibility is a qualitatively different form of discrimination, which the modern state practices in order to alienate a whole part of society from the advantages of education. It becomes clear that political decisions in relation to education can not only be viewed in isolation from the socio -political and economic realities of marginalized communities.
The closure of primary schools could be welcomed by Yogi Adityanath as an administrative efficiency, but is an obvious withdrawal of the state from its constitutional responsibilities. What is at stake is not only access to a building with classrooms, but also access to dignity, mobility and the opportunity to imagine another future. Education must remain a public commitment, not a limited privilege.
