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India's education system, despite constitutional mandates and various government initiatives, continues to fail marginalized communities, perpetuating cycles of poverty and social exclusion. The article highlights the systemic failures that disproportionately affect Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backward Classes (OBC), revealing deep-rooted inequalities in access to quality education. The Supreme Court and various activists have raised concerns and demanded reforms to bridge the caste and class-based disparities, emphasizing the urgent need for transformative changes within the education sector. The failures are not merely accidental; they are deeply embedded within the structural fabric of the system itself, reflecting broader societal prejudices and economic disparities. The consequences of this systemic exclusion are far-reaching, impacting not only individual lives but also the overall socio-economic development of the nation. The perpetuation of poverty, skewed representation in elite institutions, social unrest, economic losses, and mental health crises among marginalized students are all direct results of the education system's inability to provide equitable opportunities. A critical examination of the structural inequalities within the Indian education system reveals several key factors contributing to the marginalization of SC/ST/OBC communities. Government schools in rural and urban slums, which primarily serve these communities, often lack basic infrastructure, trained teachers, and essential digital resources. The ASER 2023 report, for instance, indicates that only a dismal 12% of rural schools have functional libraries, severely limiting access to learning materials. This disparity in resources creates an uneven playing field, placing marginalized students at a significant disadvantage compared to their privileged counterparts in private schools. The bias inherent in the concept of "merit," as applied in competitive exams like JEE and NEET, further exacerbates the problem. These exams tend to favor students from English-medium, urban backgrounds who have access to expensive coaching classes. The stark reality is that a disproportionate number of IIT toppers hail from elite coaching hubs like Kota, demonstrating the advantage enjoyed by those with access to superior resources and preparation. This skewed representation undermines the principle of equal opportunity, perpetuating the dominance of privileged groups in higher education institutions. Social discrimination based on caste continues to be a pervasive issue within campuses, manifesting in various forms of exclusion and microaggressions. Instances of hostel segregation and discriminatory practices have been reported, highlighting the persistence of caste-based prejudices within educational institutions. The tragic suicide of Rohith Vemula at Hyderabad University exposed the deep-seated institutional casteism that exists in some universities, underscoring the urgent need for systemic reforms to address these issues. The underrepresentation of SC/ST students in higher education, particularly at the PhD level in top institutions like IITs and IISc, is another glaring indicator of the systemic failures. Data reveals that SC/ST students constitute less than 10% of PhD enrollments in these institutions, highlighting the barriers they face in accessing advanced education. Furthermore, the lack of diversity among faculty members, with reports indicating zero ST faculty in several IITs in 2018, reinforces the perception of exclusion and limits the availability of role models for marginalized students. Economic barriers also play a significant role in hindering the educational progress of marginalized communities. Many poor families prioritize livelihoods over education, particularly for their children, leading to high dropout rates after Class 10. The NSSO data reveals that a staggering 32% of Dalit girls drop out by secondary school, highlighting the intersectionality of caste and gender in limiting educational opportunities. The financial constraints faced by these families make it difficult for them to afford the costs associated with education, including tuition fees, books, and transportation.
The Indian government has implemented several initiatives aimed at addressing the educational disparities faced by marginalized communities. These include the SHREYAS Scheme, which provides scholarships and coaching for higher education to OBC, EBC, and DNT students; the National Fellowship for SC/ST/OBC Students, which offers financial aid for MPhil and PhD studies in Indian universities; the Mid-Day Meal Scheme, which provides free meals in schools to boost enrollment and attendance, particularly benefiting children from SC, ST, and poor families; the Ambedkar Interest Subsidy Scheme, which offers interest subsidies on education loans for overseas studies to OBC/EBC students; and the Beti Bachao Beti Padhao (BBBP) campaign, which promotes education and empowerment of the girl child, especially in backward areas. While these initiatives represent positive steps, their effectiveness in addressing the deep-rooted systemic issues remains limited. The consequences of systemic exclusion from quality education are far-reaching and have a detrimental impact on the socio-economic well-being of marginalized communities. The limited access to education traps these communities in cycles of poverty, with a disproportionate number of individuals engaged in low-paying and hazardous occupations. For instance, over 80% of manual scavengers in India are Dalits, highlighting the link between education and economic mobility. The skewed representation of marginalized communities in elite institutions further perpetuates social hierarchies and reinforces the dominance of privileged groups. The persistence of upper-caste dominance in institutions like IITs, where a vast majority of faculty members belong to privileged groups, creates an environment of exclusion and limits opportunities for marginalized students. Social unrest and student-led protests, such as those against JNU fee hikes, expose the deep cracks in equitable access to higher education and reflect the frustration of students who feel marginalized and excluded from the system. The economic consequences of education inequality are also significant. World Bank estimates suggest that education inequality leads to a $56 billion annual GDP loss for India, highlighting the economic cost of failing to provide equitable educational opportunities to all citizens. Furthermore, marginalized students often suffer from mental health issues due to institutional discrimination and isolation, leading to higher dropout rates and lower levels of academic achievement. To create an inclusive education system that truly addresses the needs of marginalized communities, several reforms are necessary. First, the definition of "merit" needs to be redefined to account for the socio-economic disadvantages faced by students from marginalized backgrounds. Exam performance should be evaluated in the context of these disadvantages to ensure fairer outcomes. Second, affirmative action measures, such as reservations, should be expanded to include faculty hiring and extended to private sector educational institutions. This would help to increase diversity and create a more inclusive academic environment.
Boosting infrastructure in rural schools is also crucial. Modernizing these schools with smart classrooms, internet access, and well-trained educators would provide students with the resources they need to succeed. Establishing effective anti-discrimination cells with strict penalties for caste-based bias and harassment is also essential to address the pervasive issue of social discrimination on campuses. These cells should provide a safe and accessible mechanism for students to report incidents of discrimination and ensure that appropriate action is taken to address these issues. Incorporating skill-based learning and career-linked training, as outlined in the National Education Policy (NEP) 2020, is another important step towards improving the employability of marginalized students. This would help to equip them with the skills and knowledge they need to succeed in the workforce and break the cycle of poverty. The reforms needed for an inclusive system also involve a significant shift in pedagogical approaches. Inclusive pedagogy requires educators to be aware of and responsive to the diverse learning needs and backgrounds of their students. It involves creating a classroom environment where all students feel valued, respected, and supported. This requires educators to be trained in culturally responsive teaching methods and to be sensitive to the experiences of marginalized students. It also involves incorporating diverse perspectives and experiences into the curriculum to ensure that all students see themselves reflected in the materials they are learning. Moreover, social accountability is paramount. The implementation of policies and programs aimed at promoting educational equity must be regularly monitored and evaluated to ensure their effectiveness. This requires the collection and analysis of data on student outcomes, disaggregated by caste, gender, and other relevant social categories. It also requires transparency and accountability in the allocation of resources to ensure that marginalized communities receive their fair share of funding. In conclusion, India's education system must undergo a fundamental transformation to become an equalizer, rather than an exclusionary tool. Policy reforms, social accountability, and inclusive pedagogy are urgently needed to address the systemic failures that perpetuate inequality and exclusion. As Ambedkar asserted, "Education is the milk of the tigress—drink it, or perish without it." This powerful metaphor underscores the transformative power of education and the urgent need to ensure that all citizens, regardless of their caste or background, have access to quality education. The future of India depends on its ability to create an education system that truly empowers all its citizens and promotes a more just and equitable society. By addressing the systemic issues that prevent marginalized communities from accessing quality education, India can unlock the full potential of its human capital and build a more prosperous and inclusive future for all. The journey towards educational equity will require sustained commitment, collaboration, and innovation from all stakeholders, including the government, educators, civil society organizations, and the marginalized communities themselves. It is a journey that must be undertaken with a sense of urgency and a deep commitment to the principles of social justice and equality.
Source: Why India’s education system fails marginalised communities?