Analyzing achievability of SDG-4 in India
-Basil Gupta
Introduction
The “Earth Summit” was held in Rio de Janeiro, Brazil in 1992, during which more than 178 countries, including India, adopted Agenda 21, a plan for creating a sustainable future. This led to the adoption of the Millennium Development Goals (MDGs) in 2000, which aimed to improve human development by 2015. The Sustainable Development Goals (SDGs) were then adopted in 2015, which includes Goal 4- quality education and lifelong learning opportunities for all. India, as a key stakeholder, needs to improve its current ranking of 120 in the SDG Index, particularly in education and health, in order to achieve these targets by 2030.
The Government of India is implementing policies and programs, such as the Sarva Shikhsha Abhiyan, National Programme for Education of Girls at Elementary level (NPEGEL), Kasturba Gandhi Balika Vidyalaya (KGBV), Right of Children to Free and Compulsory Education Act, 2009 (RTE), Mid-Day meal scheme, and the National Education Mission, to improve access to education and quality of education. However, there are concerns regarding the quality of education being imparted in schools and the lack of adequate financial resources allocated to the programs and schemes. Education is a concurrent subject under the Indian Constitution, meaning that both the Centre and States share responsibility. While the Centre allocates funds under Centrally Sponsored Schemes and grants-in-aid, the majority of the expenditure on education is made by States. India needs to address these issues to achieve the ambitious targets set for the education sector in SDGs. In this article, the author analyses the progress made out by India with relation to SDG-4, highlights the financial difficulties and gaps in the current policies and the emerging trends in the education sector.
Inclusive education
To make education more inclusive in India, the government is focusing on three main groups: marginalized individuals, adults, and children with disabilities. The RTE Act, 2009, which guarantees free education for all and reserves seats for economically disadvantaged children, has helped bring marginalized children into mainstream schools. The Saakshar Bharat Programme helps increase adult literacy, it benefitted over The Rights of Persons with Disability Act has been implemented to make education inclusive for children with special needs. About 45% of disabled people in India are illiterate, which amounts to over 13 million people. The government aims to make education inclusive for them through initiatives like Education Guarantee Scheme (EGS) and Alternative and Innovative Education (AIE).
Below table showcases the percentage of literates (age 7 years and above) by social group in India:
Equitable Education
The concept of equalityin education is often associated with ensuring equal opportunities for boys and girls in schools and colleges. India has made significant progress in the past decade in increasing the Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) by implementing various initiatives such as establishing residential schools, providing hostel facilities, distributing free textbooks and uniforms, offering nutritious meals, providing financial assistance, improving infrastructure, and conducting mass media campaigns. These initiatives have led to an increase in enrolment of both boys and girls, with the most notable progress being observed at the primary education level. A survey reveals that India has achieved a Gender Parity Index of over 1.0 until the senior secondary level; however, there are disparities between private and government schools, where parents tend to prefer private schools for boys and government schools for girls. An additional method to evaluate equality in education is to examine the participation of girls in fields that are typically male-dominated. Data from higher education indicates that girls outnumber boys in undergraduate and graduate courses such as arts and education, and the number of girls pursuing non-traditional fields like science and commerce has also been steadily increasing.
Quality Education
When it comes to evaluating the quality of education, various aspects such as learning outcomes, teacher quality, and infrastructure quality are taken into account. In India, there have been challenges in all of these areas, with many studies highlighting that while there has been some progress, there is still much room for improvement. According to an annual survey conducted by Pratham, an educational NGO, in rural India,
To address this problem, the Indian government has taken several measures. One such measure is the National Teacher Platform, called Diksha, which was launched in 2017 as part of the National Mission on Teachers and Teaching that was launched in 2014 (GOI, 2020). The government is also placing At the higher education level, the Ministry of Human Resource and Development (MHRD) is incentivizing quality research through fellowships and scholarships.
Challenges and Gap In the Existing System
The progress India has made towards achieving SDG Goal 4 has been extensively discussed, and it is widely agreed that the goal’s targets are highly ambitious, with several challenges in the country’s path towards achieving them. One of the most significant obstacles facing India is the inadequate financial resources allocated by the government to the education sector. According to a . This analysis will be further substantiated by analysing the World Bank report 2020-21 on the expenditure a government makes on education, and it is highlighted through the below graph:
Through the above graph we can observe that India’s education spending of 4.5% of GDP is lower than that of the USA, UK, Brazil, and South Africa, indicating challenges in investing adequately in education. Educationists call for increased GDP allocation to address these challenges and ensure quality education. Economists highlight higher education spending in countries like the USA and UK, emphasizing its positive impact on human capital development and long-term economic growth. China and Bangladesh, with lower education spending, may face difficulties in providing sufficient resources and infrastructure. Economists stress the importance of prioritizing education investment in these countries to enhance human capital, productivity, and economic progress.
In relation to financial resources, another significant challenge is the notable disparity in planning between the Central and State Governments. As previously mentioned, both the Central and State Governments are responsible for promoting education in India. Nevertheless, most states in the country are spending considerably less per student. The 73rd and 74th Constitutional Amendment Act mandate that local governments receive adequate funds to prepare plans and budgets according to the requirements of their local communities. However, that this is not being executed, causing local governments to lack the necessary authorization to take effective action. This is a critical issue because without active participation from local governments, the Central government will find it difficult to accomplish the SDG Goal 4 targets at the grassroots level. This is also reflected in the monitoring of SDGs at the State/Local level.
Insufficient financial resources have a far-reaching impact on all components of education, including essential facilities such as toilets and classrooms, teacher quality, training, and scholarships. A Without adequate financial backing, it will be difficult to address this shortfall. Historically, state governments have devoted less funding to education, with most states spending below the required level. Additionally, the rising trend of private school enrolment presents a challenge. Although not inherently problematic, this situation is concerning in India, where high income disparities exist, making it impossible for underprivileged individuals to afford relatively better-quality private schools. Thus, without an increase in spending by state governments, government schools will not be able to compete, and quality education will be a privilege reserved for the affluent.
Emerging Trends in Education Sector in India
As previously mentioned, India has identified SDG Goal 4 as a top priority and has taken various measures to address the current challenges and gaps in the education system. The most recent of these measures is the National Education Policy (NEP) of 2020. The NEP of 2020 seeks to restructure and reorient the education system in India. The policy aims to achieve universalization of education from preschool to secondary level with 100% Gross Enrolment Ratio (GER) in school education by 2030, as well as eliminate discrimination in education and bring out-of-school children back into the mainstream through an open schooling system. Additionally, the policy recognizes the importance of pre-primary education and includes an uncovered age group of 3-6 years in the school curriculum with three years of Anganwadi/pre-schooling. It also emphasizes vocational education from class 6 with internships and revamps the undergraduate education with a flexible curriculum of 3 or 4 years and multiple exit options. Finally, the policy aims to increase the supply of qualified teachers by developing a Common National Professional Standards for Teachers by 2022, in consultation with NCERT, SCERTs, teachers and export organizations from across levels and regions. Also, the GOI is appreciated for the “Revitalizing Infrastructure and Systems in Education” (RISE) plan as it accords an additional ₹10,000 crore for 20 top universities designated as “Institutions of Eminence” which not only helps institution financially but boost their agenda of student welfare by giving them a tag of eminence.
The Indian government has allocated a record-breaking amount of Rs. 1,12,898.997 crores to the education sector in the budget of 2023, with Rs. 44,094.62 crores allotted for higher education and Rs. 68,804.85 crores for school education. Budget also discusses the key measures to improve the quality of education through increased funding for research and development, teacher training programs and initiatives, and the promotion of technology-based education. Despite a reduction in some scholarship allocations, the government has increased the funds for post-matric scholarships and is recruiting teachers and support staff for Eklavya Model Residential Schools (EMRs) to ensure education for underprivileged children. The government is also promoting public-private partnerships in education and is focusing on expanding access to quality education through technology in rural and underdeveloped areas.
Conclusion
Through the cost-benefit analysis economic tool, we could observe that there exist formidable obstacles to SDG Goal 4 in India. Without the implementation of consistent measures, the achievement of this goal by 2030 will remain out of reach. Notably, there exists a significant correlation between expenditures on education and the resulting benefits in the realms of healthcare, the economy, and the overall improvement in people’s quality of life. Therefore, it is crucial for the government to swiftly augment the financial resources allocated to education schemes and programs in order to reap these advantages. The positive impact of integrating primary healthcare with elementary education has been demonstrated in Bangladesh, and a similar approach could be examined within the context of India. In India, there are numerous marginalized individuals for whom daily survival takes precedence over education. For such individuals, schools can play a crucial role in compensating for domestic disadvantages, particularly among girls. However, the effectiveness of the NEP, 2020 will be limited unless there is a restructuring of coordinating agencies, such as Ministries, States, Departments, and Boards, to facilitate efficient communication and reduce bureaucratic obstacles. In India, the Aadhaar system stands as the largest individual identification mechanism. While it is currently utilized in various areas to address challenges such as student drop-out rates and teacher absenteeism through biometric attendance, its nationwide implementation is essential. Another critical group to consider is migrant workers in the informal economy, who often struggle to provide education for their children due to frequent migration. To overcome this hurdle, the government should introduce flexible migration cards and establish a supportive system that ensures accessible education for migrant families. Moreover, to gain a deeper understanding of the issues at hand and assess the effectiveness of programs and initiatives, it is important for the government to utilize disaggregated data instead of relying solely on national-level data. This approach would enable more comprehensive analysis and targeted evaluation based on specific segments such as individuals with disabilities, women, minorities, migrants, and others.
To achieve SDG 4 by 2030, the government needs to invest more in education, particularly in early childhood education, teacher training and development, and digital infrastructure. Private sector partnerships can also play a crucial role in improving access to quality education. As education is a comprehensive issue that also constitutes an individual goal, it necessitates concerted efforts spanning various sectors, as well as continuous supervision and implementation of adequate resource allotment for supporting educational requirements.
Basil Gupta is a student at National Law University, Jodhpur.