Universal Literacy: A Dream or a Reality?

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1 Universal Literacy: A Dream or a Reality? Lingaraju M Abstract - Development today is highly dependent upon empowerment. Literacy, besides economic empowerment, is an essential instrument to achieve rapid and holistic social transformation and development particularly of the vulnerable sections of the society. India, the second largest populated nation of the World, has challenges to popularise education and raise literacy from a mere 18.33% in 1951 to 75.04% by The present paper attempts to see the progress of Compulsory Elementary Education Act for all the children of 6-14 years. The paper argues that the goal has not been completely achieved until now and prompts the Government to introduce innovative ways of Universalising Elementary Education. The paper discuses the various education programmes along with the existing regional disparities in their implementation. It has pointed out a number of inherent drawbacks and weaknesses in the programme and offers policy suggestions. This paper focuses on the state of Karnataka in Southern India. I Keywords-- Development, Education, Literacy, Programme I. INTRODUCTION NDIA, the second largest populated nation in the world, had a population of million, with a literacy rate of a mere [1] at the time of independence from colonial rule. Currently, as per the data of 2011 census of India, its population was million, with a literacy rate of per cent. The most important contributor for the growth of literacy is the expansion of elementary education. Elementary Education in India means eight years of schooling beginning at the age of six years. The Compulsory Elementary Education Act under RTE Act, 2009 makes education free and compulsory for all children of 6-14 years [2]. However, the goal of universal elementary education in India has not been completely materialized until today or it has been difficult to achieve till now. This has prompted the government to introduce innovative ways of universalizing elementary education in India. After the District Primary Education Programme (DPEP) of 1994, the Government of India has launched the Education for All movement called Sarva Shikshana Abhiyan (SSA) in the year 2001 to universalize and improve the quality of elementary education for all the states and union territories. The Indian Constitution provides the right towards control of school education to all the three levels of governance structures, viz., centre, state (provincial) and local governments. In order to effectively decentralize the management of educational institutions, it has involved the Panchayati Raj Institutions (PI), School Management Committees (SMC), Village and Urban Slum Level Education Committees (VUSLEC), Parents and Teachers Associations (PTA), Mother Teacher Associations (MTA), Tribal Autonomous Councils (TAC) and other grassroots level structures. II. ELEMENTARY EDUCATION Regarding schooling of children, the programme- Sarva Shikshana Abhiyan (SSA) is, apart from being a programme with clear time-frame for Elementary Education, also one that offers opportunities to the states to develop their own vision about elementary education. It had set 2007 as the deadline for providing primary education in India and 2010 as the deadline for providing useful and relevant elementary education to all children in the age group of 6 14 years. Therefore, in order to improve the quality of elementary education in India, the SSA has emphasized upon improving the student-teacher ratio, teachers training, academic support, facilitating development of teaching and learning material and providing textbooks to children hailing from special focus groups, etc. III. OBJECTIVES The present paper has the following objectives: To critically examine the disparities in literacy, across the districts of Karnataka, a relatively developed province located in the Southern part of India. To discuss the various policy level interventions and programmes introduced to remedy the situation; To critically evaluate the impact of the programmes on the educational scenario of the state and To suggest further action to be taken by the state and the civil society. IV. METHODOLOGY AND DATA SOURCE Lingaraju M is Assistant Professor, Centre for Human Resource Development, Institute for Social and Economic Change, Nagarabhavi Post, lingaraju@isec.ac.in The present paper has derived information mainly from secondary sources of information, drawn from Census and other important documents. 112

2 V. PROFILE OF KARNATAKA Karnataka can be grouped under those states in India, which are characterised by diverse cultures, languages and faiths and the economic and social scenario within the state. And also, in many ways, the State is mirrors the scenario prevalent in the country itself. As far as structure is concerned, Karnataka is situated in the southern part of India, between the latitudes and North and the longitudes and East, it stands ninth largest in terms of its population among India s 28 major states and 7 Union Territories. It has the states of Maharashtra and Goa towards its northern borders and Andhra Pradesh to its east; Tamil Nadu and Kerala to the south and Arabian Sea as its Western boundary (see Map 1). The Human Development Report (2005) notes that Karnataka had performed very well on both human development and gender development indices of the nation. But the state lagged behind the top three states of Kerala, Maharashtra and Gujarat in terms of the Human Development Index (HDI). By so doing, the Report has ranked the districts of Karnataka on the global HDI and GDI, thereby revealing the existence of sharp socioeconomic disparities between them [3]. MAP 1 LOCATION MAP OF KARNATAKA VI. DEMOGRAPHIC SCENARIO IN KARNATAKA It is an undisputed fact that Karnataka has achieved considerable progress in terms of its demographic transition, particularly in the last three decades. A major achievement is the considerable decline in both fertility and mortality rates. In terms of its size, Karnataka is the eighth largest state, in terms of its total geographical area. Thus, it ranks the ninth largest in the country itself, in terms of population. According to the 2011 Census, Karnataka province is having 6,11,30,704 (61.13 million) population. Its decadal population growth rate is per cent as against per cent for the country as a whole [4] [5]. Likewise, it is true that the Karnataka s population or demographic profile is growing at a slower pace than the national average. However, the state witnessed a comparatively poorer level of progress till the year 2009, than what was true of the other southern states of Kerala, Tamil Nadu and Andhra Pradesh in India. Karnataka state, at present, has successfully achieved the replacement level fertility. According to the Sample Registration System (SRS) , the Karnataka s total fertility rate (TFR) is 2.0 and it has reached its replacement level fertility of 2.1 by Whereas, the other southern states particularly Kerala, Tamil Nadu and Andhra Pradesh have achieved the replacement level fertility of 2.1 by 1988, 1993 and 2004 respectively. For the country as a whole, based on the SRS projection, the replacement level fertility will be achieved by around 2015[6]. (Refer to Table I). TABLE I INDICATORS OF DEMOGRAPHIC TRANSITION - KARNATAKA AND ALL-LEVEL Demographic Indicators Karnata All-India ka Area in Square Kilometers 191,791 3,287,240 (2011) Population (2011) 6,11,30,7 1,21,01,93,42 04 Decadal Growth Rate ( ) Crude Birth Rate (2009) Crude Death Rate (2009) Infant Mortality Rate (2009) Total Fertility Rate (2009) Year by which the replacement level of fertility have been achieved (2.1) Source: 1) Directorate of Census Operations, Government of India, 2011, Karnataka, Provisional Population Totals; 2) Registrar General and Census Commissioner, 2011, India, Provisional Population Totals, Paper 1 of 2011, Series 1.; 3) Registrar General 2009, Sample Registration System. Statistical Report, Report No. 1 of 2009 and Report No. 1 of 2011[7]; 4) Registrar General and Census Commissioner, India, Ministry of Home Affairs, New Delhi, Marital Status and Age at Marriage: An Analysis of 2001 Census Data, 2008, pp [8]. VII LITERACY LEVEL IN KARNATAKA Karnataka has made rapid strides in its literacy level as compared to many other states of India. However, all the four southern provinces, including Karnataka, have, no doubt, registered higher literacy as compared to All-India rate (65.46). But there are inter-state differences in the achievement levels. For example, Karnataka (75.60 per cent) is behind Kerala (93.91 per cent) and nearer to Tamil Nadu (80.33 per cent) and ahead of Andhra Pradesh (67.66 per cent)[4] [5]. This is based on the findings of the recent 2011 census data. This achievement is obviously the result of the effective steps taken by the state in achieving universal 113

3 literacy. The literacy rate also varies from decade to decade, since 1951 up to 2011 and is true of both All-India level as well as Karnataka as a whole (Map 2 and Table II). MAP 2 LITERACY LEVELS OF SOUTHERN STATES OF INDIA. However, the 2011 census has also shown that tragically, nearly one quarter of the population, aged 7+ years, still remains illiterate being not able to read or write in any language. Such a sad situation is a mirror to the fact that the magnitude of low literacy levels are gender-biased also. Data shows that about one third of females in the state have still remained illiterate. This is evident from the data on literacy rates for males and females, as well as by districts. The census 2011 also shows that the literacy gap has narrowed down over the years, both in Karnataka state as well as at All India levels as far as male and female population is concerned. Over a period of time, both the state and the country have moved more or less at the same pace leading to no remarkable transformation among the needy and deserving sections of the population. This can be seen from the statistics presented in Table II. TABLE II LITERACY RATES FOR KARNATAKA AND ALL-INDIA LEVEL, Year Karnataka All-India Perso Male Female Person Male Female ns s N.A N.A Note: Source: Literacy rates for 1951, 1961 and 1971 related to population aged five years and above. The rates for the years related to the population aged seven years and above. 1. Census of India, 2011, Karnataka, Provisional Population Totals. 2. Census of India, 2011, India, Provisional Population Totals, Paper 1 of 2011, Series 1. The table points out that illiteracy level was rampant in the early years of India s independence. For example, during the initial years after India became an Independent Republic, 4 out of every 5 Indian citizens were illiterate. The table shows that the growth of literacy in Karnataka during the decades , and was slow as compared to All-India level. However, thanks to a set of effectively drawn and implemented policies and programmes, the state gained strength in its educational profile and registered a sudden surge of literacy during There was an increase of up to 17.5 per cent in literacy level from per cent in 1981 to per cent in During same period, the literacy at All-India level could pick up and grew by 9 per cent only. Again, it is astonishing that in the subsequent decades, there has been a reduction in the rate of growth (see Table II). The situation as regards intra-state disparities is somewhat equally tense. Nearly half of the districts in Karnataka are close to or above state s average. Two districts from southern Karnataka (Ramanagaram and Chamarajanagara), two from Mumbai Karnataka (Bagalkot and Bijapur) and five districts from Hyderabad Karnataka area are below state average, as shown in Table III. The newly formed district of Yadgir stands at the lowest level among all the districts in terms of total literacy rate. MAP 3 DISTRICT LEVEL LITERACY RATES IN KARNATAKA, INDIA Looking at the map of the state (see Map 3), one could see that more advanced districts in literacy are located contiguously in the Western and Coastal region. These areas were under British rule before Independence. They started with a higher literacy level in Most backward districts in terms of literacy are located in the north eastern part of the State. This region was under an independent protectorate ruled by the Nizam, before independence. The region was very backward right in the beginning of independent India. The 114

4 remaining districts were part of an independent protectorate state during British rule. Historically, the erstwhile Mysore State was known as a progressive one all along the 19 th century, i.e., before independence. However, social development was confined to a few cities, including the capital city of Mysore. Hence, the rural hinterland remained backward. Thus, it could be concluded that developmental efforts after independence enabled or helped in maintaining the geographical status as good while recording overall growth patterns. TABLE III LITERACY RATES BY DISTRICTS FOR KARNATAKA, 2011 Range 80 & Above (7 Districts) (6 Districts) (8 Districts) (8 Districts) Name of the District with Literacy Rates* (in Parenthesis) Dakshina Kannada (88.62); (88.48) ; Udupi (86.29) Uttara Kannada (84.03); Kodagu (82.52); Shimoga (80.50) Dharwad (80.30) Chikkamagalur (79.24); Rural (78.29); Haveri (77.60); Davanagere (76.30); Hassan (75.89); Gadag (75.18) Kolar (74.33); Tumkur (74.32); Belgaum (73.94); Chitradurga (73.82); Mysore (72.56); Bidar (71.01); Mandya (70.14); Chikkaballapura (70.08) Bagalkot (69.39); Ramanagaram (69.20); Bellary (67.85); Koppal (67.28); Bijapur (67.20); Gulbarga (65.65); Chamarajanagara (61.12); Raichur (60.46) Yadgir (52.36) (1 District) Note: * Literacy rate is the percentage of literates to population aged 7 years and above. Source: Census of India, 2011, Karnataka, Provisional Population Totals. When the data are classified by sex and districts, the picture becomes clear as shown in Table IV. The above analysis emphasizes that utmost attention needs to be paid to the most backward three districts, viz., Yadgir, Chamarajanagara and Raichur, where female literacy rates are close to or less than 50 per cent. The analysis also rules out the possibility of concluding that a uniform policy or strategy could be evolved and it will work towards achieving universal literacy. Districts in the upper bracket need to be paid some additional focus. A lot more concerted effort is required for the middle districts so as to enable them to reach the goal like others. Specifically, extremely well designed programmes must be designed and implemented keeping in view the problems of the lowest category of districts and hey need all attention. TABLE IV MALE AND FEMALE LITERACY RATES FOR KARNATAKA, 2011 Male Literacy* Female Literacy* 80 Per cent & Above 80 & Above Dakshina Kannada (93.31, 84.04), (91.82, 84.80), Udupi (91.69, 81.41), Per cent Less than 50 Per Uttara Kannada (89.72, 78.21), Kodagu (87.24, 77.91) Shimoga (86.11, 74.89), Dharwad (86.83, 73.57), Chikkamagalur (85.66, 72.88), Rural (85.44, 70.73), Haveri (84.22, 70.65) Davanagere (83.02, 69.39), Hassan (83.55, 68.30), Mysore (78.44, 66.59), Kolar (81.94, 66.56), Tumkur (82.05, 66.45), Chitradurga (81.37, 66.05), Gadag (84.89, 66.29), Belgaum (82.90, 64.74) Bagalkot (80.16, 58.55) Mandya (78.14, 62.10), Bidar (79.94, 61.66), Chikkaballapura (78.36, 61.55), Ramanagara (76.92, 61.30) Bellary (77.24, 58.28), Bijapur (77.41, 56.54), Koppal (78.21, 56.22), Gulbarga (75.11, 55.87) Raichur (71.35, 49.56) Chamarajanagara (67.88, 54.32) Yadgir (63.33, 41.31) cent Note: Male and Female Literacy rates in parentheses. * Literacy rate is the percentage of literates to population aged 7 years and above. Source: Census of India, 2011, Karnataka, Provisional Population Totals. VIII CONCLUSION Education is in no way lesser in significance to the development of a nation as its economy and governance systems are. Attention towards schooling of children gained importance soon after the country attained independence and not much before this. Post independent era, especially since the 6 th plan and 9 th plan periods onwards, we come across innumerable efforts made to popularize education by opening of schools in the rural and remote areas. Opening of opportunities for a decent employment option and livelihood option thus became an important aspect rather than the quality of education that came to be offered. Rural urban, regional, inter-religious, inter-class disparities in education have continued even after independence and this impetus given to education by the state, public and private organizations. Despite much progress having been achieved, a lot more still needs to be done, in terms of quantity and quality aspects of such education/literacy. Poorer children are put to work instead of sending them to schooling, when they are young and susceptible to external influences and often towards vices. Unless committed and thoughtful efforts are put in place in 115

5 popularising primary education, universal literacy would still remain an unfulfilled dream. An important determinant or strategy here is that if there is a political will, followed by appropriate action on time, the dream of universal education will undoubtedly become a reality. REFERENCES [1] India, Registrar General (1951). Census of India, Karnataka, Provisional Population Totals. [2] India, The Gazette of India (2009), Right to Education Act, 2009, Ministry of Human Resource Development. New Delhi. [3] Government of Karnataka, Planning and Statistics Department, (2006). Karnataka Human Development Report 2005 on Investing in Human Development,. [4] India, Registrar General (2011). Census of India, India, Provisional Population Totals, Paper 1 of 2011, Series 1. [5] India, Registrar General (2011). Census of India, Karnataka, Provisional Population Totals. [6] Lingaraju, M and K. S. James (2011), Fertility Transition in Karnataka: A Fresh Look, Report, Institute for Social and economic Change, [7] Registrar General (2009), Sample Registration System. Statistical Report, Report No. 1 of 2009 and Report No. 1 of 2011 [8] Registrar General and Census Commissioner, India, Ministry of Home Affairs, New Delhi, Marital Status and Age at Marriage: An Analysis of 2001 Census Data, 2008, pp