Indian civil society doing a great job in education sector: Dr Rebecca Winthrop
The Director of the Center for Universal Education at Brookings, a US-based think tank, Dr Rebecca Winthrop is giving final touches to her report “Millions Learning: Scaling Up Quality Education in Developing Countries” based on a three-year-long research project covering over 14 developing countries including India. The report, which would be released in Washington DC on April 19, seeks to identify some of the key ingredients needed to successfully bring learning interventions to scale, and what governments, civil society, and the private sector can do to help. Dr Winthrop spoke to Kanchan Srivastava on the sidelines of the Global Education Skill Forum, Dubai, held on March 12-13. Excerpts from the interview:
What are the key focus areas of your study? Tell us about your India-specific work
We have done in-depth case studies of intervention projects in 14 countries. In India, we focused on the area where intervention has been scaled up through the NGO ‘Pratham’. Their flagship Read India programme is aimed at students who are unable to keep up with the level of teaching in their classrooms.
Where does the Indian education system stand in the developing world?
India struggles very deeply with equity in education. There are some excellent schools which offer high quality opportunities. At the same time, lot many kids don’t have access to quality education. Many children drop out. Compared to other developing countries, India has done a pretty good job to bring “out-of-school” kids to the schools, but poor learning outcome for the poorest is a matter of concern.
Could you please specify the reasons?
Teachers in India need a lot of support. Their high absenteeism is an issue. They handle a large number of kids in the classroom. The opportunities and resources to elevate the teachers are skewed. Many children in India struggle for basic needs. Poor nutrition and financial constraints in the families affect their overall learning.
Other developing countries also face poor learning outcomes. Are the reasons same everywhere?
Every country is different in terms of its cultural make up and economic situation. But the general phenomenon is the same. Quality of teaching and out-of-school kids are two key areas of concern in all developing countries. Tribal kids are struggling everywhere in schools due to language barriers. Violence and civil war are also affecting the education of a lot of kids across the world.
Do you recommend any specific policy intervention for Indian education sector?
I haven’t analysed the Indian policies but I feel the Right to Education policy has brought considerable focus on most marginalised kids.
How do you compare civil society’s intervention in India with the other countries?
India has a very vibrant civil society sector. However, in other developing countries like the Central African ones, civil society largely consists of foreign NGOs. Outside help can be effective but there is a different dynamics altogether. Those NGOs can’t stay forever. They are not committed to the country per se and move out once their funding dries up. Indian NGOs have a wonderful approach. They are spreading to other parts of the world now. For instance, Pratham is working in Kenya, Pakistan, Mexico etc.