Author:
As we near the end of MDGs in 2015, there is already a process in motion in the UN system and global civil society to begin to articulate the next big idea(s) for human development. One of the key Development Goals set up during the Millennium Summit in 2000 was access to primary education and basic literacy. Similar global commitments were enshrined in Education for ALL (EFA) declarations made even earlierâin 1990. As a consequence of these global commitments, and civil society pressures to fulfill these obligations, governments in many countries took important steps to universalize primary education and undertake large-scale programmes of functional literacy. In several countries, like India, substantial increases in public sector investments to primary education have been made since then. Many governments have created legislative mandates to make education a basic right. A Right To Education Act was passed in India in 2009 which creates the legal framework for education as a right for each child in India.
New school year begins in India this time around; all parents are anxious to get their kids into a new school or class; new books, bags and uniforms have arrived; there is the fragrance of a new beginning in the air as spring is giving way to the onset of summer as well. In this milieu, heated discussion is going on in public spaces about the feasibility of delivering this right to education to all kids, specially those from the poor and excluded households. The conditions and stipulations laid down in the implementation of this right to education are so utopian that the practical result may not show such desirable results.
In many countries around the world, access and admission to primary school may no longer be a serious constraint. However, the real constraint may be the quality of education. There are many studies which are beginning to document this phenomenon; basic differentials in quality of education delivered to different categories of students may be the most significant factor in determining the future socio-economic standards of those kids. It is this quality consideration that has been driving more and more parents to seek out private schools, colleges and universities for the education of their children. This trend is not only manifest amongst richer families; the poor families also are sending their children to (affordable) private schools and colleges.
Therefore, it appears that a fundamental right for all children, albeit for all citizens, is the Right To Learn. Unless conditions for learning are created and nurtured, mere schooling will not make much difference in improving the life-chances and standards of the children from any strata of society. Right To Learn also becomes a fundamental right throughout life; opportunities for life-long learning is the most critical variable in ensuring productive and enjoyable life at all stages. Re-learning in mid career has become commonplace phenomenon in the rapidly changing economic contexts. With increased life expectancy, learning in âthird ageâ is most powerful stimulus for the elderly.
Therefore, I would like to suggest that one of global standards or goal-posts beyond 2015 should be the pursuit of Right To Learn. It was 30 years ago, in an international conference of adult education organized by International Council for Adult Education in Paris, that the call for universal Right To Learn was made. Letâs try to make that Right To Learn a fundamental right for all citizens of the world.
PRIA’s MobiliseHER team traveled to Bangalore during the week of June, 10 – 14, 2024. The aim of the visit was to gain relevant insights into the civil society ecosystem in Bangalore and meet different organisations to understand the city through a lens of gender and inclusive mobility.
Working at PRIA, often leads us to various cities across the country. Each trip is an opportunity to witness firsthand the challenges and triumphs of different communities.
Mr. Yedukrishnan V has recently joined PRIA after gaining valuable experience in the development sector. Drawing from his journey in the social sector and personal encounters in Kerala, he emphasises the importance of participatory governance and research in empowering marginalised communities.'
