As we stepped out of the car, we could sense the excitement of the place. We just hoped that the same excitement would carry us through our school visit. On entering the school premises, we were witness to the playfulness of groups of kids, who probably had their ‘bridge course period’ on.
Wandering around, we spotted a teacher, who is also the Head Teacher. She was eager to accompany us, leaving her class management behind. On my insistence, she continued with her tasks but instructed a child to open her office room which was locked.
This first school of this field visit was a Higher Primary school located in Agrahara (predominantly Brahmin settlement). It houses around 96 children as per enrolment, from SC, BC and Muslim community with four teachers and three cooks.
As I was looking at the enrollment list posted on the notice board, the Head Master quickly said the school has only 82 children. This information still hadn’t been updated on the notice board. My quick math revealed that around 60 were present at that point of time. Two of the four teachers commute from Bangalore; one absent that day. By then the lunch bell rang.
As it usually happens, the children came rushing out on hearing the school bell. They sat in a row in the corridor, where they were served food. All the missing excitement of their classrooms was suddenly replaced by a happy glow that much-wanted food always brings.
The entire school premise turned out to be one large bustling dining area. We were invited for the meal as well. We happily tasted some. The food was simple but was nutritious (with plenty of greens!) and tasteful. I was happy that the teachers had the same food cooked for children. And convinced that the quality was good when we tasted the same food.
What really puzzled us was the logic of having an Urdu School (15 children with two teachers, shut due to Ramadan/Ramazan) within a proximity of 300 meters. 50% of the children in this school are from the Muslim community. There is almost no enrolment till grade 4 and teachers say that children are going to private English medium schools.
Four school buses visit the village every day. The roads are good; the community seems to be open to letting children get admitted to far off private schools. But on the other hand, no one is bothered about the existence of this school, nor are they interested in making the most of the benefits attached to the school.
To top it off, I did not find much learning happening either. It was depressing to see the attitude of the teachers towards children ( we read, write and talk about RTE though) and the dwindling enrollment numbers.
Then we moved on to the second school, which was around 2 kilometres away. This school had four well-built classrooms nicely tucked away inside a compound wall, with 6 children and a cook, managing all of them in a room.
She said the Head Master cum teacher was away on official work and they (she and the teacher) had to beg parents to get their children enrolled. There were at least 2 children who were below 5 and her argument was that ‘nothing much is happening in an Anganwadi anyway, and the children are better off here’.
Finally, the last school that we visited did not have a Head Master/Teacher. The school has two male teachers one regular and another on deputation. The building was child-friendly, colourful, attractive and rich in classroom and outside resources.
To our surprise, we found 10 children, including with one child with special needs. All of them sat in a single classroom, being attended to by one teacher, who was busy filling a register.
In the meanwhile, not a single child seems to have been enrolled this year. In addition, there were no children in the Nali-Kali class. A rich school, no children and little learning. And of course, our TLM kit was lying in the corner, still waiting to be used!
– Vaijayanti K,