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Decoding Reservation in India: Is it a Constitutional Flaw or Unnecessary Favor?

The idea of 'reservation' has generated contradictory views from teachers and students all around the world

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November 12, 2016: The word ‘reservation’ came up with the idea of representative government, where for the first time numbers mattered. The inequality of Indian society has solidified the need for numeric representation. The caste based representation, no doubt created a more confident lower class mass with their greater involvement in the public sphere. Reservation in education has evolved as a major challenge for lakhs of students. Far from providing an equal opportunity it has an electoral agenda. Education has been politicized based on reservation.

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However, the backward class proportion is still underrepresented. Article 15 (1) of the Constitution says, “State shall not discriminate any citizen on grounds of religion, race, caste, sex, place of birth or any of them”, it also provides for compensatory or protective discrimination in favor of certain sections of the disadvantaged people. Article 15(4) of the constitution stipulates that notwithstanding the provision stated above, the state can make “special provision for the advancement of any socially and educationally backward classes of citizens or for the Scheduled Castes and Scheduled Tribes”. Thus constitution itself provides contradictory clause.

The idea of ‘reservation’ has generated contradictory views from teachers and students all around the world. ‘Caste should no longer be the eligibility criteria for reservation, rather income should be’ said HemangoAkshayHiwale, an M.phill aspirant in Jamia Millia Islamia University. Prakash, another student of same university claims reservation as a ‘good thing but in present scenario in India need to be reformed.’

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In August 1999, the Supreme Court ruled that for admissions at super-specialty level in medicine and engineering faculties, no special provisions like SCs, STs, BCs were permissible. Even among the quotas there are also sub-quotas. For example, in Andhra Pradesh, 15% of the seats in each course of study reserved for Scheduled Castes are in turn allotted, in proportion to their population, to four categories of SCs classified as A, B , C and D.

This affirmative step has so far brought with it social justice. US Carnegie Mellon University, published a study in American Economic Review, which shows that reservations do place those who do not qualify for affirmative action at a disadvantage, 53,374 scheduled caste, scheduled tribe, other backward classes and general category students are at a loss.

Reservation in the past decades has increased the numbers of scheduled castes and scheduled tribe families with highly educated members, who can encourage and provide support for younger family members to continue their education. Thus, reservation in education as of now is more of a luxury scheme for these classes as the benefit is only confined to a limited population, whether they need it or not. The real needy ones are at a loss to whom the information or the financial access is debarred.

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Instead of favoring reservation, the government should increase the number of universities and government jobs for the benefit of its people. Nationalization of education can also be a solution to this issue. When the discrepancies within the universities are omitted; i.e. equal access to education without compromising the quality of education the disadvantaged students in remote areas will get justice. The proliferation of universities in villages with good teachers can also be an alternative.

Reservation should not be treated as a vote bank or an emotional quotient but a practical measure to help the lower section of the society. It should be kept in mind that the extended favor to the marginalized section might create an insufficiency for the other classes. With the critical Indian class structure, it should be kept in mind that any reform of upliftment will be judiciously measured before its implementation.

by Saptaparni Goon of NewsGram. Twitter: @saptaparni_goon

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The Critique Of The Indian Education System

The country's higher education system must be restructured, redesigned, and renewed.

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India needs a world-class higher educational system Pixabay

India has the third-largest higher educational system in the world. In 2016, there were 799 universities and 39,071 colleges spread across the country. These numbers are staggering. The growth of higher education in India over a little more than half a century has been even more staggering.

Between 1950 and 2014, the number of universities in India increased by 34 times. And, between 1950 and 2013, colleges increased by 74 times.

This quantitative explosion in higher education institutions has not been matched by the quality of the education they provide. In fact, the gap between quantity and quality is so large that it stands as one of the major obstacles in the way of India being a world leader. To become such a leader, India needs to develop a world class higher education system.

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School Children in India. Pixabay

Two years ago, the Narendra Modi administration attempted to put some focus on quality in higher education with its introduction of draft regulations for a new initiative called the “UGC (Declaration of Government Educational Institutions as World Class Institutions) Guidelines, 2016.” By 2018, when the first six institutions were named under this initiative, they were designated as “Institutions of Eminence” as opposed to “world class institutions”.

Although the label has been changed, the intent remains the same. That is to give considerable discretion to and elevate the status of these institutions. This is not necessarily a bad thing. But, it will do little to address the underlying problems of higher education in India.

This is true because the focus is completely wrong. These universities are the tip of the higher educational iceberg. Enhancing the capacity of a few institutions, thus possibly enabling them to be rated a little higher in the world rankings of higher education institutions, does nothing for the many.

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Smart boards projectors used in government schools enhancing the quality of education. AP Janmabhoomi

That’s not to say that India does not need world class institutions of higher education. It is to say that more, importantly India, needs a world class higher education system.

A world class higher education system is one that is student- or customer-centred rather than institution-centred. It comprises certified and caring institutions that have the resources required and the core mission of ensuring that students/customers acquire the knowledge/skills/abilities and dispositions that they need to achieve their individual goals and to maximise their contribution to society.

India’s current system has been almost exactly the opposite of that. The emphasis has been primarily on a select group of institutions and individuals rather than embracing and addressing the needs of the whole.

There are many steps that must be taken to change this and to make the Indian higher education system world class. They include:

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The higher education system must meet the needs of potential employers and prospective employees.

– Increase public financing. The federal and state governments currently provide limited funding for higher education. As a result, over 70 percent of the higher education institutions are operated by the private sector. These institutions are not well regulated and are of highly variable quality. Public sector financing could be used to support existing public institutions and to establish new ones in regions in which there are limited higher educational opportunities.

– Enhance the infrastructure. Colleges and universities throughout India have inadequate physical settings, lack equipment, and suffer from a shortage of competent teachers. Ensuring that each higher educational institution is infrastructurally sound, establishes the proper environment for learning and growth.

– Expand access to and participation in higher education. The enrollment in higher education is approximately 15 per cent of the eligible population. This percentage needs to be much higher for India to be considered and to become a developed or developing country. It also needs to be representative of the entire population, including females, those from the weaker sectors, and rural areas.

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he emphasis has been primarily on a select group of institutions and individuals

– Enforce standards and requirements appropriately. The announced replacement of the University Grants Commission (UGC) with the Higher Education Commission of India (HECI) created considerable debate within and outside of the educational community. The essential question regardless of whether there is an UGC, HECI or some other agency with an acronym. must be: Is the proper data being collected and used to monitor performance and ensure accountability for each institution in the higher education system?

– Place an emphasis on vocational education. The higher education system must meet the needs of potential employers and prospective employees. Currently, there is a mismatch. The higher educational system must equip itself to be the provider of first resort and give the country the skilled workforce it requires.

Also Read: The Biggest Casualty in Yemen’s War- Education

There are many other steps that must be taken, such as addressing politicians controlling many educational institutions, to make India’s higher education system world class. But there must be only one mindset. That mindset must be that the country’s higher education system must be restructured, redesigned, and renewed in a way that benefits all of India and all Indians. (IANS)