15th August 2024 marked the completion of my first month as a Gandhi Fellow in Rajasthan, and there couldn’t have been a more symbolic day than the 78th anniversary of India’s independence.
This article isn’t just about my life as a Gandhi Fellow over the past month; rather, it serves as a collection of my observations while working within the school systems of two starkly contrasting districts of Rajasthan, namely Karauli and Ajmer.
Karauli, a small village-town on the borders of Uttar Pradesh and Madhya Pradesh, is an underdeveloped place. The town is beautiful and filled with numerous rainfed lakes and ponds. People are cordial and not quick to judge. The long bike rides on the broken, muddy, hilly terrain of Karauli reminded me of my native place. I couldn’t help but feel saddened by the state of schools there. The schools are far from the villages and often run by a single teacher. Power cuts are regular and can last for hours. Unfortunately, this is the case in the majority of poorer districts across India.
Ajmer, a city that needs no introduction, is culturally rich and well-developed, with a rapidly growing population. It bears little resemblance to Karauli, except for the people, who are just as cordial and loving as those in Karauli. Ajmer(Urban)’s schools are better in terms of infrastructure, resources, and electricity. Ajmer(Rural) is significantly behind, yet some schools there are better than the schools in Urban Ajmer, and others are catching up pretty fast.
One thing prevalent in both districts that bothers me the most and hurts me to the core is the complacent attitude that has seeped deep into the mindset of government school teachers. This article neither aims to accuse nor should be taken as a yardstick to judge all school teachers; rather, it aims to point out a major drawback in our education system: the resignation to the status quo. Even in a setting with more opportunities, the drive to innovate and push boundaries seems dampened by a reliance on traditional methods and the pressures of administrative duties.
The undue pressure on teachers to engage in time-consuming bureaucratic tasks, whether in school or otherwise, poses a major limitation in the execution of their duties, and one must be sympathetic to their woes. I do not question their motivations or their intentions, yet their lack of effort often impedes the learning process of students. The modern world requires teachers who can adapt to change and guide their students through an evolving educational landscape. In a world of AI, Machine Learning, and Chat GPT, it makes little sense to stick solely to the blackboard and chalk. While traditional methods like the blackboard have their place, embracing technology can enrich the learning experience, making it more relevant and engaging for today’s students. India scores low on the Human Development Index, and this issue of a complacent mindset is one of the major reasons behind it.
This issue isn’t just confined to school teachers but pervades the entire public education system in India. However, I believe the major concern lies with the teachers, as they are the guiding lights for millions of underprivileged students. They are the only resource available in the rural interiors of India who have both the capability and the reach to give these underprivileged students a chance at fulfilling a higher destiny. And this is exactly what the Piramal Foundation seeks to achieve—a mindset shift.
As a Gandhi Fellow, I aspire to nudge the stakeholders into taking small yet necessary steps to bring about effective and meaningful change in their teaching methods.
Whenever I feel small and vulnerable in front of all these challenges, and when I don’t see change despite persistent effort, I seek refuge in the words of Mahatma Gandhi. He once said, “In a gentle way, you can shake the world.”
One does not need to be an authoritative figure or a Messiah to bring about change in society; all one needs is persistence and empathy. I believe I have both.