Oversight During RTE Implementation in Gujarat Has Bred Feelings of Caste Antagonism

A large number of economically disadvantaged people appear to have missed a chance to benefit from a provision in the Right to Education policy.

A large number of economically disadvantaged people appear to have missed a chance to benefit from a provision in the Right to Education policy.

Representative image. Credit: José Morcillo Valenciano/ Flickr (CC BY 2.0)

The Right to Education Resource Centre at IIM, Ahmedabad has since 2014-15 been involved in on-ground awareness programmes, disseminating information related to the provision in section 12(1)(c) of the Right to Education Act (RTE). This section mandates 25% reservation in all private unaided schools for children from socially and economically disadvantaged groups.

In the absence of any official government helpline, for over three months – from November to February – we received calls from hundreds of people who mistook us for a government helpline. Before the start of the application process callers were seeking basic information about the policy, which we were able to provide.

On February 21, following months of anticipation, the application process was finally rolled out. This year, for the first time, the Gujarat government has made the application process for admission under section 12(1)(c) of the RTE Act available online. This is a positive move towards greater transparency. However, it was done with little warning, resulting in unprecedented problems for applicants who found themselves grappling with an unfamiliar process.

Among the many complaints that our callers made, a major and recurring one was regarding the exclusion of people from the general caste category that were not BPL card holders. 

According to the Gujarat government rules for implementing the RTE section 12(1)(c), people in the following categories can seek admissions to private schools under the Act:

  • Children classified as SC/ST whose family income is below Rs 2 lakh a year.
  • Children classified as OBC with family incomes below Rs 1 lakh a year.
  • Children falling under the general category whose families have a BPL card.

Over the last three years, however, the Gujarat government had accepted forms for children belonging to the general category whose families did not have BPL cards but whose annual income was less than Rs 68,000 for urban households and less than Rs 47,000 for rural households.

The system of issuing BPL cards has been criticised for its inability to accurately reflect disadvantage. Moreover, it allows for the possibility of truly disadvantaged people not being able to make genuine documents, while those who are relatively more well off might be able to get a BPL card more easily. As a result, it is not always the most disadvantaged population that benefits from welfare schemes. 

Considering these issues – over the measurement and issuing of BPL cards – the application of an income limit made a wider target group eligible under the policy in previous years.

Unsurprisingly, the omission of this category in the application cycle this year came as a rude shock to many who were turned away from multiple receiving centres where completed forms were submitted for not having a BPL card. Following this, our callers took to reprimanding us over the phone in various degrees of distress.

A conversation with an inconsolable mother of two went like this:

She complained about her application form being rejected at the centre because she didn’t have a BPL card. We explained that only applicants from general category with BPL cards were eligible to apply. She replied that last year several of her friends who fell within the same category had made applications for their children and a few had been admitted. We reiterated that the category was eligible last year, but had been removed this year, to which her reply in a tone of resignation was, “So the government only gives benefits to them? What about us? We also don’t have enough money, we also need help.”

This conversation was almost a template for more than 50 other conversations we had with callers over a ten-day period after the application process began. Many had given up days of waged work to get their documents prepared. Most would have spent precious time and money to get their forms ready for submission only to find their efforts and resources wasted.

What was heartbreaking, however, was how quickly the conversations went from confusion about being rejected, to anger at being excluded – invariably articulated as a clear ‘us vs them’ demarcation based on the fact that people from other caste categories were eligible to apply even without proof of economic disadvantage.

There is a general correlation between deprivation and caste, and this informs the state’s affirmative action policies. Economically vulnerable groups that are excluded from these policies because of caste do feel they are treated unfairly. Government’s lack of clarity in policy implementation and misinformation in its dissemination, especially with regards to policies designed for all groups, aggravates this feeling.

Halfway through the process, with just ten days to go, the government once again changed its mind. It issued another circular that made children from general category with family incomes lower than Rs 68,000 (urban) and Rs 47,000 (rural) eligible for admission. This came as good news for some who were yet to submit an application, but for most of those who had already been told they could not apply, it came too late. What remains unclear is whether this change was made solely due to pressure on government officials by applicants and organisations like ours rather than the realisation of the benefits of the previous guidelines.

From the start of the application process there was no functional and responsive government helpline or authority that could be accessed easily by applicants. A move to a brand new online application process surely warranted a means to address issues faced by applicants, at least in the initial days. Secondly, the government made no effort to widely disseminate the change in guidelines that made people from general category without BPL cards eligible again. As individuals trying to help these applicants gain access to their rights by law, we watched helplessly as emotions exacerbating antagonism between caste groups emerged from a situation that could have very easily been avoided.

The cost of this style of policy implementation, which is the result of a clerical error or lack of attention, is huge. When failure begets failure, implementation of welfare schemes must be informed by the successes and issues associated with defining the target population for these schemes.

Karan Singhal and Nisha Vernekar work as research associates at IIM, Ahmedabad.

Mistaken For a Government Helpline: Insights from an RTE Research Centre in Gujarat

With no helpline or information centre to go to, parents from economically weaker sections wanting to admit their child in a private school through the Right to Education Act struggle to gather basic information about the policy.

With no helpline or information centre to go to, parents from economically weaker sections who want to admit their child in a private school through the Right to Education Act struggle to gather basic information about the policy.

Representative image. Credit: Reuters/Ahmad Masood

Representative image. Credit: Reuters/Ahmad Masood

Since mid-November 2016, the office line at the Right to Education Resource Centre (RTERC) at the Indian Institute of Management, Ahmedabad, has received more than 100 calls requesting the most basic of information regarding the process of applying for seats in schools under the provision in section 12(1)(c) of the Right to Education Act. This provision entails a mandatory 25% reservation of seats in the incoming class in private, unaided schools for children coming from economically weaker sections (EWS) and disadvantaged groups. The process, according to Gujarat state rules, requires eligible parents to select five schools (of a list of schools within a 3 km radius of where they live) that reserve seats, after which the child is allotted a school through a lottery system.

Most callers are from Ahmedabad or surrounding districts, including Baroda, Kutch, Surat and other parts of Gujarat, and fall within the eligibility criteria defined by the state. They are parents who want their children to study in private schools. Then there are those callers who want to help their domestic workers, drivers or cooks avail of the policy. They have all tried and failed to access information regarding the policy, and when asked how they found our number – the number of an office in the computer centre of a college, albeit a renowned institution – most say they found it on our website. In 2015, the website of the RTERC put up information regarding the application process and apparently is still the most easily found source of information online.

Since the first week of January, the centre has been receiving over five calls a day. It has received several queries and through the many conversations we have found that a lot of information about the policy has spread through word of mouth. Expectedly, most of what they’ve heard is fragmented information and often incorrect but has been enough to spark interest in the underlying message – their children can study for free in private schools – and now want to know how to extract the benefit.

Numerous questions

Few know of the eligibility criteria that must be met: as per Gujarat state rules in 2015, enrolment is for children between the age of five to six years, for entry into class one only. EWS families are defined as those with an annual household income less than Rs 68,000. The criteria have been further relaxed to Rs 1 lakh and Rs 2 lakh for OBC and SC/ST families, respectively. Few know of the documents required for applying (income certificate/BPL card, residence proof, birth certificate and caste certificate). Fewer still understand that applying for the provision does not guarantee that the child will be allotted a school. Most think we are a government helpline for the RTE. To be fair, the name of our centre, which started out as a student-led action research project in 2014, is misleading, so we find our callers in varying emotions of angst and helplessness. They are looking for a platform where they can share grievances and, on a good day, well-meaning curiosity. Many have tried to get information by asking government offices and speaking with schools directly, and have failed because most often they refuse to give correct information. Others have approached anganwadi centres before calling our “helpline”.

What they report to be their primary problem is a lack of clarity about the application process even after having sought out assistance from different sources. Many have complained that they have not been given access to people who might have had answers to their questions; they have been stopped at the gates of private schools by security guards who say they do not know what this provision is about and hence cannot let them in. Government offices often do not give them enough time to answer all their questions and simply tell them that the forms are presently not available. Although callers had access to phones and some the internet (or at least have neighbours and anganwadi workers with such access), they were still unable to find necessary information.

The common queries include:

  • Date of release of forms
  • Location of centres to collect forms
  • Where to get more information, closer to the date of forms becoming available
  • Eligibility criteria
  • Documents required
  • Specific provisions for girls
  • Whether applying guarantees their child admission
  • Whether the policy is only applicable in big cities (like Ahmedabad)

Where is the information?

After about a month of receiving these phone calls, we realised we were not helping them any better than the others they had attempted to source information from, by only redirecting them to their local ward councillor or asking them to visit the district education office. So we started finding answers to their questions using our relatively better-honed skill of traversing the internet and government websites. The result: there is no single place that you can find adequate and up-to-date information regarding the application process and if there is an active helpline or website that cannot be found even with the mix of high-speed internet and the right keywords, then kudos to those responsible for at once both providing and confounding access. It is no simple feat.

This is the fourth year that the Act is being implemented in Gujarat and enrolments have been increasing year on year. However, the average rate of take-up across the country is only 15% and about 7% in the state of Gujarat as of 2015-16, based on the annual State of the Nation Report, a collaborative effort of IIM Ahmedabad, Central Square Foundation, Accountability Initiative (Centre for Policy Research) and Vidhi Centre for Legal Policy. Matters are complicated further when applications might be taken online by the Gujarat education department as of this year. And although applications will be open in less than 15 days there is critical information still to be learnt: whether forms can still be collected offline, whether they can be accessed from cyber cafes or personal internet connections, etc.

What makes this process all the more frustrating, and the lack of access to proper information almost criminal, is that the state of Gujarat’s age criteria for the provision means that each child has only one opportunity (between their fifth and sixth birthday) to avail this provision. There are so many more, a number we cannot comment on, who have never even heard about the policy and have already missed their chance. But for those who have heard through the community grapevine and are rushing around to grab at the opportunity, there is still some hope.

There is an apparent demand for an official helpline that can provide people with proper and complete information about applying for a policy made for them. Especially between the months of November to June (until admissions processes are closed) it might be more than worthwhile to create an official platform or centre where people can direct their doubts regarding the provision and access all relevant information. Moreover, this provision is only one part of the Right to Education Act that has the potential to improve the lives of millions of children by increasing their access to education. Maintaining an official, active and easily accessible helpline seems like the bare minimum that can be afforded for such a policy. In the current state, these words from one troubled parent resonate “Kahaan gaya sabhi ko padhne ka adhikar aur sabhi ko samanta ka adhikar? (Where is the right to education and the right to equality?)”.

Nisha Vernekar and Karan Singhal work as research associates at Indian Institute of Management, Ahmedabad