Equality of Educational Opportunity‐some issues in Indian education

Abstract

A fundamental feature of education in democratic and socialistic is emphasis laid on equalization of educational opportunity. The Education Commission/Government of India (1964-66) has rightly identified principle of equalization of educational opportunity as one of main aspects of envisioned 'revolution in education'. Ensuring progressive equality of educational opportunity to all sections of our population, it has been pointed out, is the only guarantee for building up of an egalitarian and human society (p. 108). As social ideal, equality of educational opportunity seems to have found almost universal acceptance although what really is equality of educational opportunity and what conditions are necessary for true equalization of educational opportunity still remain controversial issues. Divergent and at times conflicting interpretations have been offered of these and other related issues. These differences in interpretations have naturally led to diverse educational prescriptions and suggestions. For example, in U.S.A. where glaring inequalities exist between education of whites and negroes, it is argued by some that only drastic measures like bringing about racial integration by resorting to application of political, economic and legal pressures can remedy situation (Coleman, 1968). Others seek solution to this problem in large scale'Compensatory education' for under privileged. The British Plowden Committee (1967, p. 66) recognizing fact that equalization of means of school education alone would not in fact bring about equality of results recommended adoption of principle of positive discrimination. The International Commission on Development of Education (1972, p. 73) while taking due note of inegalitarian influenoes within educational system strongly urge for a resolute social policy to correct unfair distribution of educational resources and effort. Issues relating to meaning and means of equalization of educational opportunity are particularly relevant to Indian education today. In spite of national commitment to democratic ideal of universal education and phenomenal expansion of educational facilities after independence, inequalities of different kinds continue to persist in our education. Far from promoting equality our education has become inegalitarian and elitist and its benefits have not reached masses at all. What is worse, even few who have had access to reasonable level of education find themselves utterly disappointed with outcome. To large majority of them equal educational opportunity has neither resulted in qualitatively richer life nor served as mode of social and occupational ascent thus defeating very purpose for which it is demanded. Under circumstances it becomes very pertinent to ask if we have really understood meaning