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gradually becoming more common. What is noteworthy is that such practices have become more
widespread in the last decade, the period when community demand for perceivable good quality
education has also grown.
Box 15: Profile of an unusual private primary school in UP
At first appearance it looked more like a cowshed with three low thatched sheds. Running in a
compound fenced by a neat hedge, was the village private school. Sitting under the low roofed sheds
class 3 students were revising their General Knowledge lesson when the team visited the school. It
was a pleasant surprise talking to them. When asked, ‘What is the language spoken in Karnataka’?
‘Kannada’ came the pat reply! This school is not just located physically opposite the village GPS but
is a welcome contrast in many other aspects as well.
While it had none of the trappings of a regular school, the children could read, write, count, solve
sums, draw and even recite a poem to welcome the team. Set up by members of a OBC sub-caste
community 5 years back, the school however, doesn’t cater to any specific caste group. It is open to
all children from the village as well as neighbouring villages. The land belongs to one of the eminent
members of the community. ‘I have given it for the betterment of the village. After all our children
run it and our very own children study’, he told the team.
The school, run by a registered society, received ‘temporary recognition’ in 2001 up to primary
level. Starting with 60 children from the village and nearby villages, some from even Hardoi, across
the Gomti –the school today has 133 students studying from Nursery to class 8. While the maximum
children were from the OBC community, a sizeable number (15% )of the children in the primary
section were from the minority community- the poorest in the village. Another 13 % were from the
SC community. There were more boys (72%) than girls (28%). One of the households observed in
the village had sent their three daughters to the village GPS while the son came to this school as they
could afford the Rs 30 fees for one child at least.
It is run by the educated village youth, who take teaching the children from the village as a
challenge, while waiting for better job opportunities. The four teachers have varied qualifications –
one is Class X pass, 2 are class XII pass and one is doing his graduation privately. They have no
magic wand, no teachers training, no teaching aids, no TLMs. Still they are confident of their
teaching inputs and encouraged the team to quiz any of their students They follow the basic
textbooks available in the open market and employ multi-grade/multi-level teaching. But the human
input is clearly visible and is helped by the 1:33 TPR. ‘It is the personal touch that makes all the
difference’, said one of the teachers, who lives in the village. ‘I know every one in the village. I went
from house to house to get these children here. When a child doesn’t come to school I go to their
homes to find out. The fee is running in arrears to the tune of Rs 10,000. But we know that they will
pay up whenever they can. How can we throw the children out of school? They are our own
children.’ The teachers divide whatever fee money is received every month, ranging between Rs.
300 to 500 per month.
In the eyes of the community private schools are synonymous with ‘quality education’. The value
they place on these private schools was evident. It was repeatedly articulated that only the poorest
study in the GPS. They mover to private schools as soon as they are able to afford. ‘Children there
can read frr..frr..’ as one parent put it. This phenomenon is more pronounced in the urban areas.
The urban private schools offer better physical amenities: classrooms, toilets, drinking water from
taps, benches, tables and electricity. The children wore uniforms, paid school fees ranging from Rs
Educational Resource Unit Page 61 April 2003