Keynote Address By Prasanna Kumar Pincha
I am overwhelmingly honoured to associate myself with this important conference; and, to be delivering this keynote address on a theme of utmost contemporary relevance, namely, the Right to Education Act and other educational initiatives -- issues and challenges. Implicit in the theme is the fact that it is in the context of the blind. It goes without saying that education brings empowerment; that education prepares one for life; and, that education aims at ensuring all-round development of an individual. At a deeper and, perhaps a more philosophical level, education must awaken in one an irresistible craving to delve into the depths and dimensions of life, of existence, of consciousness and above all, of the cosmos itself. It is therefore, no wonder that the 86th amendment to the Constitution of India with the consequential insertion of Article 21A seeks to elevate the right to education to the category of fundamental right. It is common knowledge that through a subsequent amendment in the RTE Act, children with disabilities have been explicitly included in the category of 'Disadvantaged Children' which by all manner of means, a welcome move. On this momentous occasion therefore, I take the opportunity to flag up for deliberation some of the broad thematic areas together with some illustrative examples of issues and challenges that continue to stare us in the face in the fervent belief that collective and critical reflection will bring in greater clarity of thought, deeper perspicacity of perception, and, shared understanding in respect of a range of questions, concerns, queries, and curiosities. Quality Education To my mind, quality education is non-negotiable. As a blind individual, my primary concern ought to be to receive quality education on an equal basis with others regardless of whether that quality education happens to me through the agency of a blind school or through some other agency including through the agency of a so-called mainstream/general school. My specific need/condition coupled with other relevant circumstantial factors will determine the agency that best serve my educational needs and interests as a blind person. As I take the floor to address this august gathering this afternoon, I am reminded of a slogan which I had coined so passionately years back and it reads: "Give me quality education; and, I will ensure my inclusion". Besides, let us not lose sight of the fact that inclusive education will remain high on rhetoric and low on substance unless the qualitative dimension of education for blind students is appropriately addressed. Therefore, the larger issue/challenge here is to substantially improve the qualitative dimension of education for blind students in the mainstream schools; and, at the same time, to ensure that the blind schools are managed, maintained, and run on modern and scientific lines. Inclusive Education The expression 'inclusive education' has been variously and variantly defined, understood and interpreted by academicians, activists, and habilitation and rehabilitation professionals across the spectrum. To put it briefly, the popular understanding of the concept of inclusive education as distinguished from integrated education envisages a system where students with disabilities would receive education together with students without disabilities under a common roof and under a common teacher sharing common resource room. Unlike integrated education, the concept of inclusive education completely rules out any separate or exclusive resource teacher. Without splitting hairs over the nuanced distinction between these two concepts, I wish to submit that my perspective on the concept of inclusive education is rights-driven; rather than agency or set-up driven. While entirely agreeing with the mandate of Article 24 of the UNCRPD which recognizes 'inclusion' as a 'primary goal', I feel that is somewhere a process as well. Now, my idea of inclusive education envisages a system, environment, and institutional and other arrangements which enables persons with disabilities including persons with blindness to access, use and enjoy her or his right to education on an equal basis with others, and includes a range of choices such as, mainstream schools, special schools as they are called or for that matter, disability-specific schools, etc. What I perceive as a formidable challenge for the mainstream/general schools is the humongous task to ensure that blind students do not feel excluded in the crowd of sighted students for want of a level playing field which expression includes dearth or complete non-availability of Braille textbooks, dearth of aids and appliances including those required for learning subjects like mathematics, and lack of appropriate alternative arrangements to make up for the inability to see all that is written on the blackboard, etc. Clearly, absence of a level playing field will not let a blind student, howsoever meritorious, keep pace with the rest of the class which, by all manner of speaking, is a furiously frustrating experience. Another issue at hand in this regard is the urgency to ensure inclusion at various levels of the education/academic processes; such as, at the infrastructure development level, school management level, pedagogic level, examination and evaluation level, and also at the curriculum development level. This, when done, will go a long way in improving the qualitative dimension of education of students with disabilities including the blind students. Role of special schools One of the cardinal principles of the United Nations Convention on the Rights of Persons with Disabilities is the freedom to make one's own choice. Therefore, nothing that militates against this cardinal principle should ever be done. Special schools, or more appropriately, the disability-specific schools will continue to play a significant role in this regard. For one thing, I feel it is hightime we do away with the expression 'special schools', more particularly, in the wake of the said UN Convention recognizing persons with disabilities as a part of humanity and human diversity. Even at the cost of sounding rhetorical, I feel tempted to say that in order to appreciate the role of the so-called special schools, we need to acknowledge that the idea of inclusion excludes 'exclusion'; but it does not rule out 'exclusivity' or 'exclusiveness'. At a larger level, for example, a boy has the option to study either in a school meant exclusively for boys; or alternatively, in a co-ed school. A girl has a similar option. Besides, there are schools meant exclusively for students belonging to the minority communities albeit they do very much have the option to study in a general/mainstream school. Therefore, I see no reason for selective application of the principle of inclusion to persons with disabilities including the blind based on an erroneous and utterly misplaced understanding of the concept of inclusion. It has been my settled conviction that the so-called special schools and the general/mainstream schools are complementary and supplementary to each other. I will go a step further to assert that the special schools have the potential to significantly contribute towards improving the qualitative aspects of education of students with disabilities studying in the general/mainstream schools. Moreover, it would be quite in context for us to remember that none of us really know as to when, if at all, in the foreseeable future, that dream-day will arrive where all the general/mainstream schools in the country will have a complete level playing field for students with disabilities including for blind students. This explains why I wish to sound a word of caution to suggest that it is crucial to guard against any possible attempts to phase out the special schools based on an erroneous and misplaced understanding and interpretation of the concept of inclusive education. On the contrary, the state of affairs in the existing special schools should be substantially improved; and, more and more special schools be set up depending on need. Let our actions be based on our shared appreciation of the fact that inclusion does not negate specificities. This fact is amply corroborated by the mandate enunciated vide Article 24 (2e) and 24 (3c) of the UNCRPD respectively. The issue that merits attention therefore, is to put in place a well thought-out plan which will ensure greater synergy, coherence and coordination between the special schools and the mainstream schools. Govt. Schemes The issue with regard to the various schemes implemented by the central and the state Govts which call for brainstorming is whether and to what extent they are implemented; and, whether they appropriately cater to the ground realities. It would be a good idea to deliberate upon - a) modifications if required in the existing schemes; and, b) the need for launching fresh initiatives and schemes. Importance of technology There is no denying the fact that advancement in the field of science and technology has thrown open floodgates of knowledge for the blind. Therefore, every possible effort has to be made to exploit to the optimum the benefits accruing from advancement in technology. The biggest challenge here is to address the digital divide between the urban blind and the rural blind. This brings us to the need of making the assistive devices and assistive technologies available, affordable, accessible, acceptable and adaptable. It is exceedingly disturbing to observe that in some quarters, Braille is pitted against technological advancements; and, the importance of Braille is shamelessly downplayed. To them, I wish to say that in the first place, Braille itself could well be considered to be the bi-product of technology. Secondly, technological advancements have significantly contributed to improving the speed, output and quality of Braille production; so much so that today we have what we call pa perless Braille. A lover of Braille that I happen to be, I feel that a sense of intimacy with a book or a document which Braille ensures is simply incomparable. Apart from a feeling of connectedness with the book, Braille also ensures better sense of spelling and punctuation. Relevant international instruments and national legislative framework At the national level, specific provisions relating to education of persons with disabilities including the blind exist in chapter V of the PWD Act, and also in the RTE Act. The national policy on persons with disabilities, 2006 also gives some idea of the Govt's perspective. Article 41 of the Constitution of India under Directive Principles of State Policy also refers, among others, to 'disablement' in the context of education and public assistance, etc. Subsequently, since right to education has been made a fundamental right available to all the citizens of India, it applies to blind citizens in equal measure. Moreover, the Rights of Persons with Disabilities Bill, currently pending with Rajya Sabha also contains elaborate provisions relating to education. At the international level, the UNCRPD vide Article 24 seeks to make elaborate provisions on right to education. At the Asia and Pacific regional level, the Incheon strategy "To Make the right Real" also contains early intervention and education as one of the ten goals to be achieved by 2022. Moreover, while at the national level the amendments brought about in the Copyright Act is a significant step in the right direction, the adoption of the Marrakesh treaty by WIPO will have far-reaching impact. Such positive move goes a long way in ensuring hassle-free reproduction of books that are already in the public domain in accessible formats without one having to run from pillar to post to obtain permission of the copyright holder for this purpose. One important issue to be deliberated upon could be identification of areas of conflict if any, between the provisions of the PWD Act and the RTE Act. Another aspect worthy of examination is to see if there is any incompatibility between the provisions of the Rights of Persons with Disabilities Bill and the corresponding provisions of the UNCRPD. One is also tempted to ask if there are any inconsistencies between the RTE Act and the RPD Bill currently pending with the Rajya Sabha? What are the gaps/deficiencies in the guidelines/instructions issued under the RTEAct in relation to children with disabilities? Role of AICB in promoting education of the blind Ever since the All-India Confederation of the blind saw the light of the day, education of the blind has been high on its agenda. Over the years, it has undertaken advocacy and policy influencing work on education of the blind, has created demonstrable models or for that matter, islands of excellence both through its institution-oriented programme as well as its outreach programmes, and also undertaken useful research studies beside promoting merit and excellence by incentivizing blind students in a number of ways. I wish to express the confidence that the Confederation will consolidate its existing interventions and will further expand its work in the days ahead. To my mind, the challenge before the confederation is to work towards ensuring that the initiatives launched by it are replicated on a large scale so that the islands of excellence created by it do not just keep floating around on the ocean of mediocrity. Conclusion All said and done, the biggest challenge for all the stakeholders to my mind, is to reach out to the poorest of the poor amongst the blind. Swami Vivekananda once said, "so long as the teeming millions of India continue to reel under abject poverty, I hold every educated man a traitor, who having been educated at their expense pays not the least heed to them". It is also highly crucial that we encourage innovative and imaginative ideas and out-of-the-box thinking to flow in; but while doing so, we must exercise caution to ensure that there is no mismatch between passion and pragmatism. Adopt the approach that serves the best educational needs and interests of students with blindness. Further, we need to work towards ensuring that the professionals and policy-makers are rightly oriented in a manner that they develop a positive mindset, shed the age-old clientele and condescending approach and agree to work with us the blind as partners on equal terms. I wish to conclude with some lines which I happened to chance upon when I was a college going youngster and which have since stayed with me: "The principal goal of education is to create men who are capable of doing new things; and not simply of repeating what other generations have done; men who are creative, inventive and discoverers". So, let us get going accordingly. Happy deliberations! Thank you. ************************************************************************************ ________________________________ Caution: The Reserve Bank of India never sends mails, SMSs or makes calls asking for personal information such as your bank account details, passwords, etc. It never keeps or offers funds to anyone. 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