The new 2019 Global Education Monitoring GEM Report by UNESCO shows that literacy levels in rural households of India decrease with seasonal migration. In the period between 2001 and 2011, the country witnesses a doubled rate of inter-state migration. Further, approximately 9 million people migrated between states annually from 2011 to 2016.
UNESCO report also highlighted that 80% of seasonal migrant children in 7 cities lacked access to education, and 40% were likely to end up in work.
“Approximately, 80% of seasonal migrant children in about seven cities remain devoid of education near work sites, and around 40% are likely to end up in work rather than education, experiencing abuse and exploitation”, said the report.
“10.7 million Children in between the age of 6 to 14 lived in rural households with a seasonal migrant in 2013. About 28% of youth aged 15 to 19 in these households were illiterate or had not completed primary school, compared to 18% of the cohort overall”, the report further said.
Mainly, the construction sector attracts short-term migrants. “A survey conducted in Punjab state in 2015-16 found that 60% were inter-State migrants”. The survey was done on 3000 migrants.
“Almost 65% to 80% of all children between ages 5 to 14 lived at the kilns and worked there seven to nine hours per day. Around 77% of kiln workers reported lack of access to early childhood or primary education for their children,” the report concluded.
The rate of migration of Inter-State has doubled between 2001 and 2011. “About 9 million migrated between States annually from 2011 to 2016,” the report says.
The report also warns of the adverse impact on education for children who are left behind as their parents migrate: “Test scores were lower among left-behind children aged 5-8”, it said.
India’s measures to help the migrants:
However, besides mentioning the problems of migrants the report has acknowledged that India has taken steps to address the issue.
“According to The Right to Education Act 2009, it has been made mandatory for local authorities to admit migrant children. Guidelines have been issued on National-level allowing for flexible admission of children, providing transport and volunteers to support with mobile education, create seasonal hostels and aiming to improve coordination between the states from where people are migrating to and where they are going”, said the report.
The report also mentions that some State governments have also come forward to help migrant children’s education by taking necessary steps. It, however, mentions that the measures focuses on keeping children in home communities instead of directly addressing the challenges faced by those who are already on the move.
The report also mentions a failed initiative: “An experimental program undertaken on brick kiln sites in 2010-2011 in Rajasthan to track the progress of out-of-school children did not improve learning in any considerable way. The teachers complained of culture, language, lifestyle, cleanliness and clothing as major barriers between them and the kiln labour community. Teacher and student mostly remained absent.”
The report also outlines the issue of the the growth of slums and informal settlements where schools are often scarce due to migration as a challenge. “The riverfront project in Ahmedabad resulted in 18% of the students being dropped out and an additional 11% had lower attendance,” it said, citing an example.
The report also highlights a major difference between the lack of urban planners in India as it said that “there is only one urban planner for every 1,00,000 people in India, while there are 38 planners for every 1, 00,000 in the United Kingdom”.