Diversity And Equality Management Systems In Educational Institutions In India
Written By: Aayushi Mishra
Advancement in contemporary pedagogy has straightforward significance on the principle of that country and it is reflected by a nation, and this is fittingly justified through the rapid growth of the country. The whole education system of India after independence has progressed in an incredible way and is on the verge of becoming one of the substantial organizations of its own kind among the nations across the world. Thus leading to a surge in the stability in economizing and the overall growth of comprehensive understanding in the people of the country. Education in our country is viewed as the key to upward social mobility and is utilized as the most influential method to frame a community that is established on wisdom and progressive personalities while maintaining the tender framework of moralities and principles intact.
Immense advancements, in both quantitative and qualitative phrases, have tried to create an area for an optimistic prospect towards civilization, as a whole. Nonetheless, for augmenting education to a higher level, it is imperative for the educational system to venture into new age steps – among these one of the prolific is diversity in the teaching. In the Indian context, however, with a rigid caste-based structure, there has been the monopoly, and use of power in the education system. History is proof, that the fundamental right of education has been denied to particular castes people. Nevertheless, the scenario has been changing after independence and with the advent of the constitution. In Indian culture, due to class, gender, caste discrimination, people are discriminated against, mostly because they, come from a particular section and their social background instead of other factors capability, skill, and talent. Here while discussing these issues Rawls’ idea of ‘original position’ and ‘veil of ignorance to justify the notion of justice where he has explained that the principle of justice and fair opportunities of resources should be made behind the veil of ignorance so that there is no chance to be unjust towards people, irrespective of their backgrounds (Rawls, 1971) takes the front place.
Educational Pattern and it’s Distribution in India
Since independence, the Indian education system has taken various measures to broaden educational opportunities for people of all castes, religions, regions, and so on, with the goal of providing education to all. There were various education commissions that focused on the goal of developing educational Institutions and educational infrastructure based on the demands of the masses in order to reach out to the lowest levels.
So far, discourses have primarily focused on the expansion of educational Institutions and educational infrastructure in terms of quantity and accessibility for the people; less attention has been paid to the quality and equality of education for all, particularly the socially and economically disadvantaged sections such as scheduled castes and scheduled tribes. Due to the fact that Indian society is highly stratified and divided into groups and subgroups, the social system reveals severe social and economic inequalities, which eventually lead to greater educational inequalities within the society.
Earlier, I mentioned social stratification in terms of division of labor, which is characteristically hierarchical in terms of human relations. In this context, distributing equal educational opportunities to all segments of society is neither possible nor effective unless the issues of socio-economic vantage point are addressed.
State’s Ideology and Education
Universal and compulsory education for all children in the age group of 6-14 was a cherished dream of the new government of the Republic of India. This is evident from the fact that it is incorporated as a directive policy in article 45 of the constitution. But even after more than a half-century, this goal remains elusive. However, the government appears to have taken this lapse seriously and has made primary education a fundamental right of every citizen. For the overall development and welfare of the country and the pathetic condition prevailing in terms of some sections of society, there has been an urgent need for development in this sector.
Governments have come with some beneficiary measures in the educational sector. This aim was the development of education with relevant talent and skills. The results had a positive impact and show that different castes, races, gender are efficiently contributing to society. Slowly and steadily but surely the change is visible. In this regard, the reservation policy has been a major factor. Reservation in the education system has motivated people to mingle with the other strata of society. Indira Sawhney’s case is leading in the area.
Education is the backbone of any country. The literacy rate of the country determines its wellness and development factor. India as a country after independence had acknowledged that education is medicine and every one individual should be immune to diseases of illiteracy. Therefore the government has taken a progressive step for the advancement of the educational system. Even though India has caste, regional, gender-based diversity in its virtue but we have come miles from these issues. However, there have been some existing which are noticed and worked upon.
 Rawls, J. (1971). A theory of justice. Oxford: Oxford University Press
 Provision for early not only people attracted from various castes and social classes,
 AIR 1999 SC 477, 1992 Supp 2 SCR 454
Equality Management, Educational Institutions In India, Diversity,