Kerala, boasting an impressive Human Development Index (HDI) of 0.78, a literacy rate of 94 per cent, and an average life expectancy of 76 years at birth, stands as a shining example of development and progress.

Challenges Faced by Kerala’s Youth

Yet, despite Kerala’s impressive development indicators, its youth face significant challenges in various aspects of their personal and career growth, creating a paradox of progress.

According to ASER 2023, the following statistics highlight the challenges faced by Kerala’s youth:

  • A significant 17.2% cannot name any work or job they aspire to do.
  • 18.6% are not enrolled in any undergraduate degree, diploma or certificate course
  • A staggering 61.2% cannot do simple financial calculations like applying a discount and calculating repayment.

These figures primarily stem from low learning outcomes at the school level.

This stark contrast between the state’s overall development and the struggles of its youth highlights the pressing need for targeted educational interventions at the school level.

Amala’s Story: A Microcosm of the Larger Issue

Let’s delve deeper into this issue through the story of Amala, a fifth grader who is among the 3.8 million children attending the 11,780 government and government-aided schools in Kerala.

Amala attends a government-aided school in Ernakulam that provides free education and midday meals. Hailing from a humble background, her father earns a living as a daily wage painter and struggles to support the family while her mother takes care of her and her younger sibling.

Despite their limited financial means, with a monthly income of merely 12,000 rupees, Amala nurtures a dream to become a doctor. She imagines herself in a white coat, helping her community. However, her dream seems distant as she struggles to understand her science textbook or solve a simple math problem. This was particularly evident in her first-term exam scores in grade 5: 36% in Math, 43% in General Science, 53% in Social Science, and 28% in English, averaging just 40%.

With her parents unable to offer academic support due to their lack of formal education and financial constraints preventing access to additional tutoring, her pursuit of education is fraught with obstacles.

The Broader Issue

This situation is not unique to Amala but reflects a broader issue, as demonstrated by our pilot project, which assessed 30 children showing below-average performances: 40% in Math, 34% in General Science, 45% in Social Science, and 45% in English, with an overall average of 45.9%.

In June 2022, we conducted a pre-intervention survey involving two tests among 500 children from low-income families across three districts in Kerala. The results were alarming: the children scored an average of only 7.3% in foundational numeracy and 10.3% in a combined test of reading, listening, logical thinking, memory, and speed. In Amala’s school, despite having dedicated teachers and resources, 80% of children scored below 20% in foundational numeracy.

This dire state of educational progress is supported by the 2022 ASER report, which highlighted that 73.2% of grade 5 children in Kerala struggle with basic division, and 55.7% of grade 8 children have difficulty with this essential math skill.

Moreover, the National Achievement Survey of 2021 points to additional learning deficiencies: 35.3% of grade 5 children in Kerala are unable to read a grade-two-level English textbook, 43% cannot read with comprehension and identify details and sequences in texts, and 48% struggle to categorise objects by their properties such as shape, taste, colour, texture, and sound.

The Urgency of the Situation

These findings suggest significant educational gaps among the 3.8 million children aged 6 to 14 attending Kerala’s government or government-aided schools.

The urgency of addressing these educational gaps cannot be overstated. If these educational gaps persist, we risk creating a workforce that is ill-equipped for the modern economy. This situation not only stifles growth but also exacerbates social inequalities.

Conclusion

In summary, the absence of developmentally appropriate proficiency levels among children attending government and government-aided schools in Kerala restricts their access to education beyond the higher secondary level. This, in turn, impedes their opportunities for personal growth, livelihood, and meaningful societal contribution.

By addressing the educational gaps, we not only empower children to achieve their full potential but also contribute to Kerala’s overall development, ensuring that the state’s impressive development indicators translate into real-world success for all its residents.