Notably, in a GNH land—where flags are hoisted high and walls are adorned with phallic symbols—we place excessive faith in happiness, a state we scarcely experience ourselves. With a spade in hand, the pen struggles to find equal footing for celebration. We boast about the current ECCD settings designed for the 'haves,' while children on the bus are offered solutions to problems that remain unresolved. In the name of inclusive and special education, buses for native children are equipped with top-notch facilities, ensuring that everyone has a seat. Yet, under the banner of 'education for all,' even the fortunate find themselves crowded into an overstretched system.
As everyone scrambles to board, many of the 'have-nots' are left behind, unable even to glimpse the roads they cannot travel. How can we genuinely assess our progress when many of them remain outside the bus? How can we, with integrity, claim to work towards a global cause while turning a blind eye to the countless children stranded beyond the bus route?
The expatriate parents of these children, who work on our roads, are not labouring for the development of their own country but for ours. Have we paused to reflect on why these children are missing the bus? Exposed to dust and deprivation, these children are a victim of our negligence. Are we not complicit in their suffering? For these children, missing the bus is not a temporary setback but a future lost due to our indifference. Like our own children, they too have the right to education, a right that should not be denied due to economic hardship. As barbets mark time, is it wise for us to destroy their nests?
With UNESCO offices committed to addressing global issues, it is crucial that we do not ignore these underprivileged children, particularly those of Indian migrant workers. As global citizens, their lack of access to education must not determine their future. Like our children, they too deserve a seat on the bus. Establishing ECCD centres near labour camps and providing quality education for non-native children would shed light on the darker side of GNH. Are these children not part of our society? Can we boastfully claim success while children in this GNH land are still denied the basic right to learn?
Sarva Mangalam
