A newly elected MLA in Bihar faced considerable difficulty reading her oath of office during the swearing-in ceremony, stumbling over words and requiring repeated prompts from officials. The incident, captured on video and widely circulated on social media, sparked intense debate about educational qualifications required for elected representatives in India's democracy.

The struggling legislator's performance raised fundamental questions about whether people's representatives should meet minimum literacy standards to effectively discharge legislative duties. While empathy for her difficulty is understandable, the incident highlights systemic issues in candidate selection and the responsibilities that come with holding public office in a democratic system.

The Educational Qualification Debate

India's Constitution intentionally sets minimal educational requirements for legislators to ensure democracy remains accessible to people from all backgrounds, not just the educated elite. This inclusive approach allows representation for communities historically excluded from formal education, preventing democracy from becoming a privilege of the literate and wealthy classes.

However, critics argue that legislative work involves reading bills, understanding budgets, participating in policy debates, and scrutinizing government actions tasks requiring basic literacy. An MLA unable to read her own oath may struggle with the fundamental responsibilities of reviewing legislation and representing constituents' interests in complex policy discussions affecting their lives.

Representation Versus Competence

Supporters of unrestricted eligibility argue that many illiterate or semi-literate leaders possess wisdom, community connection, and political acumen that educated elites lack. Democracy should value diverse forms of knowledge, including grassroots understanding and lived experience that formal education cannot provide, ensuring marginalized communities have authentic representatives who understand their struggles.

Yet legislative assemblies require members to engage with written materials, legal language, and policy documents that form the basis of governance. While staff support can help, MLAs must independently comprehend issues to make informed decisions. The question becomes whether there's a minimum functional literacy threshold necessary to fulfill the role's basic requirements effectively.

Moving Forward: Education and Democracy

Rather than imposing educational barriers that could exclude marginalized communities, India should invest heavily in adult literacy programs and educational support for elected representatives. Political parties bear responsibility for candidate selection, and should provide training and resources to ensure their nominees can perform legislative duties regardless of educational background.

This incident should prompt reflection not on restricting democratic participation, but on strengthening India's educational system so that future generations don't face such barriers. Democracy works best when representatives can both connect with constituents' lived realities and competently navigate the formal structures of governance that shape policies affecting millions of lives.