SCHOOLS RUN BY SINGLE TEACHER – EDUCATION
News: Data
| One in seven Indian Primary schools run by a lone teacher
What's in the news:
● The
primary school in Koday Dih (Giridih district, Jharkhand) has 78 pupils but
only one teacher, who is actually a para-teacher with rudimentary training.
Key takeaways:
● Millions
of Indian children are still studying in single-teacher schools. There is no
excuse for this gross violation of the
Right to Education Act.
Reasons for single-teacher schools in India:
1. Low population density and scattered settlements:
● In
states with low population density and scattered settlements, such as Himachal
Pradesh, it becomes challenging to establish multiple schools in close
proximity.
● Limited resources and
logistical difficulties make it economically unviable to have multiple
teachers in such areas.
● As
a result, single-teacher schools are often the only feasible option to provide
education to children in remote locations.
2. Low fertility rates:
● States
with low fertility rates, such as Himachal Pradesh and Kerala, may have a
smaller number of students in schools.
● In
these cases, single-teacher schools serve as a more efficient and
cost-effective arrangement to cater to the relatively smaller student
population.
● With
fewer students, consolidating them into larger schools may not be practical or
necessary.
3. Viability of mini-schools:
● In
some states, single-teacher schools are a result of the viability and
historical existence of mini-schools.
● Mini-schools
were established in sparsely populated areas before the Right to Education Act
came into force.
● Some
states, like Kerala, have successfully managed to merge mini-schools, while
others continue to have single-teacher schools as separate entities.
4. Staffing challenges and budget constraints:
● State
governments facing staffing challenges and budget constraints may opt for
under-staffing schools in underprivileged areas, leading to the prevalence of
single-teacher schools.
● Limited resources and
difficulties in recruiting and retaining teachers, especially in remote or
economically disadvantaged regions, contribute to the staffing issues.
5. Resistance to remote postings:
● Remote
areas often lack basic amenities and
facilities, making it challenging for teachers to adjust to such
environments.
● Reluctance to accept
postings in remote locations can lead to a shortage
of teachers, resulting in single-teacher schools as a temporary solution.
Measures to be taken to address the issue of single
teacher schools:
1. Infrastructure and resources:
● Adequate
investment in infrastructure, including the establishment of additional
classrooms, is crucial to accommodate more teachers and reduce the burden on
existing staff.
● Providing
schools with sufficient teaching resources, such as textbooks, learning
materials, and technological tools, can enhance the teaching-learning process.
2. Recruitment and retention:
● State governments must
prioritize the recruitment of qualified teachers,
ensuring a sufficient number of professionals in underprivileged areas.
● Encouraging
and incentivizing teachers to accept postings in remote areas can help overcome
the resistance to such assignments.
3. Policy reforms:
● The Right to Education
Act needs to be rigorously implemented,
emphasizing the requirement for a minimum of two teachers in each school.
● State
governments should allocate adequate funds to address staffing needs and
enforce compliance with the act.
● Policy
reforms should focus on promoting equity and inclusivity, targeting
marginalized communities and ensuring access to quality education for all
children.
4. Community engagement:
● Building awareness among
parents and communities about the importance of
education and the impact of single-teacher schools is crucial.
● Encouraging
community participation in school management committees and fostering
collaboration between schools, parents, and local organizations can drive
collective efforts to improve the educational environment.
WAY FORWARD:
1. Revitalizing the education movement:
● It
is imperative to revive the momentum for the right to education that once
echoed across the nation.
● A
renewed movement is necessary to advocate for quality education, raise awareness about the persisting challenges, and
hold authorities accountable for ensuring children’s right to education.
● The
recent protests in Jharkhand, which highlighted the unmet demand for quality
education, serve as a reminder of the urgent need to address the plight of
single-teacher schools.
The
prevalence of single-teacher schools in Jharkhand and several other states
indicates a systemic failure in
fulfilling the right to education. Immediate action is required to improve
infrastructure, recruit qualified teachers, implement policy reforms, and foster
community engagement. By prioritizing education and addressing the challenges
associated with single-teacher schools, we can ensure that every child has
access to quality education and the opportunity to thrive.