Let’s go beyond numbers in primary education
There is enough data available to prove that our schools don’t have enough teachers at the primary and upper-primary levels and that Uttar Pradesh and Bihar, apparently because of their numbers, are among the worst hit. Roughly, we are around 10 lakh teacher short at the primary and upper primary levels with the shortage in UP put at around 3 lakh at the primary level and nearly 60,000 at the upper primary level.
Right, we are short of teachers. I also understand that in Uttar Pradesh, the basic education department has opened up teacher recruitment. But, is teaching about numbers alone? Yes, we are indeed short of teachers and qualified, competent teachers are much sought after. But, more than the shortage – and even this is somewhere linked to the issue I am about to touch – something else worries me more.
I have been associated with an educational organisation for the last 11 years.
My assignment has given me considerable insight and compelled me to think holistically about our education system. In our primary education system, we face different problems in rural and urban areas. It is an open secret that both teachers’ training and recruitment have become business propositions. Government schools are unable to recruit the right kind of individuals for the post of teachers in these schools.
Bureaucratic and political interference among various other things have ensured that merit and one’s aptitude aren’t the only considerations for selection. Pulls and pressures come into play far too often to ensure a knowledgeable, thought-provoking conversation between teachers and students. Such conversations depend on many factors – development of a relationship of trust between teacher and child, teachers observing child’s emotional state and knowledge levels and the need to be patient with some children who may need
THE PROBLEM NOWADAYS IS THAT BY AND LARGE TEACHERS JUST WANT TO DO THEIR DUTY BY ‘FINISHING THE SYLLABUS’ WITHOUT BOTHERING IF ANY MEANINGFUL LEARNING HAS TAKEN PLACE
special attention. I recall my student days when our teachers were so thorough with their subjects that even a class 6 teacher would comfortably guide a class 10 student in his/ her subject. This was the level of interest and pride in teaching then.
As father of two school and college going kids, I wonder if it is still the same today. The basis of education then was having knowledge of the subject and learning outside the purview of the chapter was also greatly appreciated and encouraged. For our children to have good knowledge of any subject, it’s important that our teachers too must have an even better knowledge and understanding of the same.
The problem nowadays is that by and large teachers just want to do their duty by ‘finishing the syllabus’ without bothering if any meaningful learning has taken place out of the same. I still remember my teachers who not only taught me the subject but also satiated my ever growing and never ending curiosity on a whole range of issues. I feel we need to revisit the process of teacher appointments at the primary level.
Apart from their aptitude to teach, virtues like patience and ability to be an effective communicator along with overall merit must be considered. Governments need to invest in this sector.
The writer is deputy director, PR and communication, Amity University, Lucknow campus.