Teacher crisis
Himachal Pradesh’s schools are grappling with a dire teacher shortage, with 125 schools devoid of educators and 2,600 running with only one teacher. Despite the government’s claims of progress, the challenges in ensuring quality education remain stark. The state government’s recent decision to denotify or merge over 1,100 schools with zero or low enrolment has stirred a controversy. While this measure is pragmatic, reallocating teachers from defunct schools to understaffed ones, it highlights a deeper systemic issue: the chronic underfunding and lack of strategic planning in education.
Moreover, the shortage of 12,000 schoolteachers underscores the gap between policy intent and implementation. Although recruitment efforts have been initiated, the reliance on temporary measures like deputations and guest teachers raises questions about sustainability. The merging of institutions and clustering of schools for resource sharing are commendable steps, but they address symptoms rather than root causes. The declining enrolment in government schools adds another dimension to the crisis. The allure of private institutions, fuelled by better facilities and English-medium instruction, continues to draw students away. While the government’s initiatives like identifying ‘Schools of Excellence’ and enhanced teacher training are steps in the right direction, they need robust execution and consistent follow-through.
However, education reform requires more than infrastructural improvements. The focus must shift to filling vacancies, addressing regional disparities and enhancing the learning experience for students. Policymakers should view the education sector not as a political battleground but as a cornerstone for the state’s future. The government’s actions so far indicate intent, but outcomes will depend on translating these efforts into tangible, long-term benefits. Himachal Pradesh must prioritise the holistic revival of its education sector to ensure every child’s right to quality learning.
