Teachers and Para teachers
A STUDY ON POLICIES AND PRACTICES
Sudhanshu Shekhar Patra
Ph.D Candidate , NUEPA
Changes in Educational Provisions in India
since 1950
Indicators
1950-51
2000-2001
2006-07
Primary Schools
2,09,671
6,38,738
7,84,852
13,596
2,06,269
3,05,584
5,38,000
18,96,000
23,23,286
Teachers in UP School
86,000
13,26,000
17,17,435
Enrollment in Primary
19.2 million
113.8 million
133.7 million
3 million
42.8million
54.4 million
1.52(196061)
4.33
3.68 (2004-05)
18.3
64.8
67.3 (2004)
PTR (Primary)
24
43
44
PTR (Upper primary)
20
38
34
Upper Primary School
Teachers in Primary
Enrollment
Schools
in
UP
Public Expenditure in
Education
Literacy
4/9/2015
Source: SES,MHRD several years
2
Growth of Education Institution at
Elementary Level
Growth of Elementary Schools in India
1000000
No of institution
800000
600000
Institution Primary
400000
Institution Upper primary
200000
0
1950-51
2000-01
2006-07
Institution
Primary
209671
638738
784852
Institution
Upper primary
13596
206269
305584
4/9/2015
Year
3
Growth of Student Enrollment
Grwoth of Enrollment (in million)
160
140
120
Enrollment(in million)
Primary
100
80
Enrollment(in million) Upper
primary
60
40
20
0
Enrollment(in
million) Primary
Enrollment(in
million) Upper
primary
4/9/2015
1950-51
2000-01
2006-07
19.2
113.8
133.7
3.1
42.8
54.4
4
Growth of Teachers
Growth of Elementary Teachers(in ,000)
2500
2000
1500
Teachers(in ,ooo) Primary
Teachers(in ,ooo) Upper primary
1000
500
0
1950-51
2000-01
2006-07
Teachers(in ,ooo)
Primary
538
1896
2323
Teachers(in ,ooo)
4/9/2015
Upper
primary
86
1326
1717
5
Demand for teachers
• Rapid expansion of educational and provision of facilities,
demand for quality elementary education for all children.
• It is widely recognised that the availability of well qualified and
trained teachers in adequate numbers is the key to education
development (OECD, 2005, Kothari, 1970).
• Teacher is the most significant resource in the schools and are
central to school improvement efforts.
• Teachers are the largest group of workers in the public service
and consume the largest percentage in the education budget.
4/9/2015
6
Contd…
• Studies reveal that teacher salaries in India, account for nearly
95% of the state level allocation to education (Varghese and Tilak, 1991).
• Providing universal access to education and seeking to manage
teacher costs became a tough balancing act across the states in
India.
• New strategies for lowering the cost of teaching force have
recently been adopted, as a result contract teachers/ parateachers have come to an existence.
• Considering the
limitations of
budget in elementary
education, it was the biggest challenge how to optimize the
provision of teachers, particularly in distributing and utilizing
the existing staff in a more efficient way.
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7
Contd…
• In India, there exist varieties of schools under different
management.
• The service conditions of the teachers who are working in the
education system are not same across the states.
•
Decentralisation and the constitutional amendment regarding
empowering the PRI system were empowered for the recruitment
of teachers as per the local need of the respective schools.
•
As a result a new set of parallel teacher cadre was created at the
local level, with acceptance of Govt.
4/9/2015
8
Contd..
• At present multiple cadre of teachers were established, one by
the state government and other by the district administration
and local community
• The enormous expansion of cadre of new teachers put a
question regarding the de-professionalizing the teacher cadre
in India.
• With respect to the financial limitation, states are recruiting
teachers on contractual tenure, fixed salary and low qualified
untrained teachers.
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9
Percentage of Para Teachers to Total Teachers:
all schools Percentage
Percentage of Para Teachers to otal Teachers: all schools Percentage
10.71
9.05
9.86
10.48
9.39
7.06
2003-04
4/9/2015
2004-05
2005-06
2006-07
2007-08
2008-09
10
% Distrcibution of Para Teachers to total
Teachers % of Para teachers in Govt schools
% Distrcibution of Para Teachers to total Teachers % of Para teachers
in Govt schools
53.05
38.35 37.26
28.82 26.27
22.24
0.28
4/9/2015
0.34
0.87
0.54
11
General discussion with respect to my Study in the state of
Orissa
• Who will replace para teachers?
• Is excluding them the only option?
• How can teachers be made
accountable?
• What can be done to meet the demand
for teachers?
4/9/2015
12
Shiksha Sahayak (SS)
• Recently large scale Para teachers Shiksha Sahayak (SS) were
recruited in contract, the main assurance given was on
regularization of their services.
• After serving as SS continuously for 3 years on contract basis
with a positive certificate from the concerned VECs, one shall
be engaged as a Junior teacher by the respective Zilla Parishad
on contract basis with consolidated remuneration of Rs 3500/per month.
• After satisfactory completion of 3 years of continuous
and satisfactory engagement, a Junior teacher shall be
eligible for appointment as a regular teacher by the Zilla
Parishad.
• In brief a SS after 6 years of continuous and satisfactory
contractual engagement is assured of a regular
teacher’s job.
4/9/2015
13
Gana Shikshak (People’s Teacher)
• After closing of EGS centers, Education volunteers(EVs)
engaged by the respective community in the centers
were disengaged.
• In order to rehabilitee the EGS- EVs a as Gana Shikshak
(meaning peoples teacher) under SSA with a monthly
consolidated remuneration of Rs 2000/- , those who
have minimum qualification as that of a SS or Rs 1,750/(for those who are untrained).
•
The conditions of their engagement are similar to SS.
4/9/2015
14
Service condition and career mobility
• In the present conditions a teacher in the elementary
cadre of Orissa has bleak chance of any upward career
mobility in spite of his high qualifications.
•
Even if s/he is a trained graduate, s/he can not aspire to
become a head master or a sub inspector of schools.
• Lack of any career mobility and loosing early years as a
contract employee, a teacher hardly derives any
motivation to perform in the government schools.
4/9/2015
15
Teacher appraisal and accountability
• There is absolutely no information on any
system existing for appraisal of teachers’
performance and developing accountability for
their actions so far.
• It is expected that in near future the state has to
develop the instruments for appraisal of
teachers’ performance and fix responsibility
according to the provisions of the right to
education act.
4/9/2015
16
Orissa: All is not well
• Despite the plentiful supply of young people working as
teachers , but most of them are de-motivated for same
work and different salary structure. (It varies from 1,750/to 17,050/-).
• Despite the emphasis on teacher training, most teachers
viewed the course are mere formalities to be completed,
rather than resourceful to do their job better.
• The block and cluster resource centers fails to provide
academic support to teachers, in practice these
personnel fulfill the routine administrative work.
• Even though the regular teachers are happy with the 6th
pay package, they are vocal about the lack of promotion
and other incentive schemes. There is no benefit of
rewards who put more effort towards teaching.
4/9/2015
17
Contd…
• Though we have been talking of construction of new
knowledge in NCF, the scope is futile as the content and
instructional methods were instructed and guided by rigid
rules.
• There are significant number of untrained teacher(18%)
exist due to the adhocism in Teacher recruitment policy.
• The decentralised decision making process, works in a
centralised way.
• Politicisation of the transfer and other teacher affairs is
rampant.
• Too much record related work, two sample schools have
41 records to be managed.
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Thanks
4/9/2015
19