Despite strong policies like the Right to Education (RTE) Act, which calls for at least two teachers in every primary school, many government schools in rural India continue to function with just one teacher — or sometimes none at all. This quiet crisis affects children in some of the most underserved communities, particularly in states like Jharkhand.
A Widening Teacher Gap
Under the RTE Act, every school should have a minimum teacher-student ratio of 1:30. However, in states such as Jharkhand, nearly 31% of government primary schools are managed by a single teacher, often responsible for more than 40 students. These schools are mostly located in tribal or marginalised communities, where access to quality education is essential for long-term progress.
Recruitment Delays and Regional Disparities
Jharkhand has not appointed new teachers since 2016. As many educators have since retired or left service, the gap has widened. Similar challenges exist in Andhra Pradesh, Telangana, and Karnataka. In Bihar, fewer schools have single teachers, but the average number of students per teacher is as high as 96. This imbalance severely affects classroom learning and outcomes.
Not Just Mini-Schools
Earlier, mini-schools were created in remote areas with low student populations. These were meant to be upgraded after the RTE Act. However, many such schools continue to operate with minimal infrastructure and staffing, despite large enrolments. Labelling overcrowded schools as mini-schools often hides the real issue — insufficient teacher appointments.
Impact on Marginalised Communities
Teacher allocation tends to favour urban or easily accessible locations, leaving behind remote Dalit and Adivasi villages. This pattern of unequal deployment means that the children who need education the most are left with the least support.
A Shift in Function
In some villages, schools have become more associated with mid-day meals than learning. With limited staff, focus shifts to food distribution, leaving little time for teaching. In several cases, voluntary teaching by locals is encouraged, but this cannot replace trained educators.
Ensuring quality education in rural India begins with fulfilling the basic requirement of adequate staffing. Appointing qualified teachers, especially in underserved areas, and holding systems accountable can help close the education gap. Every child deserves a functioning classroom and a present teacher — not just a meal.
