In this insightful interview, Mr. Satyajeet Tambe, MLC of Nashik Graduate Constituency, shares his views on the pressing issues surrounding teacher shortages in Maharashtra. With a focus on rural and tribal areas, Mr. Tambe discusses the barriers to quality education, the challenges of implementing policies like the RTE Act, and the ways in which the state can tackle these issues for the future of education.
How do you assess the current teacher-student ratio in Maharashtra, especially in rural and tribal areas?
There is a clear and vast disparity in the teacher-student ratio, especially in rural and tribal areas of Maharashtra. There is a continuous struggle with a severe shortage of qualified teachers. Additionally, even though the ratio may be a bit closer to ideal in urban areas, the lack of attention due to the sheer size of the classes makes it unmanageable for teachers. This leads to a lack of quality teaching, ultimately impacting and hampering the quality of education. This further leads to a significant drop in development in these areas. It is a vicious circle, and there should be an equitable distribution of teachers.
What are the biggest hurdles in implementing the RTE Act’s 30:1 student-teacher ratio in schools?
There are three major factors: insufficient teacher recruitment, inadequate fund allocation to education, and lack of appropriate infrastructure. Additionally, there aren’t enough qualified teachers who meet the required benchmarks in rural and remote areas. Education is not taken as seriously as it is elsewhere.
What policies do you think need immediate revision to address teacher shortages effectively?
Firstly, teachers need to be treated as experts who know what to do and should be allowed to stick to their roles. One reason for the shortage of teachers in rural areas of Maharashtra is also overburdening them with non-teaching work. Another area to work on is improving salaries. A salary boost for teachers will improve retention rates and also attract more candidates, especially in rural and underserved areas.
What are the gaps in teacher education programmes that prevent them from producing competent educators for today’s classrooms?
The programmes need to prepare teachers for the demands of modern classrooms. We are following the same age-old, obsolete curriculum focusing on rote learning rather than hands-on, practical knowledge. With technology progressing rapidly and the advent of AI, we need to integrate these advancements with suitable emphasis on emotional intelligence training as well. If teachers are aware, they can pass on that knowledge. How can they teach if they have not kept pace with the changing times? Moreover, such programmes often fail to equip teachers with strategies for managing diverse classrooms or addressing the unique challenges faced by students in rural and tribal areas.
How can state governments or school managements balance localised recruitment with ensuring quality teacher training?
The issue is that local recruitment can surely help fill vacancies quickly, but it should not come at the cost of quality. To ensure that, there needs to be a robust programme for teachers, conducted by expert educators, to help pass the baton seamlessly. Additionally, partnerships with teacher training institutes can prove to be a good option to ensure high teaching standards and develop professional teachers who can offer good development opportunities for students in rural and tribal areas.
What role can school managements play in training and deploying teachers to address shortages in urban and rural schools?
To begin with, management can identify crisis points and tailor solutions according to the regional needs of rural and urban areas. Based on those needs, they can prioritise recruitment accordingly. Regular teacher training programmes will keep teachers updated with current trends in education and align them with student needs.
Do you believe decentralised hiring practices can solve the teacher scarcity problem? Why or why not?
It is not that simple. Decentralised hiring, if implemented correctly, can do wonders and address the teacher scarcity problem. But without monitoring and a process to oversee the implementation, it can go awry. Although it is a good idea in theory, for decentralised hiring to be effective, it must be accompanied by rigorous training and support structures to maintain quality across regions.
How effective do you think technology and hybrid learning models are as temporary solutions to teacher shortages?
Sadly, temporary solutions would not yield better results. Although digital tools can help bridge the gap by allowing students to access education despite fewer teachers, they cannot replace on-site, personalised learning. And again, we already know the state of infrastructure in the state.
What initiatives can the government and private sector jointly take to integrate technology into teacher training and classrooms?
Both sectors have strengths that can be utilised to their true potential. The public sector can provide the necessary infrastructure and regulatory framework, while private sector partners can offer innovative training methods, digital resources, and financial support. From online training to upskilling courses, and virtual workshops to AI integration, all these initiatives can be exchanged through public-private partnerships.
In your view, what strategies or initiatives can make teaching a more attractive profession for talented individuals?
Suitable rewards and better financial returns should be the first and foremost priority to make the profession more attractive. The salaries teachers receive are not at par with the work and efforts they put in. Scaling the teaching profession and offering the respect it deserves would be a great pull for career-oriented job seekers in the education system.
What specific measures would you suggest to improve working conditions for teachers in remote regions?
There are places where teachers don’t even have basic amenities such as housing and medical facilities. To add to that, there are still places where education is not seen as a necessity but as a luxury. To address this, better infrastructure, better salaries, bonuses, and opportunities are required. Local communities should be involved and collaborate to improve teachers’ working conditions.