Teacher Related Indicators & EDI - DISE

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Part IV Elementary Education in India : Analytical Report during the pervious academic year (of the 10.84 percent of those who were involved). In rural areas, teachers were involved in assignments for 14 days compared to 17 days in urban areas. Teachers in government Delhi, Primary school teachers are reported to have been engaged for 20 days in non-teaching assignments, compared to 9 days in Chandigarh, 8 days in Tamil Nadu, 7 days in Karnataka and 6 days in Kerala. Figure 4.14 Average Number of Working Days Spent on Non-Teaching Assignments managed schools as well as teachers in schools run by private management were engaged for 13 to 14 days in non-teaching activities. The average number of days spent on non-teaching assignments was highest (49 days) in Tripura and the lowest (6 days) in Kerala and Mizoram. The average number of days spent on such types of assignments was also high in Bihar (24 days), Assam (22 days), Delhi (24 days), Jharkhand (28 days), Madhya Pradesh (21 days), Manipur (28 days), Punjab (20 days), etc. So far as teachers in Primary schools/sections are concerned, only 11 states reported more than 20 days of involvement in non-teaching assignments during the previous academic year. Assam (21 days), Bihar (23 days), Daman and Diu (29 days), Jharkhand (28 days), Madhya Pradesh (21 days), Puducherry (19 days) and Tripura (51 days) are some of such states. In Concluding Observations “Despite improvements, there are still locations where PTR is not satisfactory and a single classroom has to accommodate a large number of pupils. A good number of schools are single-teacher schools despite availability of an average of four teachers per school” The analyses presented above not only indicate that the number of teachers imparting elementary level of education has increased but all indicators analysed have shown consistent improvement over the previous year. The elementary schools/ sections now have more average number of teachers than a few years back. The pupil-teacher ratio, the average number of students sitting in one classroom, etc, have improved over the previous years. Despite such improvements, there are still locations where PTR is not satisfactory and a single classroom has to accommodate a large number of pupils. A good number of schools are single-teacher schools despite availability of an average of four 188
Teacher-Related Indicators Part IV teachers per school. All these need serious intervention. May be rationalization of teachers will help in ensuring adequate number of teachers in all schools. The percentage of female teachers engaged in imparting elementary education has also improved but in a few states their number is not satisfactory and hence need improvement. The previous section on enrolmentbased indicators reveals that quality of education in terms of learners’ attainment across the country is not satisfactory. It can be improved only through the active participation of teachers. Useful in-service programmes can be of great help in improving classroom transaction. In the previous academic year, a good number of teachers across the country has undergone in-service training but efforts made are not reflected in the learners’ attainment which is still a major area of concern. Without delay we should seriously identify training needs so that training commensurate with the need can be arranged. Lastly, we should initiate the process of filling-up of vacant positions of teachers. The recruitment process, which was undertaken in the recent past, suggests that many of the new teachers recruited are para-teachers. This is also evident from the growing number of such teachers engaged in imparting elementary education across the country. Quite a good number of schools are left to para-teachers to manage the school affairs. Studies should be conducted on the functioning of all such schools and also the quality of learner’s attainment in these schools for which the DISE data can be a rich source of information. 189
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Teacher Related Indicators & EDI - DISE

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