It is ironic that while Punjab has topped national education surveys, there is an overwhelming teacher shortage in the government school sector. Why do we hear of teachers protesting for jobs and see qualified candidates lining up for interviews, yet still find thousands of vacancies unfilled? I began taking an interest in Punjab’s education system after witnessing the effects that an insufficient teacher to student ratio has on students. It was a primary school, children of all ages sat at desks, flipping through books without anyone to guide them. One specific school I visited within Sultanpur Lodhi, Punjab had more than 200 students, aged from 5 to 12, with only one teacher. While the school had all the necessary amenities, the most important one was missing: qualified teachers.
Motivated to understand the full scope of this challenge, I decided to delve deeper into the state of education in Sultanpur Lodhi through research and data collection. My research revealed that 6 in 10 students lacked understanding of fundamentals in mathematics, English, and Punjabi. To collect this data, I approached schools in different villages and conducted standardized tests which contained key concepts in each subject. Students were separated by age group and given tests suited to their age groups. This was moderated by me. Moreover, a random survey of 110 parents highlighted that 90% of them believed that their children` had trouble understanding the curriculum. The data was alarming, but it also highlighted the need for immediate action.
To address this, I began reaching out to retired teachers, principals, and local leaders to discuss potential solutions. Together, we interviewed candidates, evaluated resumes, and observed demonstration classes. These efforts, though challenging, soon began to yield results, demonstrating the impact of even modest interventions. In 2022, we appointed our first teacher to a government primary school in Dandupur.
Now, after almost two years, we have appointed 25 qualified teachers who work alongside the teachers employed by the government in primary schools, spanning 22 villages in Sultanpur Lodhi. 2408 students were enrolled in these village schools in the 2023 academic year. Almost all the children come from lower socio-economic backgrounds.
Comparing data for enrolment growth collected from the 2021 and 2022 school years prior to the Rattan Foundation appointing a teacher showed a meagre increase of 4%.
Data collected for 2023 shows a steady increase of 8%. This year (2024) enrolment has increased to 10% with the appointment of new teachers. These figures were compared with a ‘controlled group’ of schools. Those schools had an increase of only 4% consistent with past trends.
Parents have started having more faith in the government schools with additional teachers appointed by The Rattan Foundation. With the cooperation and support of the existing teacher(s), we were able to divide children into appropriate classes according to age, contrary to the original model of teaching children from all ages in the same classroom.
As many as 40 families who were having difficulty bearing the brunt of expensive private schools have now opted to move their children to their local government school. Now, with sufficient teachers, the attendance in schools has also increased by 75%. In addition to this, we found a 35.5% increase in both literacy and numeracy upon conducting another assessment 3 months after a teacher’s appointment.
The personalized attention received by the students has had a significant impact on their grades, prompting 82% of parents to agree that after the appointment of The Rattan Foundation teachers, their children have started to excel at school. Through these efforts, we’ve not only improved enrollment and literacy rates but also restored hope in the potential of government schools.
Watching students, who once sat in silence with no guidance, now engage actively in their lessons with a newfound confidence has been deeply fulfilling. Seeing parents regain faith in government schools and knowing we’ve made education more accessible for families struggling financially has reinforced the belief that even small actions can have far reaching implications. While there’s still much to be done, these results inspire me to keep pushing for every child’s right to a quality education—a right that shouldn’t depend on where they are born or their family’s income. When a community comes together with a shared purpose, real transformation is possible.
By: Lehnaaz Rana ( The Rattan Foundation )
Lehnaazrana@gmail.com
