New Delhi: Teacher’s working conditions in the northeast and “aspirational districts” are bad and there are differences in rural-urban marked in terms of basic facilities and information and communication technology infrastructure (ICT), according to UNESCO reports.
The report, titled ‘2021 State of the Education Report for India: No Teacher, No Class’, also states that while the availability of teachers has increased, the ratio of students is still detrimental to high school.
Safe! You have succeeded in throwing your votelogin to see the results of teaching work having a deficit of more than 1 million teachers at the strength of the current student and the need tends to grow, given the lack of teachers in a certain level of education, such as early childhood education, special education, physical education, music, Arts, and curricular stream of vocational education, the report said.
“In fifteen years, around 30 percent of the workforce today need to be replaced,” he said.
“There is a necessity spoken to improve the availability and deployment of qualified teachers in the northeastern countries of India.
In the case of basic facilities, the working conditions of teachers in northeast and poor aspirational districts.
Provision of school libraries is low, information and communication technology infrastructure (ICT ) Very low, and there are differences in rural-urban disparities.
“While the availability of teachers has improved, the ratio of teachers is harmed in high school.
In addition, there is no information about the availability of special education, music, art and physical education teachers.
Availability and dissemination of subjects as well, not well documented.
And monitored.
Almost all single teacher schools are in rural areas, “said the report.
The report, released by the UN Education, Scientific and Cultural Organization (UNESCO), has noted that the teaching profession has a “average status” in India, but is a career of choice for women and adolescents from rural areas in particular.
“Private school teachers and early childhood education teachers are very vulnerable groups, with many who work without low-salary contracts, without health or pregnant benefits,” he said.
Calling more “professional autonomy” for teachers, the report said, “Teacher’s high workload – contrary to public perceptions – although it is not visible, and the source of stress.
The value of the teacher is given professional autonomy, and ignores this is demotivated.”
“The voice of the teacher in the system in terms of policies and governance can be increased through professional teacher networks, and trade unions.
Most of the system of accountability tends to emphasize monitoring.
Professional standards need to be made part of a larger system and used in the context.
Professional development rather than accountability, “He added.
The report was prepared using data from the Integrated District Information System for Education (UDISE) also found that the Covid-19 pandemic had exposed vulnerability and insecurity for teachers.
“The overall gender profession is balanced, with women accounts for around 50 percent of teaching workers, but there are significant variations between states and urban areas,” he said.
“Special attention needs to be paid to rural areas, districts and high-scheduled tribal populations, and throughout East India India, where the teacher ratio to students needs to increase and rationalize.
This working condition is ‘difficult for staff’ regions also need to be improved .
More state support for desirable teacher education programs in this area, “Recommended Reports.