A Crumbling Education System

— Lalit Garg—

In India today, thousands of governments and private schoolchildren are learning all subjects from a single teacher. According to the official data of the Ministry of Education for 2024–25, there are 1,04,125 schools across the country where only one teacher is responsible for teaching all classes and all subjects. This figure not only exposes the failure of our educational system but also presents an alarming and painful reality. It raises a grave question about the direction of our nation’s educational progress. Swami Vivekananda once said, “Education is the manifestation of the perfection already in man. It is the very soul of a nation.” Today, his words echo like a lament across India, for when the soul of education is wounded, the body of the nation cannot remain healthy.

The education Ministry’s recent data reveals that nearly 3.4 million students are studying in these single-teacher schools. Andhra Pradesh tops the list, followed by Uttar Pradesh, Jharkhand, Maharashtra, Karnataka, and Lakshadweep. India’s education budget is already meagre, and the inefficient utilization of those limited funds has turned into a form of corruption. There is no doubt that the decline in the standard of primary and secondary education is rooted in the neglect and apathy of policymakers. What kind of education are we giving to our children? How can we hope for a better future for them when a single teacher is expected to be an expert in science, mathematics, language, social studies, and English—all at once? Should that teacher spend time marking attendance, doing administrative work, or actually teaching?

The reality of single-teacher schools exposes the hollowness of our so-called “developing India.” Even though the number of such schools has decreased by about 6 percent compared to last year, the sheer scale of the problem reflects a deep national tragedy. Imagine a teacher who has to manage administrative tasks, supervise the mid-day meal program, and simultaneously teach multiple classes. Can such a person truly remain a teacher—or does he become a burdened laborer under an unjust system? What kind of education can children receive from someone overwhelmed by fatigue, neglect, and lack of resources? This crisis is not limited to rural India. Even in urban and semi-urban areas, hundreds of schools lack subject specialists, laboratories, and basic teaching materials. The National Education Policy 2020 talks about holistic and inclusive education, but when the foundation itself is weak, policies remain mere documents—vision without implementation. We dream of a Developed India by 2047, but can a nation that still depends on single-teacher schools move in that direction? It is ironic that India, the country with the world’s largest youth population, fails to provide proper education to its children. Government spending on education is only 2.9% of GDP, compared to 5–6% in developed nations.

When education itself is not treated as an investment, how can development ever be sustained? The problem is not only about teacher numbers but also about recruitment, training, and resources. Teacher appointments remain pending for years; transfer policies are chaotic; and those already employed rarely receive training in modern pedagogy, digital education, or value-based teaching. This becomes even more paradoxical when we keep chanting slogans like “New India,” “Developed India,” and “Vishwaguru Bharat.” Education must be recognized as a national priority—equal to defence and healthcare. Recruitment must be transparent and time-bound. Remote schools should be adequately staffed. Digital technology should be leveraged to bridge learning gaps. And most importantly, teachers must be respected not as employees but as nation-builders. Mahatma Gandhi once said, “If India is to attain true greatness, education must become human again.” Today, education has been reduced to a system of exams and employment, whereas its true purpose is character-building and awakening of consciousness.

If 3.4 million children depend on a single teacher, this is not merely an administrative failure—it is proof of our collective moral insensitivity. India will become truly developed only when every child not just attends school, but also becomes truly educated. Otherwise, the anguish of the lone teacher will become the silent tragedy of India’s future. Teachers are like lamps—they burn themselves to bring light to others. But when the lamp stands alone, darkness becomes inevitable. The time has come to dispel that darkness, to renew our national resolve, and to remember that education is the foundation of the nation, and teachers are its architects.

One must pause to think—how can a single teacher teach every class in a school? What kind of learning can those students possibly achieve? True education aims at holistic development—not only intellectual but also physical, cultural, and emotional growth. But when there aren’t enough teachers, even basic classroom learning becomes a distant dream.

Education is not limited to textbooks; children need sports, cultural activities, yoga, and creative engagement to grow into complete human beings. Without teachers, these vital dimensions of education simply vanish. In truth, we are laying the foundation of a sick future, and on such weak foundations, no nation can stand strong. This neglect of education reflects the insensitivity of those in power. The corruption in teacher recruitment across states exposes the toxic culture prevailing in the education departments. How ironic it is that despite having a large pool of trained teachers, schools remain understaffed. One reason is that many teachers avoid postings in remote or hilly regions. Even when appointed, they quickly manage to get transferred to urban schools—often with political interference or bribery. Thus, city schools end up overstaffed, while rural schools are abandoned.

What a tragic irony—that while millions of unemployed youths stand in long queues looking for jobs, hundreds of thousands of teaching positions remain vacant. It is estimated that there are around 850,000 unfilled posts in primary and secondary schools. Our leaders proudly claim that India is the youngest nation in the world, but one must ask—what have they done for this frustrated, undereducated generation? Recruitment drives are rare, vacancies remain unfilled, and the dreams of our youth are left to rot. For a nation poised to become the world’s third-largest economy, such tragic and shameful realities should shake the conscience of every policymaker and political leader. By