A powerful protest by the Karnataka Pranta Raitha Sangha (KPRS) has underscored a growing crisis in the state’s public education system. At a gathering before the Office of the Commissioner for Public Instruction in Kalaburagi, the union submitted a memorandum calling on the state government to urgently fill vacant teaching posts, warning that the shortage is harming children's right to quality education. KPRS highlighted that, despite having 45,431 sanctioned teacher posts in government primary schools, a staggering 14,139 remain vacant. In government high schools, 3,495 posts out of 11,680 sanctioned positions also remain unfilled — a deficit raising serious concerns about educational equity, especially in rural and agriculturally dependent regions.
Deep Vacancies Threaten Rural School Education in Karnataka
The union protest was led by district president Sharanabasappa Mamashetty, who warned that the education system in the Kalyana Karnataka region is “collapsing.” He stressed that the persistent staff shortages are depriving children of farmers, labourers and daily-wage workers of proper schooling. In many rural schools, a single teacher is being forced to manage two or three classes, which severely compromises teaching quality and attention. Many government schools now function with skeleton staff or rely heavily on temporary or guest teachers. Critics argue this undermines the constitutional guarantee to free and quality education under Article 21-A, perpetuating educational inequity between urban and rural areas.
Union’s Demand: Permanent Recruitment, Infrastructure & CBSE-Model Education
In its memorandum addressed to the state’s Education Minister Madhu Bangarappa, the union has laid out a comprehensive set of demands:
- Immediate filling of all vacant teaching posts in primary and high schools across Karnataka.
- Implementation of dual-medium (Kannada + English) CBSE-style education from LKG to Class 5 in all 41,905 government primary schools.
- Establishment of at least one residential CBSE-model school in every Gram Panchayat, offering education up to Class 12 — modelled after residential school systems such as Navodaya Vidyalayas.
- Strengthening infrastructure, ensuring consistent allocation of qualified staff, and safeguarding retention of government schools against growing private-school dominance.
Government’s Recent Efforts and Remaining Gaps
The state government has acknowledged the teacher shortage problem. Earlier this year, the Education Minister announced a recruitment drive aiming to fill 25,000 vacant teacher posts. Additionally, temporary solutions have been implemented: the government has appointed 51,000 guest teachers for the academic year 2025–26 to bridge the gap until permanent hires are completed. Yet, education activists argue that guest teachers — though helpful in the short term — cannot replace the stability, accountability and quality assurance associated with permanent staff.
What This Means for Students in Rural Karnataka?
- Diluted Learning Quality: With multiple classes per teacher and heavy reliance on guest staff, students often receive minimal individual attention and inconsistent teaching schedules.
- Growing Inequality: Schools in rural or economically weak districts — largely attended by children from farming or labour families — suffer the most, deepening the divide between public and private education.
- Erosion of Public School Trust: Persistent vacancies and poor infrastructure push parents to shift children to private institutions, increasing financial burden and weakening public-school systems.
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