TELANGANA: Decline in educational funding and raising concerns about the quality

Telangana's education budget for 2024-25 is set at ₹21,292 crore, reflecting an 11.51% increase from the previous year. However, this allocation constitutes only 8.6% of the total state expenditure, significantly lower than the national average of 14.7% for education

 The state's spending on education has declined over the years, dropping from 10.89% of the budget in 2014-15 to 6.57% in 2023-24.  Critics argue that despite recent increases, the overall investment remains inadequate compared to neighboring states like Andhra Pradesh, highlighting ongoing concerns about educational infrastructure and quality. States like Kerala and Tamil Nadu typically allocate even higher percentages, often exceeding 15% of their budgets for education.

This discrepancy highlights ongoing concerns regarding the adequacy of educational funding in Telangana compared to its neighbors.

Telangana's education budget has decreased over the years due to several factors:

1. Shifts in Priorities: The state government has prioritized other sectors, leading to reduced allocations for education. In 2014-15, education received 10.8% of the budget, which dropped to 8.6% by 2023-24
2. Economic Constraints: Despite being a relatively wealthy state, Telangana's overall expenditure on education has fallen as a proportion of total spending and Gross State Domestic Product (GSDP) due to stagnant revenue growth and increasing liabilities
3. Policy Decisions: Government policies have diverted funds from education to other initiatives, resulting in an estimated ₹30,000 crore being redirected away from educational investments over the years

These factors collectively contribute to the decline in educational funding, raising concerns about the quality and accessibility of education in the state.

Criticism of Telangana's education budget centers on several key issues:

1. Declining Allocations: The education budget has decreased as a percentage of total expenditure, falling from 11.2% in 2014-15 to 7.3% in 2022-23, indicating a lack of commitment to educational funding compared to other states like Andhra Pradesh
2. Lack of Consultation: The government has made significant educational decisions without consulting the Telangana Education Commission, undermining the commission's role and raising concerns about governance and accountability
3. Reliance on Privatization: Critics argue that inviting private firms to fund educational initiatives could compromise the quality and accessibility of education, prioritizing profit over equitable access
4. Inadequate Reforms: The commission's bureaucratic approach and limited timeframe for reform have led to skepticism about its ability to address systemic issues effectively, particularly regarding the integration of educational structures and quality improvement

The reliance on private funding in Telangana's education system has significant implications for equity:

1. Inaccessibility: Private schools often charge high fees, making quality education inaccessible to lower-income families, thus exacerbating socio-economic disparities 
2. Segregation: Increased privatization leads to a divide where wealthier students attend well-funded private institutions, while poorer students are left in under-resourced government schools, perpetuating inequality 
3. Influence on Policy: The involvement of private entities in funding educational reforms raises concerns about prioritizing profit over equitable access, potentially undermining the commitment to provide quality education for all 
4. Implementation of RTE: The lack of full implementation of the Right to Education Act further marginalizes economically weaker sections, as private schools struggle to balance social obligations with financial viability 

The decision to invite private firms to fund operations in Telangana's education sector may affect the commission's goals in several ways:

1. Profit Motive vs. Equity: Private funding can prioritize profit over equitable access to education, potentially leading to disparities in quality and availability of educational resources for underprivileged students.
2. Influence on Policy: The involvement of private entities may skew educational policies towards their interests, undermining the commission's goal of providing a balanced and inclusive educational framework.
3. Accountability Issues: Reliance on private funding can complicate accountability, as private firms may not adhere to the same transparency standards expected from public institutions, impacting trust in the education system.
4. Sustainability Concerns: Funding from private sources may be less stable than public funding, risking long-term sustainability of educational initiatives and programs aimed at improving access and quality.

Concerns regarding the two-year tenure of the Telangana Education Commission include:

1. Insufficient Time for Reform: Critics argue that two years is inadequate to implement meaningful educational reforms, given the complexity and depth of issues in the education system 
2. Influence of Private Funding: The commission's decision to invite private firms for funding raises fears that private interests may compromise its commitment to equitable education, potentially skewing priorities toward profit rather than public good 
3. Limited Academic Representation: The commission comprises only a few academic experts, which may hinder comprehensive discussions and diverse perspectives necessary for effective policy-making 
4. Bureaucratic Approach: The commission's structure and objectives are criticized for being overly bureaucratic, lacking the academic rigor needed to address educational challenges effectively.

The lack of consultation with the Telangana Education Commission on key education decisions is attributed to several factors:

1. Bureaucratic Decision-Making: Key decisions, such as reverting to the old SSC examination pattern, were made by senior officials and ministers without engaging the commission, reflecting a bureaucratic approach that sidelines academic input 
2. Limited Authority: The commission was established to reform education but has not been adequately empowered or consulted in significant policy changes, undermining its intended role 
3. Political Dynamics: The government's tendency to make unilateral decisions may stem from political motivations, prioritizing immediate outcomes over collaborative discussions with educational stakeholders 
4. Lack of Stakeholder Engagement: Decisions affecting the education sector have been made without involving various stakeholders, including teachers and academic experts, limiting comprehensive debate and consideration of diverse perspectives .

The lack of consultation with the Telangana Education Commission can significantly impact the overall quality of education in the state:

1. Inadequate Policy Development: Without expert input, policies may not address critical issues effectively, leading to suboptimal educational outcomes and perpetuating existing disparities in access and quality.
2. Misalignment with Needs: Decisions made without stakeholder engagement may fail to reflect the actual needs of students and educators, resulting in programs that do not enhance learning experiences or outcomes.
3. Decline in Public Trust: Bypassing the commission can erode trust among educators and parents, who may feel their concerns are ignored, potentially leading to decreased enrollment in public schools and further deterioration of the education system.
4. Stagnation of Reforms: The absence of collaborative dialogue may hinder innovative reforms necessary for improving educational standards, leaving the system stagnant and unable to adapt to changing demands and challenges in education.

The lack of consultation with the Telangana Education Commission may have several long-term effects on student performance and outcomes:

1. Quality of Education: Without expert input, educational policies may not effectively address the needs of students, leading to a decline in educational quality and student engagement over time.
2. Mental Health Impact: Poor decision-making can exacerbate stress and anxiety among students, negatively affecting their academic performance and overall well-being, which can have lasting consequences on their educational trajectories 
3. Retention Rates: Ineffective policies may lead to higher dropout rates, as students who feel unsupported are more likely to disengage from their education, impacting their future opportunities 
4. Skill Development: A lack of focus on essential skills due to ineffective curricula can hinder students' preparedness for higher education or the workforce, limiting their long-term success 

Overall, these factors can create a cycle of underachievement that affects not just individual students but also the broader educational landscape in Telangana.

The lack of consultation with the Telangana Education Commission can significantly affect teacher morale and retention in several ways:

1. Feeling Undervalued: Teachers may feel their expertise is disregarded, leading to decreased job satisfaction and a sense of neglect, which can drive them to leave the profession 
2. Poor School Culture: A lack of collaboration with leadership can create a negative school environment, resulting in low morale and increased turnover rates as teachers disengage from their roles 
3. Increased Stress and Burnout: Without input in decision-making, teachers may face unreasonable expectations and feel overworked, contributing to burnout and dissatisfaction 
4. Impact on Student Engagement: Low teacher morale can lead to a less dynamic classroom environment, negatively affecting student engagement and learning outcomes 

Overall, these factors can create a cycle of underperformance that affects both educators and students.

The potential long-term effects on student performance and outcomes due to a lack of consultation with the Telangana Education Commission include:

1. Decline in Academic Achievement: Students may experience lower academic performance as policies may not be tailored to address their needs, leading to disengagement and reduced motivation over time
2. Increased Mental Health Issues: Poor decision-making can exacerbate stress and anxiety among students, negatively impacting their focus and overall academic performance, which can have lasting effects on their educational journeys
3. Higher Dropout Rates: Ineffective educational policies may result in increased dropout rates, limiting students' future opportunities and career prospects
4. Skill Deficiencies: A lack of focus on essential skills due to inadequate curricula can hinder students' preparedness for higher education or the workforce, affecting their long-term success

Overall, these factors can create a cycle of underachievement that affects both individual students and the broader educational landscape.

The Telangana Education Commission's reliance on the National Achievement Survey (NAS) has impacted its credibility due to several factors:

1. Data Reliability Issues: Studies indicate that NAS data may be unreliable, often presenting inflated scores that do not accurately reflect student performance compared to other assessments like the Annual Status of Education Report (ASER) 
   . This discrepancy raises concerns about the validity of conclusions drawn from NAS results.
2. Lack of Correlation: NAS scores show little correlation with other measures of educational performance, suggesting that the data may not provide a true picture of learning outcomes across states 
   . This inconsistency can undermine confidence in the commission's findings and recommendations based on NAS data.
3. Standardization Challenges: The NAS faces difficulties in ensuring uniform assessment standards across diverse regions, which can affect the comparability and interpretation of results 
   . This variability can lead to skepticism regarding the effectiveness of policies informed by NAS data.
4. Political Influence: The potential for political motivations in interpreting or utilizing NAS data can further diminish its credibility, as stakeholders may question whether decisions are based on objective findings or political agendas 

These factors collectively contribute to doubts about the commission's reliance on NAS as a foundation for educational policy and reform in Telangana.