Addressing Challenges in Digital Data Management for Small and Single-Teacher Schools in India

Addressing Challenges in Digital Data Management for Small and Single-Teacher Schools in India (2024)

Introduction

India’s education sector has undergone a digital transformation with the implementation of national-level portals like UDISEPlus: the Unified District Information System for Education Plus, Student Database Management Information System (SDMIS), Pupil/Permanent Enrollment Number (PEN), and Aadhaar-Enabled Academic Records (APAAR). Several states have also developed their educational portals, such as Maharashtra’s Samagra, Madhya Pradesh’s Shiksha Portal, and similar platforms in Andhra Pradesh, Telangana, Haryana, West Bengal, and Chandigarh. These systems aim to streamline data collection, improve governance, and ensure real-time monitoring of educational metrics. State-specific portals are being used to upload state data on different national portals through API despite discouragement by the national-level authorities.

However, the digitalization drive has exposed deep-rooted challenges small and single-teacher schools face, particularly in remote and rural areas. These schools often lack adequate infrastructure, such as computers, internet connectivity, and uninterrupted electricity, making it difficult to upload data regularly. Furthermore, the administrative burden on teachers in these schools is compounded by additional responsibilities, such as managing mid-day meal programs and teaching multiple grades. This article examines such schools’ challenges, reviews relevant literature, and provides actionable recommendations to address these issues. In India, schools with around 25 students are termed small schools. In addition, there are about 100 thousand single-teacher schools.

Challenges Faced by Small and Single-Teacher Schools

  1. Inadequate Infrastructure
  • Digital Tools: Many schools lack access to computers, laptops, or even smartphones, essential for uploading data.
  • Electricity and Connectivity: Irregular electricity supply and unreliable internet connectivity further hinder the use of digital platforms, especially in remote areas.
  • Maintenance: Schools often do not have the resources or technical support to maintain digital devices, leading to frequent breakdowns and inefficiencies.
  1. Overburdened Teachers
  • Teachers in small and single-teacher schools manage multiple grades and perform administrative duties, leaving little time for data entry and portal management.
  • While beneficial, the Mid-Day Meal Scheme adds to these schools’ workload, diverting their attention from core teaching activities.
  1. Dependence on External Resources
  • Schools lacking infrastructure rely on cybercafes or Block Resource Centers (BRCs) to upload data. This arrangement increases costs, wastes valuable time, and is inconvenient for teachers.
  • The reliance on external facilities underscores the urgent need for in-house digital capabilities.
  1. Challenges with Real-Time Data Collection
  • Practical constraints often undermine the vision of real-time data collection. Due to logistical challenges, schools are forced to rely on retrospective data updates, such as the annual reference date of 30th September.
  1. Duplication of Efforts
  • State-specific portals often operate independently of national systems, requiring teachers to enter the same data multiple times across different platforms. This duplication adds to their administrative burden and creates inefficiencies.

Review of Literature

  1. Digital Divide: UNESCO’s report (2021) highlights the disparity in access to digital infrastructure between urban and rural schools, noting that rural schools are disproportionately affected by the lack of computers and the Internet.
  2. Teacher Workload: Mehta and Mehta (2019) underscore the increasing administrative burden on teachers in small and single-teacher schools due to overlapping responsibilities.
  3. Real-Time Data Gaps: Sharma (2020) identifies the challenges in achieving real-time data collection, emphasizing the dependency on retrospective data updates caused by infrastructural deficiencies.
  4. State-Specific Portals: Agarwal (2021) highlights how state-specific initiatives like Maharashtra’s Samagra and Madhya Pradesh’s Shiksha Portal aim to improve data management but inadvertently increase the workload due to redundant data entry.
  5. Dependence on External Resources: Kumar and Singh (2022) observe the growing reliance of rural schools on cybercafes and BRCs for data uploads, noting the additional financial and time burdens this places on schools.

Recommendations

  1. Strengthen Digital Infrastructure
    • Provide all schools, especially small and single-teacher institutions, computers or laptops, reliable internet connections, and solar-powered backup systems to address power outages.
    • Establish robust maintenance mechanisms to ensure the longevity of digital devices.
  2. Capacity Building for Teachers
    • Conduct regular training programs to enhance teachers’ digital literacy and proficiency in portals.
    • Develop user-friendly mobile applications that allow offline data entry, syncing with the portal when connectivity is available.
  3. Policy Integration
    • Integrate state-specific portals with UDISE+ to eliminate redundancy and streamline data entry processes.
    • Allow periodic data updates rather than frequent real-time requirements to reduce the burden on schools.
  4. Targeted Support for Small Schools
    • Prioritize small and single-teacher schools in funding and resource allocation to bridge the digital divide.
    • Appoint data entry assistants at the block level to support these schools.
  5. Local Collaboration
    • Partner with local government bodies, NGOs, and private sector CSR initiatives to provide digital tools and infrastructure.
    • Create shared digital hubs in remote areas for schools to access necessary facilities.

Concluding Observations

Integrating digital data management systems in India’s education sector is a commendable step towards transparency and efficiency. However, the challenges faced by small and single-teacher schools, particularly in rural and remote areas, must be addressed to ensure inclusivity and equity. By strengthening digital infrastructure, building teachers’ capacity, and streamlining policies, governments can empower these schools to participate actively in the digital transformation. Prioritizing small schools in resource allocation and fostering local collaborations will reduce their dependency on external resources like cybercafes and enhance the overall effectiveness of India’s education governance.

References

  1. Unified District Information System for Education Plus (UDISE+). Available at: https://udiseplus.gov.in
  2. Ministry of Education, Government of India. Samagra Shiksha Framework for Implementation. Available at: https://samagra.education.gov.in
  3. Maharashtra Samagra Portal. Available at: https://samagra.maharashtra.gov.in
  4. Madhya Pradesh Shiksha Portal. Available at: http://educationportal.mp.gov.in
  5. UNESCO. (2021). Digital Learning and Education Systems in Rural Schools. Available at: https://www.unesco.org
  6. Mehta, S., & Mehta, P. (2019). Administrative Burden on Teachers in Small and Single-Teacher Schools. Journal of Education and Development Studies, 4(3).
  7. Sharma, R. (2020). Challenges in Implementing Real-Time Educational Data Systems in India. International Journal of Educational Technology, 5(2).
  8. Agarwal, R. (2021). Case Studies on State-Specific Education Portals in India. Indian Education Review, 15(1).
  9. Kumar, V., & Singh, A. (2022). Dependence on External Resources for Data Management in Rural Schools. Education Policy Analysis Archives, 30(12).

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