School Mergers in Andhra Pradesh – Impact on Access, Equity & Rural Education

Source: The Hindu

Relevance: GS Paper II – Education, Governance; GS Paper I – Social Issues; Essay

Key Concepts for Prelims and Mains:

For Prelims:

UDISE+ (Unified District Information System for Education)
NEP 2020 – School restructuring model
RTE Act, 2009 – Neighbourhood school norms (1 km for Classes 1–5)
Amma Vodi / Thalliki Vandanam (AP welfare scheme)
Model Primary School – AP Government’s classification

For Mains:

School mergers & rationalisation: impact on access and equity
Public vs Private education trends
NEP-linked school restructuring
Role of welfare schemes in school choice
Challenges in rural schooling & teacher deployment

Why in News?

Recent school restructuring and mergers in Andhra Pradesh (AP) have disrupted schooling for rural children, with some missing up to six months of classes.
The issue came to light after several villages protested the long-distance shifting of Classes 3–5 students to “model schools”.
Unified District Information System for Education (UDISE) data shows a 4% decline in government schools (2014–2024) and a 7% rise in private schools in the same period.

Background

AP has undergone multiple rounds of restructuring under both YSRCP (2019–2024) and the present NDA–TDP government.
Shifts were done under the NEP 2020 framework, reducing standalone primary schools.
This resulted in many rural schools becoming only Class 1–2 institutions, forcing children to walk 2–3 km for Classes 3–5—violating RTE neighbourhood norms (1 km).

What Led to School Mergers in AP?

YSRCP (Previous Govt)

Adopted School Rationalisation Policy (2023).
Primary schools: Only Classes 1–2.
Classes 3–5 merged with nearby high schools.

NDA–TDP (Current Govt)

Reversed earlier structure but still followed an NEP-aligned merger model.
Created Model Primary Schools (one per panchayat) to house Classes 3–5.
Other schools downgraded to Classes 1–2.

Impact on Students & Communities

a) Long-distance travel for young children

Example: Bangaramma Kandriga village – students asked to walk 2.5 km, violating RTE norms.

b) Months of lost schooling

Many children did not attend school for nearly 6 months due to distance and unsafe paths.

c) Temporary & informal teaching arrangements

One teacher unofficially deputed back, but students still marked absent in official rolls.

d) Emotional impact

Children like Durga (Kakinada) now sit alone in near-empty classrooms due to low enrollment.

Data Insights (UDISE)

Government schools in AP decreased by 4% (2014–24)
Private schools increased by 7% (2014–24)
Many schools dropped from 60+ students to 2–10 students’ post-merger.

Issues with Model Primary Schools

Many do not meet promised standards:
- Only 1 usable classroom
- Only 3 teachers instead of 5
- Only 1 washroom for boys and girls together
- Inadequate infrastructure

Private School Migration & Welfare Schemes

Amma Vodi (YSRCP) and Thalliki Vandanam (TDP) give mothers ₹13,000/year per child for schooling.
Private schools collect this amount directly from parents and offer:
- Transport
- Admission facilitation
Many families shift to private schools due to convenience + perceived better quality.

Key Challenges

Violation of RTE norms (1 km limit for primary classes)
Sharp fall in government school enrollment
Teacher shortages
Poor infrastructure in model schools
Compulsory mergers without community consultation
Dependence on welfare schemes pushing families to private schools
Risk of closure of century-old schools

Way Forward

Strengthen neighbourhood schools up to Class 5 in rural areas.
Conduct social impact assessment before mergers.
Improve transport infrastructure for distant schools.
Ensure adequate teacher deployment (1 per class).
Upgrade model school infrastructure.
Prevent misuse of welfare schemes for private admissions.
Allow flexibility to reopen merged schools where enrollment exists.

Conclusion

School mergers in Andhra Pradesh highlight the tension between NEP-driven rationalisation and ground realities of rural education.
Without adequate infrastructure, teacher supply, and community engagement, restructuring risks disrupting schooling, accelerating private migration, and weakening public education.
A child-centric, RTE-compliant approach is critical to protect access, equity and continuity in rural schooling.

CARE MCQ

Q. Under the Right to Education (RTE) Act, what is the maximum permissible walking distance for a child in Classes 1–5 to attend a neighbourhood school?

(a) 500 metres
(b) 1 kilometre
(c) 2 kilometres
(d) 3 kilometres

Answer: (b) 1 kilometre

Explanation:

The RTE Act, 2009 mandates that primary students (Classes 1–5) must have access to a neighbourhood school within 1 km. The AP school mergers violated this norm by requiring children to walk 2–2.5 km.