Deserted desks and silent halls in Arunachal’s Government Schools

The recent decision by the Arunachal Pradesh government to shut down 386 government run schools with zero student enrolment has prompted a timely reflection on the state’s public education system. While officials have described the move as part of broader rationalisation efforts under the National Education Policy (NEP) 2020, it also points to deeper structural challenges and a gradual shift in public preference away from government schools.

This is the second round of school closures in the state. A similar move happened back in 2024 when 600 schools were either shut down or merged. Arunachal Pradesh has over 2,800 government schools across the state, so these developments do raise important questions: Just why have so many schools now become non-functional? What systemic shortcomings cause this situation? How can we restore our public school programs? Most importantly, how further erosion should be prevented?

Ghost Schools and Ground Realities

“Zero enrolment” sounds clinical but perhaps it may mask a larger story of systemic breakdown. Many of the schools within remote districts for example Kurung Kumey, Anjaw, Upper Subansiri, also parts of Tawang have remained non-functional through the years. This is on account of long-standing issues such as teacher absenteeism and a lack of basic amenities, as well as declining student numbers.

Despite being officially posted to rural and border areas, many teachers do not stay in their assigned schools. Instead, they stay in district headquarters or in Itanagar, often facilitated by administrative leniency or informal networks. At times, headmasters along with subject teachers remain absent for extended periods, handing over charge to a locally residing teacher while staying away from the school for months. Regular inspections are rare, and accountability mechanisms are weak.

While absenteeism remains a concern in some areas, it is equally important to acknowledge the many teachers who continue to serve with remarkable commitment, often under difficult conditions. In remote and rural schools, where challenges are many, these educators go above and beyond using their own resources to buy teaching materials or make small repairs, all to ensure that learning continues. These efforts reflect a larger story, one of shared responsibility and quiet determination.

One of the key reasons for low to zero enrolment in several government schools is the sparse population in rural areas. These already scattered settlements are further thinned by out-migration, as families move to towns and cities in search of better opportunities. While communities generally value education, there is a growing need to strengthen local awareness and dialogue around sustaining schools, especially in areas facing demographic decline.

Policy Gaps and Planning Mismatches

A major structural challenge relates to how schools were initially established in the state. While policies such as the Sarva Shiksha Abhiyan (SSA) under the Right to Education (RTE) Act were introduced with the aim of ensuring equitable access, their implementation often followed a uniform approach. SSA guidelines recommend setting up primary schools within one kilometre and upper primary schools within three kilometres of every child’s home. However, in practice, these guidelines were sometimes applied without fully accounting for local demographic and geographic factors. Although the Sarva Shiksha Abhiyan has brought positive results in many parts of India with higher population densities, its implementation in Arunachal Pradesh has presented distinct challenges.

In a state like Arunachal, characterised by widely scattered villages and low population density, this approach led to the creation of numerous schools with extremely low enrolment, sometimes as few as 5 to 8 students, far below the RTE’s recommended minimum of 15. Compounding the issue, there have been instances where few locals misused these provisions by lobbying for schools in areas with insufficient student population, often driven by personal interests, particularly where the inflow of funds for infrastructure created perceived economic benefits. The result has been an overstretched system that lacks the resources to maintain infrastructure, deploy teachers efficiently, or monitor outcomes effectively.

The growth of underutilised schools has also constrained the government’s ability to invest meaningfully in school infrastructure. In many cases, even when funds are sanctioned, the benefits do not fully reach the intended schools. According to a teacher in a government school, who do not wished to be named, the disbursement process is often marred by bureaucratic delays, fund diversions, and use of substandard construction materials. As a result, newly built or renovated schools are sometimes structurally weak or poorly equipped.

Rise of Private Schools and the Socioeconomic Divide

The mushrooming of private schools across the state has given tough competition to government institutions. Even in smaller towns, they offer better infrastructure, English-medium instruction, and a more structured academic environment. For government employees and the emerging middle class, private schools have become the preferred choice, further widening the gap between those who can afford quality education and those who cannot.

This divide is deepening educational inequality. Government schools are now predominantly attended by children from low-income families, whose parents cannot afford private tuition, uniforms, or transport. The withdrawal of public confidence from government schools has also reduced the political and social pressure to reform them, leading to a dangerous cycle of neglect and decline.

Government Initiatives Towards Holistic and Quality Education

Recognising the urgent need to strengthen public education, the government has initiated a series of reforms aimed at improving both access and quality. A major focus has been placed on strengthening elementary education, seen as the foundation for long-term learning outcomes. Rather than expanding indiscriminately, the emphasis is now on quality over quantity, ensuring that every school delivers meaningful education.

In line with this vision, schools with zero or negligible enrolment are being reviewed. “Such schools would be closed down and merged to develop well-equipped residential schools,” said an official from the education department. This consolidation aims to optimise resources while creating a more vibrant and functional learning environment.

Infrastructure development is being carried out in a phased manner, with several schools already identified for upgrades. Construction of new school buildings is underway, and the next phase will focus on building residential hostels for both boys and girls. The creation of ‘smart schools’ equipped with digital tools and modern amenities also signals a commitment to bringing government education on par with private institutions. “Our goal is to elevate the standard of government schools to a level where every parent feels proud and eager to send their children. The vision is clear – to make government schools the first choice for all children, irrespective of their socio-economic background,” said Chief Minister Pema Khandu.

Under the government’s flagship Mission Shikshit Arunachal 2029, development projects worth ₹750 crore have been approved for execution in the 2025-26 financial year. Implemented by the Rural Works Department (RWD), these projects aim to upgrade and expand educational infrastructure across the state, marking a significant step toward strengthening public education.

What Can Be Done?

The recent government push through initiatives like Mission Shikshit Arunachal 2029 signals a strong commitment to transforming public education. To build on this momentum, the next steps must focus on ensuring that reforms are both inclusive and sustainable.

Strengthening teacher accountability remains key. As new infrastructure is developed, parallel efforts must be made to support teachers not just through monitoring systems like geo-tagged attendance, but also by addressing the everyday realities of working in remote areas. Providing better accommodation, transport support, and regular in-service training can go a long way in motivating and retaining committed educators. Also, to address imbalances, teacher postings and transfers should be streamlined, as some urban schools are overstaffed while many rural and remote schools face acute shortages of qualified educators.

Schools identified for consolidation or closure due to low enrolment should be seen as part of a broader optimisation strategy. The resources saved must be channelled into upgrading existing schools into well-functioning institutions with all basic amenities like safe classrooms, clean water, gender-sensitive toilets, electricity, libraries, and interactive learning tools. Such improvements can enhance both learning outcomes and parental trust in government schooling.

For remote areas with very small populations, alternative schooling models must be developed thoughtfully. Mobile education units, seasonal schools, or cluster-based schools with hostel facilities may offer more practical solutions than maintaining multiple underutilised institutions. Although digital or satellite classrooms are often proposed, such models remain largely unfeasible in Arunachal due to poor internet connectivity and fragile infrastructure.

Above all, there must be a renewed commitment from the authorities in strengthening public education. Public apathy stems from the belief that government schools are beyond repair. Reversing this perception will require not just funding, but visible reforms, consistent governance, and honest dialogue with educators and communities.

The closure of schools serves as an important reminder of the need for continuous reflection and course correction in the education sector. It highlights underlying challenges related to implementation, equity, and long-term planning. While Arunachal Pradesh has made commendable strides in raising its literacy rate to 84.2%, sustaining and building on this progress will require inclusive and adaptive approaches that ensure every child has access to quality education. With a continued focus on innovation, collaboration, and systemic strengthening, the state can turn present challenges into meaningful and lasting progress.