Lucknow: The pilot project for online attendance tracking of teachers in state-run schools has failed to meet expectations. The initiative, launched by the education department, aimed to monitor real-time attendance of teachers, students, mid-day meal distribution, and other activities using technology. However, data collected by the department reveals that only 6% of the 25,000 schools across seven districts involved in the pilot project utilized the digital platform.
Out of the 80,000 teachers included in the program, a mere 1.5% were able to effectively update school records on the designated Prerna portal. The project was implemented in Lucknow, Hardoi, Lakhimpur Kheri, Rae Bareli, Sitapur, Unnao, and Shravasti. Unfortunately, the venture recorded less than 6% online attendance for both teachers and students using geo-fenced tablets, which were supposed to ensure that attendance is marked from within the school premises.
The digital transformation aimed to streamline administrative tasks, reduce the burden on teachers, and provide real-time and transparent information, allowing educators to focus more on academic work and improve governance. However, the disappointing results have led to a call for explanation by Director General of School Education (DGSE), Vijay Kiran Anand.
DGSE Anand has asked the Basic Education Officers (BSAs) to clarify their role in the failed implementation of the digital registers and whether there was clear communication regarding the project. Furthermore, he has requested clarification on whether teachers were encouraged to embrace the online mechanism or if their lack of interest in technology contributed to the poor outcome.
Analysis of the data reveals that no teachers in Lakhimpur Kheri and Rae Bareli utilized tablets for online updates. Similarly, only 1% of teachers in Lucknow, Hardoi, and Shravasti embraced the technology. The highest percentage was recorded in Sitapur, with a meager 4% of teachers opting for the online platform.
The pilot project’s underwhelming performance highlights the challenges involved in integrating technology into the education system and emphasizes the importance of effective communication and training for teachers. The education department will need to reassess its approach and develop strategies to motivate educators to adapt to the digital registers successfully.
As the department seeks answers and solutions, it is evident that more efforts and resources are required to foster a tech-savvy environment in schools. With proper guidance and support, teachers can harness the potential of technology to enhance administrative efficiency and elevate the quality of education in state-run schools.
