Child Rights Activist Urges Karnataka Education Department to Reconsider School Timing Order on Teacher Trainings

News Flash

03 July

Nagasimha G. Rao Calls for a Balanced Approach to Ensure Both Student Learning and Teacher Development Are Equally Prioritised

Bengaluru: In response to the recent circular by the Karnataka Education Department restricting teacher training during school hours, Nagasimha G. Rao, noted child rights activist from Bengaluru, has written to Principal Secretary Rashmi Mahesh, urging a more balanced and practical framework that supports both student learning and teacher professional development.

The circular in question, Ref: 1.7.25/KARC-2/1/48/2025, directs that teachers should not be deputed for any training programmes, workshops, or meetings during school hours to prevent disruption to student academics.

In his letter, Rao acknowledged the intent behind the order:

“The emphasis on uninterrupted learning is indeed a step in the right direction and reflects a student-centric approach.”
– Nagasimha G. Rao, Child Rights Activist

However, he cautioned that blanket implementation of the directive could undermine essential teacher development, which is critical for improving classroom outcomes. Rao emphasized that training teachers in contemporary topics such as Artificial Intelligence, POCSO, Child Rights, SDGs, and Climate Change is necessary to equip educators with updated skills and perspectives.

“Training in these areas not only enhances teachers’ capabilities but directly enriches classroom learning, benefiting students in the long run.”
– Rao added

He also expressed concern over the circular's discouragement of student participation in extracurricular civic engagement initiatives like the Children’s Gram Sabha and Children’s Rights Parliament, which cultivate vital life skills such as leadership, communication, and community involvement.

Rao emphasised the critical role of NGO collaborations with the Education Department, which have long supported teacher training, student engagement, and school-community programs.

“These collaborative efforts significantly reinforce inclusive education and deepen the connection between schools and their communities.”

In his letter, Rao proposed four key recommendations to strike a balance between classroom instruction and teacher training needs:

1. Flexible Training Schedules – Rotate teacher participation during school hours to avoid full staff absence.

2. Online Training Modules – Leverage digital platforms for self-paced teacher learning.

3. Weekend Workshops – Schedule some trainings over weekends to preserve weekday class time.

4. Substitute Teacher Arrangements – Appoint stand-in teachers to maintain continuity during teacher training.

Rao concluded by expressing his readiness — along with other civil society partners — to work with the department in evolving workable strategies that support the dual priorities of learning and teacher capacity-building.

“I sincerely urge you to revise the current order or adopt a balanced framework that accommodates both priorities effectively.”