Maharashtra’s government-run Ashram schools are facing critical failures. An investigation revealed empty classrooms, severe teacher shortages, and poor facilities. Some schools also demanded pregnancy test reports from girl students rejoining after holidays. Advocate Ashok Agarwal, an education rights activist, documented these findings from November 2 to 7 . He visited 16 tribal residential schools in Thane, Palghar, and Nashik districts.
Agarwal, a Delhi-based education rights activist, recently submitted his interim report to Leena Bansod, Commissioner Tribal Development, Nashik. His assessment covered 16 government-run residential schools, including Kasturbha Gandhi, PM Shri, Eklavya, and Zilha Parishad schools. He stated these conditions violate the Right to Education (RTE) Act, 2009. This Act guarantees free and compulsory education of satisfactory quality to all children.
Empty Classrooms Persist
Many schools remained empty days after reopening. At Government Ashram School, Dahagon, Thane, not a single student attended till 11:30 am. Government Secondary Ashram School, Pimpalgaon, was still empty five days after reopening. Agarwal found this situation “more or less the same” in all tribal schools visited.
He doubted teaching staff were making efforts to bring students back, despite their claims. This widespread absence requires immediate, targeted intervention and regular inspections.
“Illogical” Pregnancy Test Demand
Girl students faced a “discriminating and demeaning” demand. They were reportedly asked to provide pregnancy test reports and medical fitness certificates before rejoining school after holidays. Agarwal called this demand “illogical, irrational, arbitrary, unfair, undesirable, and unwanted.”
This practice causes significant stress for both students and their parents, directly affecting attendance. It represents a major setback in student retention in these schools. Agarwal urged the Maharashtra government to issue immediate guidelines prohibiting such invasive practices. This action would protect student rights and dignity.
Teacher Shortages and Overcrowding
Many schools reported a severe shortage of rooms and qualified teachers. This forced the combination of two classes and two divisions into a single room. Such overcrowding leads to suffocation and creates an environment “non-conducive to learning,” Agarwal observed.
Science streams in several schools lacked subject experts for physics, biology, and chemistry from the academic session’s beginning. For example, Class 11 students at Govt Secondary and Higher Secondary Ashram School, Vinwal, Palghar, had no physics or biology teachers. Class 9 students at the same school lacked a mathematics teacher.
Similarly, Class 11 students at Govt Secondary and Higher Secondary Ashram School, Sakhrey, Palghar, had no teachers for any of the three science subjects. Class 9 students there also lacked a Hindi teacher. Agarwal stressed the need for immediate teacher postings to mitigate negative impacts on student learning.
Lack of Basic Facilities
Beyond staffing, many schools lacked essential basic facilities. Students often found no desks, fans, clean toilets, or adequate drinking water. In several schools, students were forced to sleep on the floors, frequently without mattresses or with only torn mats. These conditions compromise student health, dignity, and rights.
Underserved Students and Grievances
The report highlighted a concerning absence of physically disabled children enrolled in these schools. Agarwal urged investigation into potential admission denials or lack of parent awareness. He called for robust outreach and support for admissions of physically disabled children.
Furthermore, complaint boxes placed in schools were consistently found empty. School authorities reported receiving no complaints over several years. Agarwal emphasized encouraging students to document grievances and use the complaint box.