India has one of the largest networks of schools in the world. During the last five decades the system has grown manifold in size both in terms of institutions and enrolment. Some say, that the nature of Indian education system shifted from an elite system to a system of mass education. For instance, the number of primary schools was around 200,000 in 1950, which is at present more than 650,000. If one were to take into consideration the number of alternate schools that have sprung up in recent years, and include the upper primary and secondary schools, the network consists of more than a million schools.
The changing pace of technology development like ICT and knowledge revolution has made the job of the teacher more demanding. They are required and should be encouraged to assume the new roles and responsibilities for ICT to improve the quality of education and access to education by learners in an informal and non-formal education setting.
The system demands new knowledge and skills from the teacher and head teachers. It also demands greater capability at the school level to respond to the emerging diversity in the student population and among those entering the teaching profession. In effect, changes in the characteristics of the system have made the role of the school teacher even more critical than what it was earlier.
Has the State, which is the main provider of education in the country, responded to the changed reality? Has the teacher become more empowered? Have adequate efforts been made to equip the teacher to face the emerging challenges? What is the current reality with respect to status, roles and functions of the teacher and the head teachers in India? And how can we come out from this challenge?
These are few issues which need attention especially now when the country is moving towards becoming a knowledge centre and quality education has become determinate in such process.