The Rattan Foundation : Bridging the Teacher Gap in Rural Punjab
By Lehnaaz Rana
Despite Punjab’s high ranking in national education surveys, a severe teacher shortage plagues its government schools. This paradox—teachers protesting for jobs alongside thousands of unfilled vacancies—prompted me to investigate the impact of insufficient teacher-student ratios. Visiting a primary school in Sultanpur Lodhi, I witnessed over 200 students (ages 5-12) being overseen by a single teacher. While the school had adequate facilities, the crucial element of qualified teachers was missing.
Research and data collection in Sultanpur Lodhi revealed that 60% of students lacked fundamental skills in mathematics, English, and Punjabi. Standardized tests, administered to students across different age groups in various villages, confirmed this. A parent survey (110 respondents) further indicated that 90% believed their children struggled with the curriculum. These findings underscored the urgent need for intervention.
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To address this, I collaborated with retired teachers, principals, and local leaders to find solutions. We conducted interviews, reviewed resumes, and observed demonstration classes. These efforts, though challenging, yielded positive results. In 2022, the Rattan Foundation placed its first teacher in a government primary school in Dandupur.
In nearly two years, the foundation has placed 25 qualified teachers in primary schools across 22 villages in Sultanpur Lodhi, impacting 2,408 students (2023 academic year), almost all from low-income families.
Enrollment data from 2021 and 2022 (before the foundation’s intervention) showed a mere 4% increase. In 2023, enrollment grew by 8%, and in 2024, with additional teacher placements, it rose to 10%. Compared to a control group of schools that maintained a consistent 4% growth, the foundation’s impact is evident.
The presence of additional teachers has increased parental confidence in government schools. With the collaboration of existing teachers, students have been appropriately divided into age-based classes, replacing the previous mixed-age classroom model. Forty families have even transferred their children from expensive private schools to local government schools. School attendance has also risen by 75%. Furthermore, assessments conducted three months after teacher placement revealed a 35.5% improvement in both literacy and numeracy.
The personalized attention provided by the foundation’s teachers has positively affected student performance, with 82% of parents reporting improved academic results. These efforts have not only boosted enrollment and literacy rates but also renewed faith in the potential of government schools.
Witnessing students transition from silent, unguided learners to confident, engaged participants has been deeply rewarding. Restoring parental trust in government schools and increasing educational access for financially struggling families has demonstrated the significant impact of even small actions. While much work remains, these outcomes inspire continued advocacy for every child’s right to quality education, regardless of their background. Community collaboration can bring about real and lasting change.
