In a revealing development, the Maharashtra School Education Department’s newly released academic calendar for the 2025–26 session has inadvertently spotlighted a long-standing issue: the overwhelming burden of non-academic duties on school teachers. While the calendar was intended to streamline educational planning and improve administrative efficiency, it has instead reignited debate over the role of teachers in India’s public education system.
The calendar, which outlines month-wise and week-wise activities for primary, secondary, and higher secondary schools, includes not only academic responsibilities like teaching, assessments, and curriculum development, but also a wide array of non-academic tasks. These include administrative reporting, participation in government surveys, Aadhaar verification, bank account management for students, and involvement in various social campaigns.
Teacher associations across the state have responded with concern, arguing that the calendar confirms what educators have long experienced: a significant portion of their time is consumed by duties unrelated to teaching. According to Mahendra Ganpule, spokesperson for the Maharashtra School Principals’ Association, “At times, 50 to 60 percent of a school’s staff is occupied with non-academic duties. This is not sustainable, especially when we are expected to deliver quality education.”
What the Calendar Reveals
The academic calendar, released for the first time in such detail, was designed to help schools and education offices plan their work more effectively. It includes timelines for examinations, teacher training, student assessments, extracurricular activities, and administrative reporting. However, the inclusion of extensive non-academic responsibilities has raised eyebrows.
For example, teachers are expected to assist in:
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Aadhaar verification drives for students at designated centers.
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Bank account management, including updating student records and facilitating financial literacy programs.
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Cleanliness campaigns and open defecation prevention initiatives.
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Election-related duties, including booth management and voter awareness.
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Census and survey participation, often requiring travel and data collection beyond school hours.
These tasks, while important from a civic standpoint, are seen by educators as detracting from their core mission: teaching.
Voices from the Ground
Vijay Kombey, president of the Maharashtra State Primary Teachers Committee, emphasized the toll these duties take on instructional time. “Many of these tasks are unrelated to teaching and consume valuable hours that should be spent in the classroom. Even reducing such tasks to once a month or fortnight would bring significant relief.”
Teachers in rural areas are particularly affected. With limited staff and infrastructure, they often juggle multiple roles, from administrative clerks to social workers. The calendar’s rigid scheduling of non-academic duties has led to fears that classroom learning will suffer, especially during exam seasons and evaluation periods.
Government Response and Promises
In response to mounting pressure, School Education Minister Dada Bhuse recently assured educators that the number of non-academic tasks assigned to teachers would be “reduced by half in the future”. Speaking at a development workshop in Igatpuri, Bhuse acknowledged the strain and promised reforms, including the merging of school committees to streamline administrative work.
A Government Resolution (GR) issued earlier this year also attempted to classify teacher responsibilities into academic and non-academic categories. While the GR exempts teachers from certain duties like cleanliness drives and departmental surveys, it still mandates participation in national-level activities such as the census, elections, and disaster relief.
Looking Ahead
The release of the academic calendar has sparked a broader conversation about the role of teachers in India’s education system. While civic engagement is important, educators argue that their primary responsibility should be teaching—and that administrative and social tasks should be delegated to specialized personnel.
As the new academic year begins, stakeholders are calling for urgent policy revisions and better resource allocation. The education department’s transparency in publishing the calendar is a step forward, but it also lays bare the need for systemic change.
For now, teachers continue to navigate a complex landscape—balancing pedagogy with paperwork, and instruction with intervention.
Sources: MidDay, Mumbai Live
