Maharashtra Government Clarifies No Merger of Schools in Wardha District
The Maharashtra state government has officially denied that any decision was taken to merge 15 schools in Arvi taluka, Wardha district, into six cluster schools. This clarification was provided in the Maharashtra Legislative Council on Tuesday, addressing concerns raised by local representatives and residents.
Query and Response in Legislative Council
MLC Dadarao Keche inquired about whether the primary education division of Zilla Parishad Wardha had issued a merger order and if local representatives had demanded its cancellation. In response, School Education Minister Dadadji Bhuse confirmed that a representation was received but firmly denied that any merger order was passed.
Bhuse stated, "No state-level approval for cluster school formation in Arvi taluka has been granted." He explained that an education officer convened a meeting on January 19, following the concept of the PM SHRI scheme, but no resolution was adopted during that meeting.
Local Concerns and Representations
A representation from local representatives, dated February 11, was received at the school education minister's office. It demanded the cancellation of any such decision, arguing that merging schools would adversely affect the right to education for students from economically weaker households.
Gram residents and parents also voiced their opposition, insisting that schools with low enrolment should not be shut down. They emphasized the importance of maintaining accessible educational institutions in rural areas.
No State-Level Policy Decision
In the written reply provided to the Legislative Council, it was clearly indicated that no state-level policy decision on cluster school formation anywhere in Wardha district has been made. This reaffirms the government's stance that the merger proposal has not progressed beyond initial discussions.
The situation highlights ongoing debates about educational reforms in Maharashtra, particularly regarding the consolidation of schools to improve resources versus the need to ensure equitable access for all students, especially in economically disadvantaged communities.
