Thirdly, contract teachers are not entitled to leave and other services. Such an unfavourable leave policy is particularly harsh for female teachers who fall ill or who have to take maternity leave. Teachers say such rules are contrary to the constitutional right to equality and non-discrimination. In 2014, the Rajasthan High Court out of business out of order the practice of recruiting contract professors, which led to the termination of all contract teachers. “Even after taking into account enrollment in private private schools, without help and unregistered private schools, the shortage of teachers is very significant. For this reason, the recruitment of para-teachers must be considered a priority if all vacancies are to be filled as soon as possible… The economic argument in favour of para-teachers is that the provision of teachers is possible, as appropriate, within the limits of the financial resources available by States. The non-economic argument is that a locally chosen youth, responsible to the local community, is responsible for teaching children with much more interest. Seeking the UEE as a fundamental right implies a certain sense of urgency. This urgency requires appropriate changes in national policies to meet local needs. The attitude of the para-teachers is a step in this direction. The Indian Constitution guarantees the right to equality and the right to equal pay for equal work.
A review of education policy in India since the 1950s shows that there is no recommendation at the political level to hire teachers with different conditions of employment. But since the mid-1990s, several national governments across the country have appointed “regular teachers” and “contract or para-teacher teachers.” In 2001, the working group warned about the Tenth Five-Year Plan: “. Recently, efforts have been made to decentralize recruitment and make the teacher accountable to the local parent community. Some of the newly hired para-teachers may be ill-equipped to teach – especially beyond Grade 3. There is as yet no long-term career development plan for these teachers. Therefore, this situation could quickly deteriorate towards lower quality education. Second, contract teachers do not receive regular in-service training, especially if they have a contract that is renewed every year. While the majority of contract teachers can meet the entry qualifications required by National Council for Teacher Education (NCTE) standards, they are often excluded from training courses that are essential to improving teachers` professional skills and providing quality training. During their 2016 study, Beteille and Ramachandran highlighted the two main problems: the erosion of the status of teachers in society and the education system, considered the “lowest” in the bureaucracy, and the reluctance of young people to enter the profession due to low salaries.
A more convincing argument in favour of regularizing and rebuilding the teaching team is related to the impact this has on the profession and the quality of education. There is a general misunderstanding that it is mainly primary schools that appoint teachers under contract.