Kerala Tribal Mentor Teacher Hirings Face Delays Due to Court Stay

Slow Hiring

The appointment process for Gothrabandhu mentor-teachers for ultra-marginalised tribal communities in Keralam is moving slowly, causing worry among social activists about rising student dropouts. The State launched the Gothrabandhu project during the 2017-18 academic year to stop tribal students from leaving school and to make their learning better. Affected communities include Adiya, Paniya, Kattunayakan, Urali, and Cholanaykkan. The hiring work stopped after the High Court gave a stay order. Former mentor-teachers filed a petition because the government decided to stop renewing their yearly contracts and start a brand-new hiring process instead.

Vacancies and Court Case

The government announced 326 open posts for lower primary classes across three districts. Out of these totals, Wayanad had 241 openings, Palakkad had 56, and Malappuram accounted for 29 posts. M. Geethanandan from the Adivasi Gothra Mahasabha noted that earlier posts in Wayanad schools, which serve mostly Paniya students, went to members of the Kurchiya and Kuruma communities who share no cultural or language links with the children. This happened while qualified youth from the Paniya, Adiya, Cholanaykkan, and Kattunayakan groups holding TTC, D.El.Ed., and B.Ed. degrees remained unemployed or took plantation jobs, fueling dropouts alongside money troubles. The government now hopes for a positive court ruling, and the Department of Scheduled Tribes Development has shared the Wayanad shortlisted rank list with the Deputy Director of Education office, with 167 of those 241 posts reserved for the Paniya community.

Activist Concerns

Coordinator of Adi Shakthi Summer School K. Mary Lydia states that hiring many mentor-teachers from the Paniya community will greatly help their education progress. Still, she worries that the current delay might push more children to leave school.

Context

Mentor-teachers from local communities play a vital role in helping children adjust to school life by bridging language and cultural gaps. Delays in filling such critical teaching positions often leave vulnerable students without needed classroom support, making them more likely to drop out permanently due to ongoing financial difficulties.