‘Beyond my scope’: DEO’s reply to RTI seeking data on Telangana education draws flak

Hyderabad: Mohd Abdul Akram — an RTI activist associated with the Yugantar NGO — received a reply to his RTI query from the district education officer (DEO) of Hyderabad which has sparked considerable debate.

Abdul Akram sought information on various aspects of the Telangana education system, including the number of government school teachers, vacancies, long leaves, and medium of instruction. The DEO’s response said that it was beyond their scope to provide the requested information and advised the applicant to submit separate applications to the deputy educational officer and the deputy inspector of schools.

This response raised several questions regarding the DEO’s role in overseeing the education system in Hyderabad.

Challenges and concerns

“Access to education data is fundamental for informed decision-making and monitoring of the education system’s health. It is disheartening to see such responses that hinder the public’s right to know,” said Mohd Abdul Akram.

Lack of centralised data: One of the primary concerns highlighted by this response is the apparent absence of centralised data on the education system. This can hinder effective planning, policy implementation, and monitoring of educational activities in the district.

Accountability and transparency: Access to education data is vital for ensuring transparency and accountability in the education sector. When public authorities cannot readily provide information on important matters like teacher numbers and vacancies, it raises doubts about the system’s effectiveness and efficiency.

Citizen participation: The RTI Act is a powerful tool for citizen participation and accountability in governance. When accessing crucial information becomes convoluted and bureaucratic, it discourages citizens from engaging with the system, undermining the spirit of transparency.

The Yugantar NGO, which works on issues related to transparency and accountability in governance, echoed these concerns. They emphasised that education data should be readily accessible and that public authorities should take proactive steps to maintain and provide this information.