The Education Commission, established by the Congress government, has found itself at the center of controversies right from its initial phase. Critics argue that the government is exerting excessive control over the commission, which is meant to function independently.
It is reported that the members of the Advisory Council, appointed to support the commission, are expressing strong dissatisfaction. Some members are particularly upset that they were included without proper justification or prior consultation. Reports indicate that two senior professors have already informed the government of their decision not to participate in the council, with two more likely to follow suit.
Additionally, it is reported that the chairman of the commission, Akunuri Murali, is also discontented. Sources suggest that despite the formal establishment of the commission, he has not been provided with the necessary infrastructure, nor was he involved in selecting the advisors. Education department insiders claim that a high-ranking official in the department is controlling all aspects of the commission’s operations, sidelining the chairman.
After the commission’s formation, only three members were appointed, which led to further dissatisfaction. Many had previously recommended to the Chief Minister that members be drawn from diverse educational sectors. However, the appointment of individuals, including a corporator and a scholar aligned with the ruling party, sparked criticism.
Several prominent figures, including Professor Haragopal, have been appointed to the Advisory Committee of the commission. Yet, experts argue that these appointments should have been made directly by the Education Commission itself. It is suggested that the advisory committee was formed only after certain suggestions were made to the Chief Minister. Critics question whether the committee can truly operate independently or if it will merely follow government directives.
One member of the advisory committee expressed disappointment, stating that the government lacks genuine commitment to educational reforms. He cited Karnataka’s Education Commission, which has established 14 sub-committees to tackle various aspects of education, as a model to follow.
In contrast, the Telangana state’s commission seems focused only on political and social dimensions, ignoring technical education, Anganwadi, and primary, secondary, and higher education. Furthermore, the responsibilities of the commission remain unclear, leaving uncertainty about its role and purpose.