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Maharashtra Schools Get 89,000+ CCTV Cameras: What the Minister Announced in Assembly

Maharashtra Schools Get 89,000+ CCTV Cameras: What the Minister Announced in Assembly

Maharashtra School Education Minister Dadaji Bhuse informed the state Assembly on Thursday that more than 89,000 CCTV cameras have already been installed across schools in the state. The government is carrying out the installation in phases, aiming to strengthen student safety, monitor activities on campus and improve accountability within school premises.

I am writing about this announcement because it reflects a major shift in how schools are approaching safety and supervision. Over the past few years, parents and teachers have raised concerns about student security, classroom monitoring and transparency in daily school operations. With CCTV coverage expanding, schools can now respond faster to incidents, prevent misconduct and create a more secure environment for students. At the same time, this development raises important points about infrastructure investment, maintenance responsibilities and how schools balance safety with privacy. By sharing these details in a clear and factual way, the aim is to help readers understand the scale of the project and why it matters for families across Maharashtra.

Key Highlights from the Minister’s Statement

During the Assembly session, the minister presented detailed information about the CCTV initiative. Some of the important points include:

  • Over 89,000 CCTV cameras have been installed in government and government-aided schools
  • More installations are underway as part of a larger phase-wise security plan
  • The goal is to cover classrooms, corridors, entry points and playgrounds wherever possible
  • The equipment is being monitored and maintained through a coordinated system involving schools and local authorities

According to the minister, the project is intended to create safer learning spaces and reduce incidents of misconduct or unauthorised entry into school campuses.

Why CCTV Installation Is Important

CCTV cameras in schools are becoming necessary due to several reasons. Here are a few major factors:

  • Growing concerns about student safety during school hours
  • Need for constant supervision in large schools with high student numbers
  • Quick identification and response in case of emergencies
  • Helping school authorities maintain discipline more effectively
  • Building trust among parents who want transparency in school operations

Many schools in cities like Mumbai, Pune and Nagpur had partial CCTV systems earlier. The current state-wide project aims to make this coverage uniform and reliable.

Where Are the Cameras Being Installed?

The government is focusing on key locations within school premises to ensure maximum visibility and coverage. These include:

  • Classrooms
  • Main gates and secondary entry points
  • Hallways and staircases
  • Science labs and computer rooms
  • Playgrounds and assembly areas
  • Common rooms and administrative blocks

The priority areas are decided based on school size, student strength and security needs.

Expected Benefits for Students and Teachers

The installation of CCTV cameras is expected to bring several improvements in school functioning. Some expected benefits include:

  • Safer environment for students, especially younger children
  • Better monitoring of classroom teaching and activities
  • Reduced chances of bullying or physical misconduct
  • Support in resolving disputes or misunderstandings
  • Increased accountability among staff and visitors
  • Stronger emergency preparedness

Teachers may also feel more supported, as recorded footage can be helpful when reviewing incidents or evaluating processes.

How the Government Plans to Manage and Maintain the System

Installing cameras is only the first step. The government also has a plan for regular maintenance and monitoring. According to the minister, schools have been instructed to:

  • Test the cameras regularly
  • Report technical issues promptly
  • Store footage safely for the required duration
  • Ensure only authorised staff access the system
  • Work with district offices for system upgrades when needed

This approach is meant to keep the security system functional over the long term, rather than letting cameras become inactive due to technical faults.

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Maharashtra Mandates ‘Disha’ App in Special Schools to Standardise Special Education

Maharashtra Mandates ‘Disha’ App in Special Schools to Standardise Special Education

In a significant move to strengthen education for students with intellectual disabilities, the state Department of Disability Welfare has announced that the ‘Disha’ app will now be compulsory in all special schools. The decision mandates the uniform adoption of the Disha special curriculum, digital learning portal, and assessment system across the state.

By making the platform mandatory, the department aims to ensure consistent teaching methods, standardised evaluations, and equal learning opportunities for students in special schools, irrespective of their location or the institution’s management. The move is expected to improve quality, accountability, and continuity in special education services statewide.

I am writing about this development because special education often suffers from uneven implementation and lack of standard benchmarks. When different schools follow different methods, students are the ones who lose out. Making a common digital curriculum and evaluation system mandatory is a significant policy shift. It directly affects students, teachers, parents, and school administrators, and signals the government’s intent to bring structure, accountability, and continuity into special education.

What Is the ‘Disha’ App and Curriculum

The Disha app is a specially designed digital platform developed for students with intellectual disabilities. It includes a structured curriculum, teaching tools, and an evaluation framework aligned with the learning needs of special children.

The platform helps teachers track student progress in a systematic way and ensures that learning goals are clearly defined and measurable.

Why the State Made Disha Mandatory

According to the disability welfare department, the lack of a uniform curriculum across special schools has led to gaps in learning outcomes. Some schools follow advanced methods, while others struggle with outdated practices.

Announcing the decision, Tukaram Mundhe, secretary of the disability welfare department, said the Disha system would help bring “uniformity and continuity into special education while supporting the overall development of students”.

How This Will Help Students

With the Disha system in place, students across the state will now follow a common learning structure suited to their abilities. This ensures smoother academic progression, especially for students who move between schools or districts.

Standardised evaluation will also help identify learning gaps early and provide targeted support.

Impact on Teachers and Special Schools

Teachers will now receive a clear framework for lesson planning, assessment, and reporting. This reduces confusion and improves teaching quality. Schools will also be accountable for following the prescribed curriculum and updating student progress on the portal.

While some schools may need time to adapt, the long-term goal is better coordination and quality control.

Concerns and Challenges on the Ground

Some educators have raised concerns about training, digital access, and infrastructure, especially in smaller or rural special schools. Successful implementation will depend on proper teacher training, technical support, and continuous monitoring by authorities.

Without these, the system risks becoming a formality rather than a meaningful reform.

Why Uniformity Matters in Special Education

Special education requires consistency more than flexibility. Students with intellectual disabilities benefit from structured routines, clear goals, and continuity in teaching methods. A common curriculum helps ensure that every child, irrespective of school, receives comparable support and opportunities.

This move aligns policy with actual learning needs.

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