In this era where the use of technology is increasing in the education system, a question is frequently being asked. Do digital systems and facial recognition-based attendance systems in schools increase accountability? Or do they raise questions of excessive surveillance? To those who ask this question, my first answer is that this is not merely a technical question. This is a discussion related to governance, ethics, trust, and the quality of public service.
The purpose of introducing digital initiatives like the ‘Nirantara’ and ‘Kartavya’ apps in Karnataka’s school education system is not to express suspicion toward anyone. The core objective is to increase transparency in the education system, improve the functioning of schools, and ensure that children continuously receive quality education. The success of any system depends not just on its intention, but also on how it is implemented.
In a government school classroom, when students are waiting for the teacher, if the teacher is busy with other work or is not present in the school, its direct impact falls on the children’s learning. A lost day in education can never be fully brought back. Therefore, recording basic information like attendance on time becomes necessary from an administrative point of view.
In earlier days, attendance registration depended completely on handwriting. Collecting information took time. Conducting verification required more human resources. Sometimes, discrepancies would also appear between records and the reality on the ground. Digital systems have the potential to reduce these problems. Information regarding who is present in the school, who is absent, and which school requires additional support reaches the administrative wing quickly. Because of this, decisions can also be made faster.
But another question is equally important. Can technology replace trust? My answer is clear: no. No app can create the commitment of a good teacher. It can only help manage the system more effectively. The heart of education is always the teacher. My concern is also that technology should be a tool that assists them, not a system that becomes a burden on them.
Regarding facial recognition-based attendance, some raise questions about privacy and surveillance. However, it is necessary to consider these questions seriously. When using any technology, the security of personal information, data protection, the limitations of its usage, and legality must be clear. The responsibility of the education department is not just to adopt new technology, but also to use it responsibly.
Another crucial point is that accountability should not be limited to teachers alone. The administrative system must be equally accountable. If there is a shortage of teachers in a school, filling it quickly, resolving infrastructure issues, and ensuring that textbooks and learning materials reach on time are also part of this responsibility. Only when technology works in both directions does it become fair.
In my view, the success of the ‘Nirantara’ and ‘Kartavya’ apps should not be measured by how much attendance they have recorded. They should be evaluated based on whether, as a result, the learning quality of students improved, the performance of schools increased, the confidence of parents strengthened, and teachers received better administrative support.
Teachers are the focal point of our education system. Looking at them with suspicion is not the way; supporting them with respect is the government’s duty. At the same time, maintaining the trust that society has placed in the public education system is also our responsibility. Achieving a balance between these two is the hallmark of good governance.
Technology is not a tool to replace humanity. It must be a path to deliver humanity more effectively. An app cannot replace a teacher. But if it saves a teacher’s time, simplifies administration, and helps give more time to students, its purpose is fulfilled.
As I always say, every decision in education must be in the best interest of the children. If digital tools strengthen children’s learning, make teachers’ work easier, and make administration more transparent, they should be welcomed. But at the same time, values like privacy, human dignity, and trust must never be forgotten. The true success of technology in education is possible only when accountability and trust move forward together.