CJP launches ‘School Thik Karo’ campaign for government schools.
Dipke criticised political parties for failing to do enough to improve government school infrastructure and educational standards across the country.
- The campaign aims to improve government schools in villages across India.
- Dipke alleged that government schools have been neglected under successive political parties.
- He urged citizens to raise questions about education and school infrastructure.
- Parents were encouraged to conduct social audits of basic facilities.
- Sarpanches were asked to take responsibility for improving village schools.
- Dipke questioned spending on large banners during a Tiranga rally.
- He said funds could instead support classrooms, toilets, drinking water, and learning resources.
- Many rural children still travel long distances to attend school.
- The campaign argues that children of farmers and labourers must be treated as the future of India. ‘School Thik Karo’ Campaign Raises Questions About Government Schools
Chhatrapati Sambhajinagar: On Independence Day, while the country celebrated its freedom and looked towards the future, Cockroach Janta Party convenor Abhijeet Dipke raised concerns about the condition of government schools in rural India. He announced the launch of the “School Thik Karo” campaign from Hingoli in Maharashtra, arguing that political parties across the spectrum had failed to give public education the attention it deserves.
Before leaving for his native village of Santuk Pimpri in Hingoli district, Dipke told reporters that people were beginning to understand the importance of speaking about education. He said education was the need of the hour and that citizens had the power to demand better schools by asking questions of elected representatives and local authorities.
According to Dipke, the condition of government schools has remained neglected regardless of which political party has been in power. He argued that governments frequently make promises about development, but basic school infrastructure continues to receive inadequate attention. For children in villages, the consequences are serious: poor buildings, a lack of toilets or drinking water, insufficient classrooms, and limited access to learning resources can affect both their education and their confidence.
Questions over public spending
Dipke also questioned the money spent on large banners put up in Chhatrapati Sambhajinagar on August 14 during a Tiranga rally attended by Chief Minister Devendra Fadnavis. He said organising a patriotic rally was not wrong, but asked whether the funds used for banners could have been directed towards schools and students in rural areas.
Large banners and public displays may create a temporary impression of celebration, he suggested, but their benefits disappear quickly. Better classrooms, functional toilets, safe drinking water, libraries, laboratories, and digital learning facilities can influence a child’s life for years. His remarks reflected a wider public debate about whether government spending should focus more on visible events or on essential services.
was the central question behind his criticism. The comment touched many parents who want their children to receive the same quality of education available in cities.
A call for social audits
While announcing the nationwide campaign, Dipke appealed to parents to conduct social audits of basic school facilities. Such audits could involve checking whether classrooms are safe, toilets are usable, drinking water is available, teachers attend regularly, and promised facilities have actually been delivered.
He also urged sarpanches and village representatives to take responsibility for improving local schools. In many villages, local leaders are closer to families and can identify problems quickly. Their involvement could help create stronger communication between parents, teachers, education officials, and elected representatives.
A social audit would also encourage ordinary citizens to move beyond complaints and participate in monitoring public institutions. Parents could document deficiencies, submit written requests, attend school-management meetings, and follow up on government commitments. This kind of involvement can make education a community responsibility rather than an issue discussed only during elections.
The rural education gap
Dipke questioned why governments had been able to build new Parliament and Prime Minister’s Office-related facilities but struggled to construct proper schools in villages. His comparison was intended to highlight what he sees as a gap between national priorities and the everyday needs of rural children.
Many village students still walk long distances to attend school. Some study in buildings that require repairs, while others lack separate toilets, clean water, electricity, libraries, or adequate teaching materials. These difficulties can force families to send children to distant towns or, in some cases, discourage them from continuing their education.
The “School Thik Karo” campaign therefore seeks to place government-school reform at the centre of public discussion. Its message is simple but important: children of farmers, labourers, and low-income families are not a secondary responsibility. They are part of India’s future, and their schools deserve the same seriousness, investment, and care as any other public institution.