K. R. Usha Kumari, a teacher from Amboori in Kerala’s Thiruvananthapuram district, spent years teaching children from a remote tribal settlement at the Agasthya Single-Teacher School in Kunnathumala. Her daily journey involved travelling by scooter, crossing water by boat and trekking through forest paths and steep hills. Alongside teaching multiple classes, she helped arrange meals and encouraged children to continue their education. However, after Kerala closed its network of Multi-Grade Learning Centres on March 31, 2022, she was appointed as a sweeper at a government higher secondary school in Peroorkada.
A Daily Journey Through Forests To Reach Students
Usha Kumari’s work at the Agasthya Single-Teacher School involved navigating difficult terrain to reach children living in an isolated tribal settlement. According to reports published by The News Minute in September 2018, her day began around 7:30 am. She travelled by scooter from her home in Amboori to Kumbikkal Kadavu, crossed the water by boat and continued on foot through the forest before climbing uphill to reach the school.
The journey was physically demanding and could take several hours. The surrounding forest landscape presented additional challenges, with reports noting the presence of wildlife, including elephants and leopards. Heavy rain and illness could make the commute more difficult. On some occasions, she stayed at a student’s home when returning the same day was impractical.
Her commitment extended beyond reaching the classroom. She taught children from Classes 1 to 4, handling multiple subjects and age groups at the same time. She also organised cultural activities and sports while helping arrange meals for students, including milk and eggs.
Beyond Classroom Lessons: Helping Children Continue Education
For Usha Kumari, teaching involved preparing children for the next stage of their education. Students completing primary school had to move to regular schools, where they would face academic and practical challenges.
Access to secondary education was not always straightforward. Some students struggled to find accommodation and other support needed to continue studying away from their settlement. While hostel facilities could help some girls pursue further education, boys also faced difficulties finding suitable accommodation.
Her experience highlighted how opening a primary school is only one part of ensuring educational access. Transport, accommodation, financial assistance and accessible secondary schools are equally important in helping children continue their studies.
Usha Kumari’s work was rooted in an earlier involvement with literacy initiatives. Reports state that she participated in adult literacy efforts associated with P. N. Panicker’s library movement and received the Saksharatha Puraskaram from the Kerala Association for Nonformal Education and Development for her literacy-related work. She later worked as a field volunteer, identifying children who were not attending school and helping bring them into education.
Job Security Concerns And A Major Change In 2022
Despite her years of service, Usha Kumari faced uncertainty over her employment and salary. In March 2020, she began a hunger strike demanding job security and the payment of pending salaries, according to The Times of India.
A major change followed in 2022, when Kerala closed its network of Multi-Grade Learning Centres on March 31. The decision affected educators working in these centres, which had served children in areas where conventional schooling was difficult to access.
In June 2022, The New Indian Express reported that Usha Kumari had been appointed as a sweeper at PSNM Government Higher Secondary School in Peroorkada, Thiruvananthapuram. The development drew attention because she had spent years teaching children in a remote tribal settlement before being reassigned to a different role following the closure of the school network.
However, the change was part of an employment arrangement after the centres shut down, rather than a documented disciplinary action against her. Onmanorama subsequently reported that Usha Kumari had no regrets about her years of teaching and was glad to have secured a permanent government job, although she missed working with children.
The Logical Indian’s Perspective
K. R. Usha Kumari’s journey illustrates the commitment required to bring education to children living in remote communities. Her work involved overcoming geographical barriers, managing multiple classes and supporting students beyond academic instruction.
Her experience also raises broader questions about educational access and the working conditions of teachers serving underserved communities. Reliable salaries, secure employment, adequate staffing and continued support for students are essential to sustaining educational opportunities.
Individual dedication can help bridge gaps in access, but it cannot replace long-term institutional support. Ensuring that children in remote settlements can continue their education requires a system that recognises both their needs and the contribution of the educators who serve them.
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