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Written by: O.P Rao, Retd. Lecturer of English

Category: ARTICLES

Published: 05 January 2016

I, as many others, appreciate the issuing of order by hon’ble justice Tashi Rabstan staying the order of the government regarding screening test of the ReT’s. Previously we had also appreciated the judgment of hon’ble justice Attahar & the subsequent decision of hon’ble education minister to give the ReT’s Screening test. It may seem to be a contradiction that two mutually opposing things are being appreciated at the same time by the same person. But actually it is not so. In fact, the decision of giving a test is not wrong, but the mode of test as devised by the authorities and published in daily Excelsior dated: 30-12-2015, is flawed. The flaws are as under: -

1.   60% marks as qualifying criteria is not genuine. 60% means 1st Division and to expect this much percentage from an ReT is a utopian idea. Even most of the regular teachers who have rendered even 30 years service can’t get that much percentage in all the five proposed subjects. 

2.   Number of subjects: -  To give test in five subjects up to 8th standard & to treat them all as compulsory is also wrong. Even experienced masters and lectures can’t be expected to know all the five subjects to the extent that they will secure 60% marks.

3.   The idea of testing ‘teaching aptitude’ and the syllabus proposed for that is ludicrous. Even after teachers pass their B. Ed & M. Ed Exams, the evaluators can’t pronounce that such and such teachers have been judged to be ‘good motivators, facilitators, democratic leaders, guides, counselors & mentors’ and so on as the syllabus says. Then how can these qualities be judged through 15 MCQ’s as proposed? And are these qualities required of ReT’s only? Hardly 10% among other teachers possess them in the required measure.

4.   Although majority of ReT’s is less efficient than majority of regular teachers yet there are many among the latter who are inefficient as compared to many ReT’s. So why not to test all the teachers rather than to single out only the ReT’s.

           Now I would like to give some humble suggestions as under: -

1.   The hon’ble court when it hears the petition in the first week of Feb. 2016 is requested to strike a balance between the interests of the students’ community and those of the ReT’s.

2.   The Govt. must go ahead with the programme of conducting the test but with the following consideration in view: -

                           i.        Except 1st language (English) & 2nd language (Hindi/Urdu) none of the other three subjects should be made compulsory for all the teachers, especially S .St and Science.

                         ii.        The qualifying %age should be reduced from 60% to 36% or even to 30%. If unfair means in the said test are reduced to zero, a teacher getting even 30% marks can become a good teacher within a year provided he is made to work hard through effective supervision and proper training.

                       iii.        The high sounding idea of judging whether ReT’s are good ‘motivators….counselors’ should be abandoned. This can be applied hence forward on all new selections of teachers. But for that the planners will have to do a lot of homework before they can devise a really workable technique of judging such qualities. This is not an easy task.

                        iv.        All the teachers should be put to test irrespective of their being ReT’s or regular teachers. This will provide a chance of distinguishing very proficient teachers from the mediocre & the inefficient. Those who fail to qualify should not be terminated as suggested by hon’ble justice Attahar’s directions previously. They should instead be demoted and adjusted on 4th class posts in which position that can’t harm the students community.

                          v.        Of those who qualify, all should not be presumed to be able teachers. With dismay, I have practically observed that majority of the teachers who have entered the teaching profession after eighties lack clear concepts in Sciences & Mathematics and their first language (English)  which is now medium of instruction in all schools, is weak. Govt. should strive hard to raise the academic standard of such teachers by adopting the following measures: -

a.    There should be subject-wise orientation course for all teachers during vacation.

b.   Services of reputed teachers, especially retired ones should be obtained for conducting such courses. There are many such teachers available and the department should search them out. The capable retired teachers have lot of experience at their back and they are experts in their subjects  and most of them are still energetic too.

c.    There should be effective supervision mechanism in place and those who are willfully negligent should be taken to task as I have seen being done when I was a primary, middle & high school student during 1947-1956. Very few teachers are conscientious enough to work diligently of their own accord. The Damocles sword must hang over every head. This supervision duty can also be assigned partly to retired masters/headmasters/ lecturers/ principals. They have ample time at their disposal. Only one ZEO, two ZRP’s & one CRP cannot be expected to supervise & guide every teacher.

d.   Government must think of the welfare of the students of private schools also. Most of these schools suffer from all the above defects but one defect is additional. Every school has a set of books different from that of every other school and the books are changed every year. To explain the harm done by this practice is beyond the scope of this small write-up. Govt. should enforce same books (J&K Board or preferably CBSE) in all schools and changing of books every year should be strictly banned. However the standard of State Board books needs to be up-graded, which at present is not satisfactory in many respects e.g incorrect and inappropriate language and non- systematic presentation of subject matter and so on.

 

      (The Writer is BSc; B.Ed, M.A and is a retired lecturer of English. He has worked in all capacities, Teacher, Sr. Teacher, Master, I/C Head master & lecturer.)