In the picturesque valley of Kashmir, a concerning trend has surfaced within the education sector, painting a picture of a growing disparity in teacher training programmes. Despite continuous efforts by the Education Department and various agencies to empower educators through capacity-building initiatives, a substantial number of teachers, intentionally or unintentionally, find themselves on the side-lines of this transformative process.
Having personally experienced the training dynamics at zonal, district, and state levels, I’ve observed a recurrent pattern where the same group of teachers undergoes training repeatedly. This repetition inadvertently excludes other educators, creating a cycle that needs attention.
This unintentional exclusion from training programmes stems from various factors, ranging from a lack of awareness to logistical challenges. However, a nuanced layer is emerging, revealing that some influential teachers deliberately choose to exclude themselves. This deliberate exclusion, whether fuelled by a sense of complacency or other motives, adds a complex dimension to the educational divide.
Drawing from my own encounters, I’ve noticed instances where influential teachers, possibly due to previous exposures or perceived expertise, opt out of training. Understanding and addressing this intentional avoidance are crucial for a comprehensive solution to the challenge.
The consequences of this deliberate exclusion are profound, exacerbating the disparities in the quality of education in Kashmir. Influential teachers, who intentionally skip training programs, may wield significant influence in their schools and communities. As a result, their decision to remain untouched by the latest pedagogical advancements perpetuates a cycle where others may follow suit, maintaining a status quo of traditional teaching methods.
The call is not only for addressing unintentional exclusion but also for tackling deliberate avoidance. It’s crucial to delve into the reasons behind influential teachers choosing to skip training programs. Advocacy for inclusivity should involve a deeper understanding of the motivations behind this deliberate exclusion and finding strategies to engage even the most influential educators.
My personal engagement in both receiving and delivering training underscores the urgency of breaking this pattern. By targeting influential teachers with programs tailored to their expertise while incorporating innovative methodologies, we can disrupt the cycle and promote a more diverse pool of trained educators.
To address this multifaceted challenge, a targeted approach is necessary. Engaging influential teachers through tailored programs that acknowledge their expertise while introducing new methodologies can be explored. Additionally, fostering a culture of collaboration and shared responsibility within the educational community can counteract the influence of those deliberately excluding themselves.
As a teacher who has navigated these training landscapes, I propose fostering an environment of collective growth. Encouraging influential educators to share their experiences within collaborative platforms can help bridge the gap and inspire a culture where everyone, regardless of influence, actively contributes to the evolution of teaching methods.
In the pursuit of a robust and inclusive education system in Kashmir, acknowledging and addressing deliberate exclusions from training programs is pivotal. It’s time to bridge the gap, understanding the dynamics that contribute to this deliberate choice and working collectively to ensure that every teacher, regardless of influence, is a participant in shaping the future of our students. Through a concerted effort, we can foster a more equitable and dynamic education landscape in the beautiful valleys of Kashmir.
(Author is a teacher by profession and can be mailed at: [email protected])
