Career advancement plays a crucial role in maintaining motivation and enthusiasm in any profession. It ensures that employees remain engaged, strive for excellence, and contribute effectively to their respective fields. This is particularly significant in the education sector, where teachers shape the future of generations. Unfortunately, in Jammu and Kashmir, the stagnation in the career progression of school teachers is a pressing concern. The current system, which relies solely on seniority based promotions without considering any structured examination, has led to widespread disinterest and demotivation among educators. The lack of merit-based advancement not only affects the morale of teachers but also directly impacts the overall academic environment, ultimately hampering educational outcomes.
Unlike in many other regions and countries where professional growth in the teaching sector is linked to performance evaluations, skill enhancement, and competitive examinations, our system still follows an old model. The absence of departmental examinations means that even a time bound promotion depends purely on seniority, without considering a teachers competence and professional development. This system discourages innovation, self-improvement, and excellence, leading to stagnation in teaching methodologies. In contrast, other Indian states and countries worldwide have adopted mechanisms where teachers must pass competency-based tests or evaluations before moving up the career ladder. Such systems foster a culture of continuous learning and motivation, ultimately benefiting students and the education system at large.
There is a growing demand from teachers and the public to introduce departmental examinations for school teachers in Jammu and Kashmir. Such a reform would not only create healthy competition among educators but also encourage them to upgrade their skills and knowledge regularly. By implementing a structured examination system for career advancement from teachers to masters and lecturers, the education department can ensure that promotions are awarded on merit, thereby improving the quality of teaching and fostering academic excellence. This model also aligns with the recommendations of the National Education Policy (NEP) 2020, which advocates for a robust system of continuous professional development, performance assessments, and teacher training programs to enhance education standards.
NEP 2020 emphasizes competency based learning and suggests regular assessments for teachers to ensure they are equipped with the latest pedagogical skills. Many advanced education systems worldwide, including those in Finland, Singapore, and Japan, follow structured and merit based promotion systems for teachers. These models ensure that the competent and skilled educators progress in their careers, thereby enhancing the overall quality of education.
Introducing departmental examinations for school teachers in Jammu and Kashmir would be a progressive step toward aligning the regions education system with global best practices. It would provide an incentive for teachers to remain engaged, improve their skills, and work towards professional growth. Moreover, it would lead to an overall enhancement in the teaching learning process, ensuring that students receive high quality education from well trained and motivated educators. By implementing such reforms, the education system in Jammu and Kashmir can move towards academic excellence and create a brighter future for both teachers and students.
(Author is columnist and academician and can be reached at: [email protected])
