The scope of the extant of ATD must expand to take RRTs into its fold with no strings attached
That a key transfer policy termed as ATD is in vogue in the School Education Department/ SED of Jammu and Kashmir, is an undisputed manifestation of progressive and pro-people objectives topping the department’s agenda. The policy envisions that teachers , after two or three years of service at a school , should opt for a place of transfer through the submission of an application — preferably online.
Remarkably, the online provision is a reflection of a solid commitment of the SED in making transfers of teachers economical and hassle-free — a welfare measure both for teachers and wider society to a dispassionate eye.
One cannot overlook the harsh reality that students, by and large, pick up not only undesirable manners but also end up unsuccessful in making the much- needed headway in their academic journeys — all by reason of overstaying of teachers of all stripes at any institution.
Which renders the atmosphere fraught with conflicts and confrontation on frivolous things ; complacency and forcing conformity set in . Worse ‘I am the last word attitude’ steals the show . Thus a purposeful, student-oriented and prescribed teaching – learning process dead ends into a major causality. Ego, not the general good dictates the work culture; but a comprehensive transfer policy will thwart this lasting harm.
Transferring teachers to new environs broadens their learning experience, enabling them to renew their knowledge, update their information and work with redoubled efforts to navigate tough classroom situations. Plus, transfer provision calls curtains to the comfort zone of a teacher while impressing upon the teacher that he/she cannot float norms on impunity at the place of work.
Above all, transfer weeds out stagnation and its attendant tidal wave of issues and challenges confronting the wheels of academic progress. To abide by the ATD (Annual Transfer Drive ) , the SED transfers the General Line Teachers (GlTs), masters, FAT teachers, migrant substitute teachers and lecturers. These categories of teachers are outnumbered by R-e- T category at every school. It comprises nearly 80% of the teaching staff at every school.
No transfer policy has embraced ReTs, since their induction literally as teachers at their home schools was undertaken way back in 2000 AD , on the premise that their services are [ home] school ‘specific’ .
Even the ATD in place does not cover them. However, few of them are ‘deployed on need basis’ out of their parental schools come every academic session; also to high and higher secondary schools for teaching higher /secondary standard students there.
Interestingly, transfer is a movement of an employee from one job, section, department or position to another at the same or another place, where his/her salary, status and responsibility are the same. So, in case of teachers, transfer means their movement form one school to another with their pay grade , salary and status staying static.
It is noteworthy that transfer is brought about for many more reasons: One, an organization may require to place a right man on the right job. For example, we have a high school where we need a teacher to teach maths or English or social science. Such a teacher is not always available among GLTs, masters and even lecturers but is available among RRTs ( Regularised Rehber-e- Taleem teachers) .
But, we do not transfer that RRT to the school reasoning that transfer policy does not cover him/her . This rationale must be discarded for RRTs’ must-have inclusion in the transfer policy towards the betterment of public , the students.
Two, transfer is undertaken to ensure better utilization of an employee at a suitable place. For example, an RRT may not be performing to satisfaction at a school for multiple unavoidable social / family issues. Long, long stay at the school yields subpar performance from the teacher ; transfer can break the monotony and carry the teacher to the school where he/she can better realise the potential.
Three, transfer provides for taking care of the family related issues —especially among female teachers. Thousands of lady ReTs have been married far off from their parental home schools. Traveling to and back from the schools badly impacts their duty, their children and their married life. Should these teachers not be transferred and posted at schools within an easy reach of their place of duty ?
It is therefore imperative that a sound, just and all-inclusive transfer policy must be evolved in the department on the basis of the above said factors . Also on upskilling and competence. Like the other categories of teachers, RRTs too should be transferred to create a level playing field. Feelings of inferiority will also wipe out among this largest category of the teachers if the ATD extends to them.
All Rets and non-Rets must be viewed as a precious human resource with truckloads of knowledge, skills, talent and abilities. The department should make the best use of this resource, leaving no room for the feelings of inferiority/ superior among any category of teachers concerning the ATD.
RET’s have turned into general line teachers after their initial five-year service period, an undeniable fact crystal clear in their regularization orders. As an employee, it is their right to be part of the ongoing transfer policy. Thus, to gain exposure to new ideas and more teaching-learning experience in the company of the other categories of teachers.
The scope of the extant of ATD must expand to take RRTs into its fold with no strings attached. Transfer will renew their working zeal, release their pent up energy and enhance their teaching capabilities. Most importantly, transfer will erase the sense of marginalization haunting these underestimated teaching officials (RET’s) from dawn to dusk.
(Author is RK Columnist and can be reached at: [email protected])
