DR. MASOON AHMAD BEIG
Srinagar, Nov 10: Builders of the nation are a topic of discussion in the union territory of Jammu and Kashmir. From schools to bread shops, everyone is talking about the future of RET. Even those who have never been to school and are unfamiliar with the scheme are commenting on the issue. Social media is filled with both positive and adverse posts about these nation builders. Concerns heightened with the release of Vision Document 2047 by the Planning Development and Monitoring Department of the Government of Jammu and Kashmir. In this document, unskilled Rehber-e-Taleem (RET) teachers are declared a major threat to educational development in the region. I am quoting actual words from the Vision Document, “Un-trained teachers/ReTs/RReTs in Government Schools” (VD Page 158). The teacher community raised its voice against the vision document. They are not afraid of losing their jobs but are concerned about their honor and respect. The RET job, which was once considered respectable, has become a victim of state policies. Once pioneers of education have now become scapegoats, and all fingers today point towards these poor RETs who cleaned the noses of children and gave them basic education.
Although the selection process was fair and followed the rules and regulations of the government, the RET scheme was started to provide basic education to children at their doorstep. Many circulars were issued by the government from time to time regarding the selection process, which was implemented in letter and spirit. Initially, the revenue village was made the unit for selection, and all was well. But for political reasons and vote banks, the unit for the selection of RET was confined to “habitation” or “mohalla,” ruining the whole system. In this process, some people got engaged as RETs, putting a question mark on the standard and quality of education. Rules were amended from time to time to benefit local youth for political gains. There was a mushroom growth of primary schools under the slogan of “Education for All” or (Sarva Shiksha Abiyan), urging the government to merge many schools later. The scheme was educational in nature in India, but in our state, politics crept into the policy and made it an “employment policy” rather than an educational policy.
I have an example from my own village. We were four friends, and three of us passed the 10th class in the first attempt in the year 2000, and the fourth one failed. Now see the magnitude of tragedy. We three did post-graduation in 2008 from Kashmir University, and our friend cleared the 12th class after 5 chances in the same year and got engaged as RET in 2010 based on habitation criteria. We are still unemployed, although from the same village, and there are many stories like ours.
Another tragedy is that some people succeeded in producing fake certificates and got selected by hook or crook, while others produced degrees from fake universities or study centers run by some consultants in our valley. As there was no such verification process at that time by the concerned ZEOs or CEOs, people got selected based on mere production of Xerox copies of documents. This is one side of the story. Another part is more tragic but interesting. RET was considered a permanent employee, and all of them tied marital knots on the pretext of being RET. The tragedy did not end here; the female RETs made marital knots overnight for the sake of the RET post. And now, if this RET teacher is disgraced after three decades, what will be his/her position in the family and society is beyond imagination.
Another side of the story is that RET teachers suffered a lot since their appointment back in the year 2000-2001. Is it not a tragedy that these RET teachers were exploited for five years on a meager stipend of ₹50/day, which is less than half of the daily wages of a casual laborer?
Another tragedy is that the Vision Document 2047 puts teachers on the radar but gives a deaf ear to other problems of the system, including the impoverished conditions of government schools. A good number of schools are without basic infrastructure, including buildings and staff. Toilet and drinking water facilities are still a distant dream in most schools, as revealed in a national report. Another tragedy is that the first threat mentioned in the document is regarding monitoring the objectives of private educational institutions, but no media house raised that issue and directly questioned the credibility of RET teachers. I am of the opinion that only a few journalists may have gone through the Vision 2047 document, and the rest, half-baked journalists, copy-pasted the story.
Another tragedy is this: in the same document on page 163, there is mention of higher education in Jammu & Kashmir. The first threat mentioned in the vision document is regarding the unemployment and brain drain of learned and skilled youth by foreign countries. “Constant threat of poaching of learned and skilled youth by foreign countries due to lack of proper employment avenues” (VD page 163). But till date, no media house or socio-political organization debated on the grave issue of brain drain and unemployment in the region. Rather, they focused mainly on the RET teachers.
The last tragedy is that the vision document, consisting of 333 pages, but the half-baked journalist highlighted the single line of the document and published stories on social media, which disgraced the teacher community to a large extent. Before pointing to the credibility and qualification of RET teachers, the government as well as other stakeholders should introspect that Rehber-e-Taleem teachers are the pillars of the education system, facing hurdles in every sphere of life. It is injustice that all teachers are put in the same rod. It is apt to mention that most of the RETs are nowadays working as lecturers, and some are working as district-level officers. These teachers even sacrificed their lives during election duty. They prepared census reports – a vital survey for development and future planning at Niti Ayog. Not only this, but these teachers prepared voter lists, thus strengthening the democratic fiber of the union territory and India as well. The teachers are pioneers in spreading digital knowledge and have participated in Digital India Programmes, and their services were utilized for Aadhar card and ration card registration. They are on the front line during Back to Village programmes organized by the government. It is apt to mention that these teachers played a vital role during the COVID-19 Pandemic, thus risking their lives. Isn’t it true that these teachers were appointed as nodal offices at COVID centers, and some were even doing screening at Lower Munda Qazigund, railway stations, and airports? The work of these teachers was acknowledged at the UT and national levels, and many RETs were awarded at the UT level. This year, RET teacher Reyaz Ahmad Sheikh from Anantnag bagged the Best Teacher award at the National level.
So before hovering questions on the trustworthiness of Rehber-e-Taleem Teachers, it is necessary to have a look at other sectors of the union Territory mentioned in the Vision Document 2047. Regarding the education system, there is a need for updating the curriculum with an emphasis on practical skills, integrating technology, involving communities, supporting special education, improving assessment techniques, addressing socio-economic disparities, and establishing ongoing monitoring and feedback systems. It is the duty of the media to go through the Vision document and also highlight the issues and weaknesses of other sectors and departments as well.
The author teaches Geography at Government Degree College Kulgam
DISCLAIMER: The views and opinions expressed in this article are the personal opinions of the author