teachers in the indian education system 20 oct 2015.pdf

TEACHERS IN THE

INDIAN EDUCATION

SYSTEMSynthesis of a nine state study

A study done under the aegis of RGF Chair

National University for Educational Planning and

Administration (NUEPA), 2014-15

Acknowledgement

a. National University for Educational Planning and Administration (NUEPA)

b. Rajeev Gandhi Foundation;

c. The World Bank (New Delhi): Technical and research partner

d. Core Team:

i. NUEPA: Vimala Ramachandran, Prerna Goel Chatterjee, Nikhil Mathur and Anupam Pachauri

ii. World Bank: Toby Linden, Tara Béteille, Sangeeta Dey, Sangeeta Goyal and Chiraag Mehta

e. State research partners:

i. CBPS, Bangalore – Karnataka and Jharkhand

ii. CERP, Jaipur – Rajasthan

iii. Eklavya, Bhopal – Madhya Pradesh

iv. IASE, Aizawl – Mizoram

v. Lokdrusti, Naupada – Odisha

vi. SCERT, Chennai – Tamil Nadu

vii. SCERT, Lucknow – Uttar Pradesh

viii. SCERT, Chandigarh - Punjab

ix. Centre for Law and Policy Research –Analysis of legal cases across 9 states

2

20 October 2015NUEPA & The World Bank

Why this study?

a. Teachers are central to student learning and development;

b. Teacher effectiveness is a key challenge world-wide

c. Building a quality teaching force depends on how they are

recruited, managed and positioned in the education system;

d. This study does not comment on the capacity and quality of

teachers who are recruited;

e. It is about finding out whether the government is able to recruit

and deploy teachers where necessary; whether practices on the

ground are informed by policies; and whether recruitment,

deployment and transfer is done in a transparent manner;

3


9 States covered

1. Karnataka,

2. Jharkhand,

3. Madhya Pradesh,

4. Mizoram,

5. Odisha,

6. Punjab,

7. Rajasthan,

8. Tamil Nadu and

9. Uttar Pradesh

20 October 2015

4

NUEPA & The World Bank

We explored

Teacher recruitment, deployment and transfers;

Compensation - salary and non-salary benefits;

Physical working conditions;

Professional growth (promotions, career advancement);

Autonomy, freedom and day-to-day management;

Retirement rules and benefits;

Teacher representation and voice; and

Grievance redressal.

5


Scope

a. Main focus of the study:

i. Regular teachers;

ii. Non-regular teachers - contracts / fixed tenure;

iii. Part-time teachers; and

iv. Guest teachers

b. At what level?

i. Elementary schools – government only

ii. Secondary schools – government and government-aided only

6


Findings and insights


7

The current scenario (2012-13) for elementary

teachers

61.6%

35.6%

2.8% By mgmt

Govt

Pvt

Other

Total size: 7.35 million1

42.7% female

7.5% contract

21.3% SC/ST

2.5%10.9%

22.3%

38.1%

24.9% 1.4%

< Sec Sec HSec Grad PG MPhil

Qualifications

1 All teachers in elementary schools, as per State Report Card 2012-1320 October 2015NUEPA & The World Bank

8

Profile: Elementary teachers, 2012-13


9

Number % Women % SC/ST %Contract%

Graduates% Trained Avg. PTR

India 7,354,151 46% 21% 7% 64% 26% 28.8

Punjab 226,570 72% 17% 8% 83% 18% 15.8

Rajasthan 560,412 31% 24% 4% 80% 12% 26.6

Uttar Pradesh 953,807 38% 15% 19% 71% 13% 44.6

Mizoram 19,108 44% 98% 25% 48% 26% 13.9

Jharkhand 170,509 32% 31% 49% 67% 29% 37.9

Odisha 272,173 40% 25% 2% 56% 34% 23.7

Madhya

Pradesh464,018 41% 27% 0% 67% 9% 34.4

Karnataka 306,350 58% 18% 1% 12% 39% 21.3

Tamil Nadu 474,211 73% 16% 4% 75% 36% 28.9

Source: DISE Report Cards

Profile: Secondary teachers 2012-13


10

Source: UDISE Raw Data, 2012-13

Number % Women % SC/ST % Contract%

Graduates

% Schools with 4

subject teachers

India 946,786 38 17 8 86 12

Jharkhand 7,652 32 21 9 92 6

Karnataka 97,078 39 18 5 38 15

Madhya Pradesh 23,642 38 27 24 95 8

Mizoram 4,324 35 95 67 95 73

Odisha 65,273 28 10 14 86 17

Punjab 42,663 67 14 29 93 4

Rajasthan 72,886 26 22 1 89 2

Tamil Nadu 74,036 63 16 10 94 11

Uttar Pradesh 88,802 21 9 1 85 6

Who belongs to what cadre?


11

State

Elementary SecondarySpecific to

stateBlock /

Municipal Cadre

District / Zillah Cadre

State Cadre Block CadreDistrict / Divisional

CadreState Cadre

JharkhandAll regular in district

cadre

All regular in state cadre

Contract assigned to

school

KarnatakaAll block

cadreAll divisional

cadre

Seniority list maintained in

district

Madhya Pradesh

Samvida and Adyapak are Janpad cadre

Shikshak are district cadre

Samvida / Adyapak are Janpad cadre

Shikshak are a divisional cadre

No transfer of Samvida or

Adyapak

MizoramAll state

cadreAll State

Cadre

OdishaElementary

cadre (regular)Secondary cadre

(regular)

Contract teachers

appointed to school

PunjabZilla

Parishad Teachers

SSA & Other Regular Teachers

Zilla Parishad Teachers

Secondary regular and

RMSA teachers

No clarity, fluid situation

RajasthanAll district

cadreAll divisional

cadreSchool level

cadre

Tamil Nadu

All Block cadre

All District cadre

School level

Uttar Pradesh

All district cadre

All divisional

cadre

Shiksha Mitraschool cadre

Phases in growth of teacher workforce

a. 2003 to 2008: Number of schools, students and

teacher workforce increased, with growth rate of

teacher workforce outpacing the other two;

b. 2008 to 2010: Slowdown in the rate of expansion of

all three;

c. Post RTE 2010: Momentum picked up again,

growth in numbers of teachers outpaced the other

two. This is to bring PTR closer to what RTE

required.


12

Policy-driven, but phased, growth in teacher numbers;

stronger than schools and enrolments

-4%

0%

4%

8%

12%

16%

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Growth in no. of schools Growth in no. of teachers Growth in enrolments

SSA program

(from 2001)

Right To

Education

Act (2009)20 October 2015NUEPA & The World Bank

13

Status of regular & contract teachers


14

STATE REGULAR CONTRACT

Jharkhand YesYes, as per Government decision 50% posts reserved for contract

teachers

Karnataka Yes No since 1989

Madhya Pradesh YesYes at all levels, during probation and they are made regular after 3

years

Mizoram Not since 1998 Increasingly all contract teachers at all levels

Odisha YesYes at all levels, during probation and they are made regular after 6

years

Punjab Yes Yes, initial contract is 1.5 years, then 3 years and then regularised

Rajasthan Yes No since 2013 - after order of the High Court of Rajasthan

Tamil Nadu YesYes, since 2002 as part-time teachers in specific subjects like arts,

craft, PET

Uttar Pradesh YesOnly in IT and vocational in secondary. Gradual phasing out of

contract teachers

Large inter-state variations in contract teacher

percentages driven by policy differences

0%

10%

20%

30%

40%

50%

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

% contract teachers over timeIND

PB

RJ

UP

MZ

JH

OR

MP

KA

TN


15

Contract teacher trends reversing!

Elementary Schoola. Trend of appointing contract teachers has been reversed in MP (0%), Rajasthan (4%) and Odisha (2%)b. Karnataka (1%) and Tamil Nadu (4%) has lowest numbers of contract teachers c. Maximum percentage of contract teachers are in Jharkhand (49%), Mizoram (25%) and UP (19%). Punjab is close to national average of 7%Secondary Schoold. Rajasthan and UP (1% each) have the lowest numbers of contract teachers, while Jharkhand (9%) and Tamil Nadu (10%) are close to the national average, which is 8% e. Mizoram 67% and Punjab (29% RMSA) have maximum number of contract teachers, followed by Madhya Pradesh (24%) and Odisha (14%).


16

Policy on quotas (and female ed. attainment) resulted

in higher representation of women

30%

34%

38%

42%

46%

50%

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Millions

No. of women teachers (left axis) % women teachers (right axis)

Similar story for disadvantaged groups (Scheduled

Tribes and, to a lesser extent, Scheduled Castes)


17

Policy led to steady improvement in teachers’ educational qualifications

10%

30%

50%

70%

90%

04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

% teachers who are at least graduates

PB RJ UP MZ JH OR MP TN


18

Poor policy on deployment means PTR varies within

states more than across states (counterintuitive)…

15

25

35

45

55

65

0% 20% 40% 60% 80% 100%

PTR plotted against % rural population for all MP districts (2011-12)

MP PTR=34.0


19

The paradox of schools with few

teachers … but low PTR

Elementary Schools Secondary Schools

Single teacher

schools

Schools with

2 teachers

Single teacher

schools

Schools with

2 teachers

India 10.9 31 7 7.4

Jharkhand 15.6 48 13.8 8.1

Karnataka 8.6 30 3.4 1.7

Madhya Pradesh 18.6 45 9.7 9.8

Mizoram 1.1 5.3 0 0

Odisha 10.1 41 3.8 4.3

Punjab 6 29 2.1 6.4

Rajasthan 19.6 32 5.5 14.9

Tamil Nadu 6.8 42 3.8 6.6

Uttar Pradesh 8.2 13 26.1 9.820 October 2015NUEPA & The World Bank

20

• Healthy PTR reduction, conforms to 3 phases of EE growth

• PTR reduction across all schools as well as in private schools has been driven by faster

growth in no. of teachers than in enrolments

• But impressive PTR reduction in govt. schools mostly piggy-backs on declining enrolments

since 2007-08

Significant reduction in PTR, though drivers differ

between private and govt. schools

0

1,000

2,000

3,000

20

30

40

50

60

70

80All schools

No. of teachers (lakhs)PTREnrolment (lakhs) (right)

1,150

1,200

1,250

1,300

1,350

20

30

40

50

05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

Govt. schools

0

200

400

600

800

10

15

20

25

30

35

05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

Pvt. schools


21

Poor policy on head teachers means

huge vacancies

States

Vacancies in Head Master/Teacher Positions in

Elementary Schools (%)

Primary

Enrolment > 150

Upper Primary

Enrolment > 100

Jharkhand 82 81

Karnataka 80 50

Madhya Pradesh 70 56

Mizoram 49 26

Odisha 67 71

Punjab 51 56

Rajasthan 16 20

Tamil Nadu 28 50

Uttar Pradesh 48 27

All India 45 46


22

Who can become a teacher?

a. Across 9 states, NCTE norms for entry level qualification of elementary

and secondary is accepted, although:

i. Some face shortage of trained candidates, some for ST / SC

ii. Some continue to seek relaxation

b. No exclusive norms for teachers reservation

c. Teacher Eligibility Test adopted by all states

i. In TN, Karnataka & Rajasthan additional examination

d. Additional criteria used for recruitment:

i. Minimum-maximum age limit,

ii. Criteria used for merit list preparation varies from state to state – based on

state-reservation roster


23

Impact of RtE and TET

a. Justice Verma Committee recommendations

b. NCTE revised guidelines for pre-service teacher education

(2014)

c. Acknowledged serious quality issues in school, college and

teacher training

d. Acknowledged need for more research to understand why so

many candidates do not qualify


24

Recruitment

a. With the exception of two states (Karnataka and Tamil

Nadu), teacher recruitment policies in India are decided year

to year.

b. Many states do not have a systematic process for calculating

how many teachers are needed, their specific qualifications

and characteristics.

c. In a number of states, the factors affecting recruitment are

political decision taken at the highest level (CM).


25

Problem 1: Ad Hocism in Recruitment

Ad hocism is characterized by Timeline changes from year

to year (Rajasthan, Punjab, Jharkhand)

Terms vary across recruitment cycles (Jharkhand, Punjab)

Political strategies (Rajasthan, Uttar Pradesh, Punjab)


26

Problem 2: Recruitment strategies rarely respond to school-level teacher needs systematically

Problems in identifying school need

Rely primarily on block or district averages of teacher need. School-wise vacancies not considered when assigning teachers

Recruitment does not happen at the school level, so schools cannot choose the teacher they want

No interviews due to discretionary element

Criteria relaxed for SC/ST teachers

Even when recruitment is smooth, delay in appointment


27

Lessons from states

Karnataka and Tamil Nadu have mature, systematic policies and processes for recruitment Identifying teacher vacancies systematically

Matching demand for teachers and state budget

Transparent system for recruitment and appointment (large parts computerized)

Even with mature systems, delays in appointment mean schools go without teachers for months


28

Teacher transfers can play an important role in teacher management

Help correct distortions in allocation of teachers to school (aggregate number and subject-wise distortions)

Motivate and encourage teachers

Disciplinary transfers are counter-productive


29

Teachers can be officially transferred for several reasons

Only regular teachers can be transferred in policy (except Odisha) Administrative reasons

Teacher request Mutual transfer

Disciplinary grounds/ public interest

Teacher’s cadre is important in determining transfer options Teachers can belong to different cadres

Transfers are done within a cadre in general, but teachers can also request inter-cadre transfers Inter-cadre transfers come at the cost of losing unit of seniority in many states

Least complaints from teachers regarding transfers when block-level cadre


30

General absence of formal systems to facilitate transfers

General absence of policy

Connections and bribes play an important role in facilitating transfers

Rajasthan, Madhya Pradesh, Punjab, Jharkhand, Mizoram, UP and Odisha

If ban on transfers, then other mechanisms

Deputation

Opening/upgrading schools


31

Trends in transfer

a. Karnataka and Tamil Nadu teacher transfer is policy driven, systematic and transparent.

b. Madhya Pradesh and Odisha have Government Orders (GO) that clearly spells out transfer process.

c. Mizoram has a policy that provides a broad guideline but it is not always followed.

d. Jharkhand, Uttar Pradesh and Punjab do not (as yet) have a transfer policy.

e. We were informed during the course of this study that Rajasthan is planning to announce a policy soon. No announcement was made up to 31 December 2014.


32

Karnataka and TN have transfer policies and

systems

In Karnataka and TN, transfers are transparent and efficient with clear policies and practices that

Specify number of years in rural areas

Specify how many teachers can be transferred in a year

Have transparent prioritization rules for different categories of teachers

Clear timelines

Use IT

Even here, disciplinary transfers remain a concern as outside the system


33

Phenomenon of proxy teachers

a. Proxy teacher phenomenon reported

b. Difficult to estimate the scale

c. Administrators say:

i. It is more common in rural areas;

ii. Remote areas;

iii. Absence of effective monitoring and the low probability of

disciplinary action


34

Grievance Redressal Systems

Administrative system (headmaster, block officer, tribunals and so forth)

Courts

Teachers Unions


35

Key Findings Across States

State Volume of

Cases

Jharkhand 187

Karnataka 6075

Madhya Pradesh 160

Mizoram 5

Orissa 75

Punjab/Haryana 279

Rajasthan 1285

Tamil Nadu 544

Uttar Pradesh 1146

Total Number of cases reviewed: 9751

Significant variations in number of

cases revealed by database searches

across states

•More efficient disposal of cases

through clubbed decisions –

Karnataka, Rajasthan

•Existence of alternative dispute

resolution fora reduces burden on high

courts - Orissa

•Strong teacher unions provide

resources and support for teachers to

litigate - Tamil NaduMizoram is excluded from comparison that

follows due to very small sample size


36

Types of Grievances

State Predominant Case Type

Jharkhand Appointment (31.01%) Service Benefits

(29.41%)

Retirement Benefits

(14.97%)

Karnataka Service Benefits

(65%)

Appointment

(22.9%)

Regularization

(3%)

Madhya Pradesh Retirement Benefits

(45%)

Appointment

(31.25%)

Service Benefits

(12.5%)

Orissa Termination

(48%)

Appointment

(29.33%)

Transfer

(10.67%)

Punjab/Haryana Appointment

(60.93%)

Transfer

(12.19%)

Termination

(11.11%)

Rajasthan Appointment

(69.96%)

Regularization

(12.14%)

Service Benefits

(10.58%)

Tamil Nadu Service Benefits

(42.10%)

Appointment

(22.24%)

Examination Standard

(13.6%)

Uttar Pradesh Appointment

(46.29%)

Regularization

(18.95%)

Service Benefits

(14.85%)20 October 2015NUEPA & The World Bank

37

Outcomes of High Court Decisions

State Teacher

Prevailed

State Prevailed Remand to

Respondents

Jharkhand 40.11% 29.94% 22.46%

Karnataka 30.25% 15.52% 45.25%

Madhya Pradesh 15% 56.25% 25%

Orissa 61.33% 12% 25.33%

Punjab/

Haryana

46.95% 14.69% 28.67%

Rajasthan 3.97% 94.5% 1.01%

Tamil Nadu 35.29% 55.14% 6.43%

Uttar Pradesh 32.80% 42.84% 3.14%


38

Other Grievance Redressal Mechanisms

Odisha - Weekly grievance day with commissioner, toll free helpline, Manual on addressing complaints

Rajasthan – Committee to resolve service matters at pre-litigation stage, portal for online airing of grievances

UP – Legislative council has 9 teacher members


39

Salary

a. Teachers happy with their salary

b. Electronic transfer the norm across all 9 states

i. Delays when it comes to allowances & reimbursements (difference

between who pays).

ii. In some states, teachers with same qualifications and teaching

same class get different salaries (Odisha and Tamil Nadu)

c. No reported case of salaries being withheld

More details in session in salary and working conditions


40

Salaries of government teachers


41

a. 5th and 6th pay commissions have ensured that government

teachers are paid at par with other central government

employees.

i. Except for Karnataka and Punjab, other states have adopted the

recommendations of 6th Pay Commission and contextualized it.

ii. Elementary school teachers in Punjab are the highest paid teachers of all

9 states.

b. Along with salary hike, government teachers receive other

benefits such as annual increments (three percent of total pay),

dearness allowance and HRA, medical insurance, revised

pension schemes etc.

20 October 2015

Pay scale of government teachers


42

State6th Pay

Commission

Primary Secondary

Basic pay Grade pay Basic pay Grade pay

Tamil Nadu Yes 5200-20200 2800 9300-34800 4600

Karnataka No 13,600 – 26,70013,600 –

26,700

13,600 –

26,700

13,600 –

26,700

Jharkhand Yes 9300-34800 4200-4600 9300-34800 4600

Odisha Yes 5200-20200 2200 9300-34800 4200

Rajasthan Yes 9300-34800 3600 9300-34800 4200

Mizoram Yes 9300-34800 4200 9300-34800 4600

UP Yes 9300 4200 12540 4600

Punjab5th Pay

commission*10,300-34,800 4200 10300-34800 5000

Source: State reports; * 5th Punjab Pay Commission Report 2009

20 October 2015

Actual take home salaries


43

State

Primary Secondary

Salary of a new

appointee

Salary after 15

years

Salary of a new

appointee

Salary after 15

years

Tamil

Nadu15,345 28,660 15,345 28,660

Karnataka18,794 (R)

21,814 (U)

26,098 (R)

30,198 (U)

24,272 (R)

28,102 (U)

34,618 (R)

39,978 (U)

Jharkhand28,650 (R)

31,600 (U)

39,780 (R)

43,260 (U)

37,494 (R)

39,208 (U)

57,523 (R)

60,160 (U)

Odisha 14,031 26,659 25,625 37,806

Rajasthan 26,013 NA 28,331 NA

Mizoram 16,504 NA NA NA

UP 29,293 39,683 37,226 47,716

Punjab35,936 (R)

36,588 (U)

59,113 (R)

60,194 (U)

40,602 (R)

41,340 (U)

66,868 (R)

68,092 (U)

Source: State reports; R – Rural; U - Urban20 October 2015

Salary of teachers in Madhya Pradesh


44

Level Primary Secondary

Cadre LDTSahayak

Adhyapak

SSS grade

III

Atithi

ShikshakUDT Adhyapak

Salarie

s

5200-20200

+2400

(grade pay)

4500-

25,000+125

0 (grade

pay)

5000 100 per day

9300-34800

+3200

(grade pay)

4500-

25,000+160

0 (grade

pay)

Source: Madhya Pradesh State Report

20 October 2015

Salary of contract teachers


45

State Consolidated pay + cadre

Tamil Nadu Rs 5000 (part time special teachers under SSA)

JharkhandRs /-untrained, Rs 6200/-trained & Rs 6700/-trained +TET (Contract

teachers hired under SSA/JPEC)

OdishaRs 5200 – Shiksha Sahayak (under SSA); Rs 7000 – Junior teacher (under

SSA)

RajasthanRs 4800 - Vidhyarthi Mitra Level I/Level II (under PRI)

Rs 5300 - Vidhyarthi Mitra Secondary (under PRI)

MizoramRs 16,200 - Trained graduate (primary); Rs 20,568 – Trained graduate

(UPS/Secondary)

Uttar Pradesh Rs 3500 – Shiksha Mitra; Rs 7000 – Anudeshak (UPS)

Punjab Rs 19,200 – IERT; 28,000 - SSA Primary; Rs 31,500 – SSA (UPS)/RMSA

Madhya Pradesh Rs 100 – 150 – Atithi Shilshak

Source: State Reports

20 October 2015

Time spent on non-teaching duties?

a. Karnataka calculated using UDISE data and it comes to

7.32% in 2009-10 and only 1.62% in 2012-13;

i. Is this the RtE impact or because there are many more teachers

now?

b. Time-on Task study in Andhra Pradesh, Madhya Pradesh and

Uttar Pradesh - actual teaching time is 81-87 percent out of

223-231 school-calendar days

c. Of the teaching time, only 24% on student centric activities


46

Schools visited / inspected


47

StatePercentage of schools visited by

CRC Coordinators in 2011-12

Percentage of schools

inspected in 2011-12

Jharkhand 79 45

Karnataka 96 44

Madhya Pradesh 71 54

Mizoram 90 51

Odisha 78 42

Punjab 32 28

Rajasthan 54 61

Tamil Nadu 86 67

Uttar Pradesh 52 40

All India 68 51

Source: DISE Analytical Table 2012-13

Teacher MIS related

a. Most states have some form of teacher MIS – for release of

salary

i. Does not include training related information

b. Karnataka HRMS:

i. Name, date of birth, entry date, designation, qualifications, caste,

service record (how many years in school/rural/urban), subjects

taught, physical handicap/medical condition, salary details

(including different allowances, loans, insurance deductions,

pension deductions etc.), leave credits and encashment, seniority

list, retirement details, release of/arrears in salary/allowances,

complaints against the teacher


48

Professional growth

a. All States: promotions solely on the basis of seniority;

b. Several states have specific programs to assist teachers

acquire higher qualifications;

c. No state has policy for in-service teacher training – mostly

through SSA and RMSA;

d. Trainings exclusively funded by SSA and RMSA; Calendar

submitted AWPB;

e. Some states have reported a teacher performance appraisal

process, but on pilot basis so far.


49

Teacher appraisal

a. MHRD GOI has introduced a Teacher Appraisal format in

July 2014 - there are 7 formats which teachers have to fill

(for data base, self assessment). This system is yet to be

implemented, although some activities have started.

b. States yet to adopt it

c. MHRD informed that several states have attempted pilots in

a few block – information not available to research team


50

Grievance Redressal


51

a. There are two main mechanisms available for grievance

redressal outside the courts:

i. Non-statutory mechanisms offered by Executives: Grievance

redressal sessions offered by state education officers at block,

district or state level;

ii. Statutory/Quasi-Judicial Mechanism: Specialized dispute

resolution tribunals that deal with service related matters or education

related matters

Grievance redressal

a. In this study of teacher grievance redressal through the courts,

high court cases that were disposed in the last 5 years were

analysed:

i. Majority of the judgment were recruitment and service benefits

related petitions filed by existing teachers and by teacher applicants;

ii. Grievances related to appointments, regularization and disputes over

examination standards were disposed quickly compared to those

related to service and retirement benefits

iii. Two main types of grievances related to appointments (33.2%) and

service benefits (47.01%);

52


Recommendations

20 October 2015

53


Ideas we can take forward


54

a. Streamlined teacher recruitment and deployment policies and

processes;

b. Strengthen the institution of headmasters / principals and

give more powers (not only more responsibilities), including

academic;

c. Systematic induction programme for teachers

d. Booklets of information related to teacher role /

responsibility, rights are spelt out.

i. Explore the idea of assigning mentors to teachers

Ideas we can take forward


55

e. Teachers must know that there are systems in place to protect

their professional interests and aspirations and that their

performance matters and will be acknowledged.

i. Positive incentive / encouragement for job well done

f. Transparent grievance redressal mechanisms

g. Transparent performance appraisal

i. Both two sides of the same coin.

Teacher MIS


56

a. Robust teacher information system would address:

i. Delays in promotion / increments / transfers due to administrative

inefficiencies like maintenance of service book / teacher records;

and

ii. Deputing teachers for training on the basis of their needs / past

training experience.

iii. Enable the government to include information that could be used

for teacher appraisal, thereby bringing more clarity to whom /

what teachers are accountable to.

iv. Bihar, MP, TN, Karnataka and Rajasthan have teacher MIS.

Worthwhile to study them.

Finally


57

a. Our study shows a number of administrative problems

caused by poorly-developed policies or practices;

b. State governments could consult each other and initiate

debate.

a. There is evidence that states do learn from each other. Odisha sent

officials to Karnataka to study the teacher recruitment and transfer

policy and practice.

c. Beyond enhancing administrative efficiency, this approach

would have the added benefit of promoting transparency

Email for correspondence: [email protected]

Thank you

20 October 2015

58


mailto:[email protected]

teachers in the indian education system 20 oct 2015.pdf

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