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Version 20 Oct 08, edited finalchildren’s education, especially girls’ education.These problems are compounded by the innovative excuses that our teachers often cook up—for even the smallest, slightest illness, they get a medical certificate and get themselvesattached or transferred to town schools or schools near their villages (…) Thus, you willalways find a shortage in rural areas, and an excess of teachers in the town areas.In Kargil, you’ll find people from different traditions and cultures, who speak differentlanguages. These include Purik, Shina, Balti, Dardi and Zanskari. This diversity of spokenlanguages also creates its own difficulties and challenges. It comes in the way ofcommunicating with each other and understanding each other. Our officers do not considerthese complexities in their enthusiasm for transferring and attaching teachers for their shortterm gains.In such a situation, where many schools have become an ‘adda’ for the transfer andattachment of such teachers, even those teachers who want to work hard/well, are notprovided the opportunity to do so. What is to become of those poor children who come tothese schools? Their hopes and dreams are crushed….(A teacher in Kargil Block, Jammu and Kashmir, April 2008).(Source: Kargil Education Strategy Document 2008).There are two principal problems with the issue of teacher transfers. The firstproblem, well-known and much-discussed, is that of institutional corruption:obviously teachers can only manipulate the system when the latter permits‘informal’ (or corrupt) practices to exist. The second and equally important problemis that there are no educational criteria by which teachers can apply for a desiredtransfer. In other words, if effective teaching practice (however measured) werelinked to teachers’ ability to access desired postings this could have the effect ofboth catalysing better teaching and diminishing the importance of ‘informalchannels’ within the system. This, of course, requires that educational outcomes beplaced at the centre of the decision-making criteria affecting teachers.Thankfully the situation is not as dismal everywhere. In Tamil Nadu, teachers’ nonteachingduties are restricted to election and census duties. Unlike Rajasthan andmany other states the DM does not have overarching powers over the teachers, andin 2006 non-teaching duties accounted for only 2.66 per cent of working days spenton educational work. The government started transfer counselling in 1988 and forthe past 20 years transfers occur only when there is a vacancy. The chain ofcommand is also clear and teachers are not expected to report to multiple authorities.This was also echoed in Kerala, where numerous school-level support structuressuch as Parent Teacher Associations, School Resource Groups, School SupportGroups and Local Resource Groups work actively with teachers, the DistrictInstitutes of Education and Training (DIETs) and BRCs to promote ‘lots of publicdebate’ at the community level on educational processes and outcomes. The longhistory of public involvement in education in the state has been catalysed by theKerala Sastra Sahitya Parishad (KSSP) through its work on science popularisationsince the 1960s. In the last 10-12 years, the ‘People’s Planning Process’ has broughtthe panchayat to the forefront. Significant fiscal decentralisation has taken place, andthe three-tier Panchayati Raj Institutions (PRIs) have played a key role in educationas part of their local level planning and development processes. In Thrissur, forinstance, the Gram and District Panchayats have come together to organise training16
Version 20 Oct 08, edited finalfor teachers in different areas; the Panchayati Raj bodies pay resource persons andalso bear the travel costs of teachers.Administrators and teachers in Kerala felt that there is increasing recognition of theneed to focus on the environment in which the teacher works, especially given thatthe nature of this environment clearly transmits what the education system ‘expects’of her. A similar change has been reported in Karnataka and Andhra Pradesh wheregrowing social pressure for good quality education has initiated serious thinkingabout the factors that enable teachers to work to their full potential. It is too early totell whether these changes will be allowed to flourish and deepen to the point wheretheir effects will be visible in improved learning outcomes among students.Box 2.3: Teachers on the run!Jaipur, 30 June 2008: Thousands of teachers transferred! On Monday the government broughtout a list of 15,000 transfers of teachers in all the districts. Of this some 10,000 are primaryschoolteachers and 5000 are middle school teachers (…) After the cessation of transfer duringthe last academic year, the government offices were fairly peaceful. But now teachers aremaking a beeline to the secretariat to meet ministers and legislators to either get the transferrevoked or to lobby for a better post (Rajasthan Patrika, Jaipur).Bikaner, 2 July 2008: Many schools empty due to teacher transfers: Since the governmenttransferred thousands of teachers—many schools in Bikaner are empty. There are noteachers. The Directorate has now asked for names of schools without teachers so that“vidhyathri mitra” can be appointed (…) Interestingly the name of a deceased teacher fromBharatpur figures in the list of teachers transferred (Dainik Bhaskar, Jaipur).Malappuram, 19 July 2008: A primary school teacher died on Saturday after being beaten up,allegedly by a group of protestors from the pro-IUML Youth League who were taking part inan agitation demanding withdrawal of a controversial seventh standard social sciencetextbook (…) The protestors also disrupted the meeting which was convened to share theacademic experiences of teachers in the nearby schools, police said (…) The youth andstudent outfits of the Congress-led UDF have been on warpath for the last three weeksdemanding that the LDF Government withdraw the textbook which, they alleged, containedportions meant to propagate atheism (Press Trust of India, Thiruvananthapuram).Nandigram, 19 November 2007: Thirteen primary school teachers have sought transfer out ofNandigram (…) About 50 teachers had fled their homes during the last round of violence andtaken shelter in relief camps and relatives’ houses. “We have received a joint letter from 13teachers seeking transfer. They have been asked to apply individually,” East MidnaporePrimary School Council chairman Narayan Chandra Mondal said (…) Sahadeb Gayen, whosehouse had been ‘ransacked and looted by CPM cadres’, had tried to go to MaheshpurPrimary School on Wednesday. “But the CPM cadres did not let me enter and forced me totake part in one of their processions. I managed to escape back to the camp,” said Sahadeb,who has taken refuge in Nandigram High School with his wife and three sons (The Telegraph,Kolkata).How formal monitoring and supervision systems affect teachers’ practiceIt is said that we learn what we are tested on and we do what is monitored. This is the casewith teachers too. If we look back over the last 20 years –since the National Policyon Education 1986– GoI has produced an impressive array of data. DISE wasdeveloped during DPEP to enable the government to track educational progress.What does DISE capture and how is this information collected?17
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