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In most government departments, employees aiming for promotion to the next grade must first pass a departmental examination. However, one notable exception exists: the education department, where teachers are promoted without any such assessment. This leniency, however, does not extend to clerical staff, who must qualify through examinations to advance in their roles. The disparity has raised questions about the department’s commitment to educational standards and societal progress.
Many stakeholders believe that experience, while valuable, may not necessarily equate to readiness for the responsibilities of a higher position. Experience alone cannot guarantee that an individual is suited to meet the demands of a more advanced role. Recognizing this, the education department in recent years issued several circulars to explore the possibility of implementing promotional exams for teachers, including masters, lecturers, headmasters, Zonal Education Officers (ZEOs), and principals. The department even sought input from stakeholders, who largely supported the idea, viewing it as a way to ensure that promotions are based on merit and capability.
Yet, despite widespread support, the department has remained silent on the matter. This lack of action has led to speculation and concern. If the department initially intended to require examinations before promotions, why has it not followed through after completing all preliminary steps? Observers wonder if internal pressures or influences are holding the department back.
With a new government now in place, advocates hope this issue will be addressed as a priority. Instituting departmental exams for promotions could help ensure that only the most deserving individuals advance, thereby strengthening the department and, ultimately, benefiting the student community and society as a whole. While it may be challenging for some current officers to adapt to a merit-based system, many believe that doing so would lead to a fairer, more effective education system.
It is time for officials within the department to address these concerns with transparency and integrity, as the move toward exams for promotions would support accountability and enhance public trust in the education system.
( The writer is social worker philanthropist, academician at GHSS Kupwara and a tradeunionist can be reached at lonenaziagul@gmail.com)
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