Opinion | Honouring Teachers of Army Goodwill in Border Areas

Through kindness, innovation, and courage, teachers of Army Goodwill Schools are shaping the future of Border Communities with education and empathy

Teachers are truly the architects of society, especially those engaged in educating children in far-flung and border areas of Jammu and Kashmir. In the dry terrains of Kupwara, Kargil, Kishtwar, and Tangdhar, the classrooms at the Army Goodwill Schools contain not simple academic lessons, but lessons of courage, togetherness and hope. Teachers at these schools have become modest agents of social change through education combined with kindness. Recognising their acts of kindness is not solely an act of appreciation; it is a celebration of their unparalleled service in education for the next generation.

Army Goodwill Schools, operated under the Indian Army’s Sadbhavana program, were set up to offer quality education and fill the developmental void in far-flung and strife-torn areas. All these years, AGS schools have been shining examples of education where civilian educators and Army personnel work together to provide every child with an equal opportunity for a better tomorrow. In this endeavor, AGS teachers have excelled in their dedication, going that extra mile to ensure that no child is left behind against geographical and socio-economic odds.

Identifying this commitment, a number of programs have been initiated to thank and recognize these teachers. Twenty-three teachers from 17 Army Goodwill Schools were awarded the Teachers Innovation Awards by Bharti Foundation in association with the Indian Army’s Sadbhavana Wing. This award recognized innovative methods of teaching that made classrooms active learning and creative environments. Likewise, in 2024, MrTahir Gaffar of Army Goodwill Higher Secondary School, Hajinar, was awarded the Excellence in Education Award for his exemplary contribution to the mission of education in Kashmir’s border area.

These awards have not only given a boost to teacher morale but also encouraged others to take up new and innovative methods of teaching appropriate to the circumstances of border area students.

From time to time, the Army Commander, Northern Command, has consistently appreciated the significant contribution of teachers in the AGS schools. Army Commanders have in several ceremonies, complimented teachers on their commitment, sacrifice, and determination in providing quality education under scarce resources. Teachers have also been rewarded for introducing computer-based learning tools, innovation in curricula, and engaging local communities for school development activities.

More important than medals and awards, the greatest honour to these teachers is seeing the greatness they are creating every day. In isolated valleys where war extinguished children’s dreams of better days, they are creating a generation of brave learners who are not only competing to pass a national-level exam but are also receiving scholarships. Their care extends well beyond their role in the classroom, as they are mentors and advisors for future career development and even social guides in the community. Teachers show a remarkable depth of empathy, understanding the emotional needs of child victims of trauma making them important agents of peace and development. The Army has also focused on enhancing teaching with digital interventions. Several Army Goodwill Schools have established smart classrooms, tablet learning, and digital labs in partnership with educational organizations. These facilities have lightened the load of teachers, rendering lessons more interactive and engaging. These instances reflect how respecting teachers can sometimes translate into empowering them with tools and training to achieve improved results.

Honouring teachers does not always have to come in the form of grand ceremonies. Little, sincere acts of appreciation, notes from students, community events honouring their work, or social media stories about their efforts are sufficient. Public acknowledgement of their contribution reminds them that their sacrifices matter and that their work leaves an enduring mark.

To make such appreciation lasting, some best practices can be promoted within Army Goodwill Schools and other educational institutions located near the borders. One, an annual award system can be made at district and zonal levels, recognizing excellence in areas like innovation, community service, or grit to teach in challenging situations. This would get official recognition and act as an inspiration to others.

Second, incentives for professional growth must be initiated. Exceptional teachers should be recommended for special training workshops or given scholarships for higher studies. This not only recognizes excellence but also invests in skill development, which in turn benefits students.

Third, resource support and infrastructure can be treated as a way of honour. Upgrading the classrooms of top-performing teachers, offering the best teaching aids, or providing school libraries is a good way of rewarding them. In the same manner, mentorship schemes can be initiated such that the veteran teachers are designated as “Lead Mentors” and invited to mentor younger teachers.

Another way to honour these educators is through children and parents. Schools can create “Teacher Appreciation Weeks” and allow students to express their thanks via letters, cultural performances, or small community-organized events. Parents can also help by actively acknowledging teachers’ work publicly, fostering a culture of respect and cooperation.

Financial and logistical assistance also goes a long way in valuing teachers working in challenging terrains. Granting special allowances, accommodation assistance, or transport facilities to teachers in far-flung areas can ease their work and demonstrate institutional appreciation. These gestures not only ease hardship but also promote others to embrace teaching jobs in such areas.

Finally, teachers’ goodwill at Army Goodwill Schools embodies more than mere educational service it is the spirit of grassroots nation-building. Each teacher working in these remote valleys is a conduit for peace and progress, invisibly growing minds in innumerable young hearts, both emotionally and intellectually. Their spirit, care, and persistence render them transformational heroes in places where education itself is an act of hope.

Honouring them, thus, is not only a question of awards or certificates; it is about recognizing that there is a teacher behind every successful student who did not lose heart, even when faced with challenges.

These teachers, with their endless kindness, continue to build these bridges of sympathy and understanding to ensure that the hand of knowledge is continually and brightly shining throughout the high mountain regions of the Himalayas.

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