Page 114 - Kashmir and National Education Policy by Dr. Amarpreet Kour

KASHMIR & NATIONAL EDUCATION POLICY 2020 || DR. AMARPREET KOUR

12. Lack of authority with cluster heads – ensuring autonomy
within the cluster: Cluster heads are seeking full-fledged
authority to govern their respective clusters, as envisioned
in NEP 2020, and are ready to be held accountable for their
responsibilities. However, a recent order restricting their
ability to transfer teachers has caused dissatisfaction among
them. Furthermore, cluster heads have emphasized the need
for adequate funds to manage their operations effectively. They
have also requested transportation facilities, such as buses, to
enable students to visit cluster schools conveniently. These
measures would enhance accessibility and support improved
learning opportunities for students.

13. Need to Address the disparities in Transfer Policy: There
are significant disparities in the transfer policy, with a severe
shortage of staff in peripheral areas and an excess in central
locations. Allegations of political and bureaucratic intervention
in the transfer process have also been raised. Transfers are
vital for professional growth as they provide exposure and
valuable learning experiences. For instance, the principals of
HSS Hardpanzoo and HSS Dragger, both from Gurez Valley,
have transformed these far-flung higher secondary schools
into model institutions, showcasing the positive impact of
effective leadership in remote areas. One key factor driving
the preference for central postings is the double House
Rent Allowance (HRA) provided in central areas, making
such positions highly desirable. To address this imbalance,
incentives should be introduced for those working in far-flung
areas, or the HRA should be standardized across all regions
to ensure fair distribution of staff. Furthermore, the absence
of female teachers in far-flung schools has a profound impact
on education, as it discourages female students from attending
school and hinders overall progress in these regions.

14. Addressing the Gujjar Community Issue – Gujjari speaking
teachers and curriculum: The Gujjar community is one of the
most marginalized groups in our society, but the government
has taken remarkable steps for their upliftment. One of the

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