Disregarding educational experts compromises the very foundation of education itself. These experts embody the structure, and the public’s perception of its effectiveness relies heavily on the state of its representatives.
Higher education serves as the cornerstone of societal advancement, tasked with molding young minds and instilling essential values for a progressive, forward-looking society. Nevertheless, in Jammu and Kashmir, this vital framework is gravely threatened as contractual lecturers in degree colleges face relentless exploitation. Despite their substantial qualifications and commitment, they endure intolerable working conditions, receiving compensation that does not reflect their skills or contributions. These educators, who are pivotal in shaping the future, earn only Rs 28,000 per month—a stark contrast to the Rs 57,700 basic salary stipulated by UGC guidelines. This alarming discrepancy not only highlights systemic neglect but also jeopardizes the educational infrastructure of the region.
According to UGC regulations, educators must receive the mandated basic salary to acknowledge their teaching experience professionally. Yet, in Jammu and Kashmir, contractual lecturers are stripped of this fundamental right. The ramifications of this oversight are dire and wide-ranging. As per UGC standards, any teaching experience obtained without the requisite salary is deemed invalid, essentially nullifying years of dedicated service and erasing the professional legitimacy that these lecturers have earned through hard work and dedication.
However, the crisis extends beyond insufficient salaries. Contractual lecturers lack job security and are deprived of vital benefits such as pensions, health insurance, paid leave, and professional development opportunities. Many struggle to survive on their meager earnings, often forced to cobble together multiple sources of income, which not only wears them down physically and mentally but also hampers their ability to provide quality education. This financial and professional uncertainty diminishes their morale, impairing their capacity to inspire students and effectively fulfill their roles as educators.
The systemic neglect of contractual lecturers conveys a dispiriting and contradictory message to students. Education is frequently hailed as the route to progress and stability, yet students witness their highly qualified teachers grappling with basic survival. This incongruity erodes the credibility of the education system and diminishes students’ trust in its transformative potential. How can they have faith in the power of education to secure their futures when their instructors—who hold the highest qualifications—struggle to maintain their dignity? This pervasive disillusionment not only diminishes the respect students harbor for education but also dissuades young talents from pursuing academic or teaching careers, thus jeopardizing the region’s long-term intellectual and professional development.
Beyond individual hardships, the situation facing contractual lecturers symbolizes a systemic failure that poses a serious threat to the broader educational framework. Education, as a societal institution, critically relies on the expertise, motivation, and stability of its educators. These cornerstones are vital for fostering critical thinking, innovation, and intellectual growth among students. When these support structures are weakened or overlooked, the entire system becomes susceptible to collapse. This concern is particularly acute in Jammu and Kashmir, where education serves not only as a means of individual empowerment but also as a vehicle for promoting peace, social cohesion, and economic development. Neglecting educators within this context is not only shortsighted but also profoundly harmful to the region’s future.
The crisis also prompts urgent ethical and moral inquiries regarding societal values surrounding education and those who devote their lives to it. Contractual lecturers are more than mere employees; they are beacons of knowledge and mentors for the next generation. By failing to offer them fair compensation, job security, and basic benefits, the system undermines their dignity and reduces their labor to mere transactional exchanges. This lack of respect for educators signifies a broader devaluation of education as a societal priority, transforming it from a transformative force into a mechanical process.
Addressing this crisis demands immediate and decisive action. The initial step must involve ensuring that all contractual lecturers receive at least the mandated basic salary of Rs 57,700, as outlined in UGC guidelines. This is not just a matter of financial equity but also one of reinstating the dignity and professional legitimacy of these educators. A fair remuneration structure will enable them to dedicate their efforts to teaching responsibilities without the constant burden of financial anxiety.
Furthermore, it is essential to provide crucial benefits such as health insurance, pensions, and paid leave to guarantee their well-being and stability. Contractual lecturers should also be offered professional development opportunities, including access to resources for research, training, and skill enhancement. Transparent and merit-based recruitment and promotion policies are critical for rebuilding trust within the system and ensuring a fair and equitable work environment for all educators.
Policymakers must also acknowledge the distinct challenges faced by educators in Jammu and Kashmir. The region’s socio-political dynamics impose additional pressures on the education system, underscoring the need to support and uplift those who contribute to its sustainability. Investing in educators should be viewed not as an expenditure but as a long-term investment in the region’s intellectual and social capital.
Public support is vital in driving these changes. Society must recognize the invaluable contributions of educators and align in solidarity with their calls for fair treatment. Education is a collective endeavor that benefits society as a whole; neglecting those who devote their lives to this cause jeopardizes the foundation of progress and development.
This crisis serves as a stark warning for the future. If the concerns of contractual lecturers remain unaddressed, the region risks descending into an even deeper crisis that will weaken the educational structure and, consequently, the very fabric of society. The neglect of educators today will lead to a crisis of expertise and intellectual stagnation tomorrow, impacting generations to come.
Policymakers must act swiftly and decisively to correct this injustice. By addressing the difficulties faced by contractual lecturers and ensuring their fair treatment, Jammu and Kashmir can cultivate a stronger and more equitable educational system. Such reforms will not only restore the dignity of educators but also reaffirm the importance of education as a transformative force for individuals and society.
The fundamental aim of education is to empower, enlighten, and uplift. To realize this aim, it is crucial to support and value the educators who constitute its foundation. By addressing the systemic neglect faced by contractual lecturers, we can ensure that education remains a beacon of progress and hope for future generations. Only in this way can the region truly harness the power of education to forge a brighter and more equitable future for all.
The author is an Assistant Professor (Sociology) at UILS, Chandigarh University, Punjab (India).
