Teachers: The Political Pawns of Chakma Autonomous District Council Leaders

Teachers: The Political Pawns of Chakma Autonomous District Council Leaders

-       By Devasis Chakma

(Social Science Teacher, Govt. Borapansury High School)_

___________________________________

Abstract: The writer of this article has drawn heavily from personal experiences and observations that span several years, dating back to his school days. This lengthy exposure has granted him a unique perspective on the issue at hand.

During his time as a student, the writer personally witnessed a troubling phenomenon: teachers were frequently transferred from one school to another, often abruptly and in the middle of an academic session. Unfortunately, this trend has persisted, remaining unchanged to this day.

The writer's personal experiences and observations provide a compelling foundation for this article, underscoring the urgency of addressing this longstanding issue within the education system.

Introduction

The Chakma Autonomous District Council (CADC) is an autonomous council in Lawngtlai district of Mizoram, covering about 3.25% of the state’s area. It was formed on April 29, 1972, under the Sixth Schedule of the Constitution of India to provide autonomy to the ethnic Chakma people living in the region. The CADC is situated in the southwestern part of Mizoram, sharing international borders with Bangladesh and Myanmar. The headquarter is at Kamalanagar, which means “land of oranges” in the Chakma language. The Chakma tribe predominantly follows Buddhism.

In the Chakma Autonomous District Council (CADC), elections are held every five years. However, this democratic process has an unintended consequence on the education system. Teachers who cast their votes for a party or candidate that fails to come to power often face frequent transfers as a result. This phenomenon can lead to a teacher being transferred 5 to 10 times within a five-year period, which can occur twice a year or even more frequently. Such instability makes it impossible to improve the education system; instead, it perpetuates a decline in educational standards.

A deteriorating education system has far-reaching consequences, impacting not only the students but also the community as a whole. Schools are established to foster community development and produce educated individuals who can contribute to societal progress. However, the current system hinders this mission, undermining the very purpose of education.

Currently, the Education Department in CADC oversees schools up to the Middle School level (Classes 1- 8). In contrast, Classes 9 -12 fall under the purview of the State Government, with the CADC lacking authority to appoint teachers at the high or higher secondary school levels. Teacher appointments for these levels are handled by the Education Department, Government of Mizoram. However, the CADC has the power to appoint teachers up to the middle school level, which falls within its autonomous jurisdiction. 

The grant of autonomy to the Chakma Autonomous District Council (CADC) has unfortunately led to unprecedented challenges for teachers. One primary concern is the frequent and arbitrary transfers of teachers from one school to another, forcing them to leave their native villages and relocate to unfamiliar areas. This disrupts their personal and family lives, creating insecurity and instability among the teaching community. The frequent and arbitrary transfers of teachers have severe and far-reaching consequences that impact multiple stakeholders, including: 

1.   The Impact on Students:

Students are most affected by teacher transfers. Adjusting to new teachers and methods can be challenging, disrupting studies and causing academic setbacks. When  teachers are  transferred in mid-session, they often leave without completing the syllabus, posing problems for both teachers and students. To mitigate this, transfers should occur after the current academic session or at the beginning of the new session. 

2.     The Effect on Teachers:

Untimely transfers have a profound impact on teachers' well-being and effectiveness. Adapting to new environments can be stressful, leading to psychological distress and an inability to teach with a free mind. Teachers require a tension-free environment to perform optimally. 

Challenges of Remote Transfers:

Transfers to remote areas can be particularly challenging due to:

a)     Transportation difficulties:  Limited access to transportation can make it hard for teachers to commute to and from school.

b)     Financial burdens: Teachers may incur additional expenses due to the transfer, which can cause financial stress.

c)     Limited facilities: Teachers transferred from town schools to remote areas may not have access to the same facilities, amenities, and services, which can affect their quality of life and job satisfaction. As a result, teachers may struggle to devote their full attention to teaching, ultimately affecting their job performance and overall well-being. 

3.   The Impact on Institutions:

The success of educational institutions depends heavily on the efficiency and stability of their faculty. Frequent teacher transfers can disrupt institutional operations, creating gaps that are challenging to fill. 

Consequences of Frequent Transfers:

The effects of frequent transfers can be far-reaching:

a) Compromised education quality: Substitute teachers, often appointed from local villages, may struggle to adjust to the new environment, ultimately affecting the quality of education.

b) Demotivated staff: Teacher transfers can impact the mindset of remaining teachers, causing them to feel sad, anxious, or insecure about their own job stability.

c) Disrupted teaching-learning process: The overall teaching-learning process in the school can be affected, as the remaining teachers may experience decreased morale and motivation.

By minimizing frequent teacher transfers, government can promote stability, efficiency, and a positive teaching-learning environment. 

4.   The Effect on Society:

Society is also affected by teacher transfers. Parents and teachers need to develop trust and confidence, difficult to achieve with constant teacher changes. A stable teacher community fosters mutual understanding, enabling teachers to address problems collaboratively with society. Teachers posted in their native villages can engage in community development work, but transfers can isolate them and hinder societal involvement.

In conclusion, frequent and arbitrary teacher transfers have severe consequences for students, teachers, institutions, and society. Addressing this issue is essential to ensure a stable and effective education system. 

Measures to Stop Frequent Transfer of Teachers and Improve the CADC Education System

To address the challenges faced by teachers and students in the Chakma Autonomous District Council (CADC) education system, the following measures are proposed: 

1.     Political Neutrality: Teachers should maintain political neutrality to avoid frequent transfers. They should refrain from open involvement in politics and remain impartial during elections. 

2.     Reducing Public Complaints: The public should minimize complaints against teachers to local leaders or politicians, as this can lead to frequent transfers and disrupt the education system. 

3.     Leader’s Responsibility: Leaders should consider the impact of transferring teachers on local students, families, and the community. They should prioritize the welfare of their constituents. 

4.     Teacher Accountability: Teachers should perform their duties diligently, regardless of their posting or transfer. They should be punctual, cooperative with colleagues, and committed to improving the education system. 

5.     Effective Teaching Methods: Teachers should utilize teaching aids, provide clear explanations, and offer examples to facilitate better understanding among students. 

6.     Prohibition on Substitute Teachers: Teachers should not appoint substitutes when transferred outside their native village or school. Instead, they should ensure a smooth transition of their responsibilities. 

7.     Government Motivation: The government should incentivize teachers who attend school regularly, recognizing their dedication and hard work. 

9.     Regular Inspections: The government should conduct regular inspections to monitor teacher attendance and performance, promoting accountability and encouraging teachers to fulfill their duties diligently.

By implementing these measures, the CADC education system can be improved, and the challenges faced by teachers and students can be mitigated