What we need is quality staff — from the classroom teacher to the zonal and district officers. Sadly, a large portion of the department consists of people who landed here by chance. Their contribution is negligible. Incapable, lethargic, and inactive, they do nothing but play with the future of our children.
The irony is painful: the most energetic and talented teachers are needed at the pre-primary and primary levels, yet those nearing retirement — often untrained in modern methods — are tasked with shaping young minds. The foundation is laid weak, and the result is poor performance at the middle and secondary levels.
Reform is not just about rewriting policies. It requires people who are willing to learn, adapt, and update themselves with new methods. Screening is essential — the deadwood must be shown the way out. Promotions should be earned through merit, performance, and examination, not handed out on the basis of seniority or category quota.
Hardworking, dedicated, and talented teachers should be encouraged and uplifted. The tragedy of our system is that when a person fails to become anything else, he often ends up becoming a teacher. That mindset must change if we truly want an education system that builds the future instead of breaking it.