Regular-Degree Teachers deserve equal justice

J&K Govt should address long-pending grievances of in-service teachers who acquired higher qualifications through regular mode

By Mool Raj

The Government of Jammu and Kashmir has, over the past few years, issued several orders to address the concerns of in-service teachers who acquired higher qualifications through distance and online modes. However, the grievances of teachers who obtained higher degrees through the regular mode while in service continue to remain largely unaddressed.

Government Order No. 188-JK (Edu) of 2024 granted a one-time exemption to teachers and masters who acquired postgraduate or higher qualifications through distance or online mode without obtaining prior permission. Subsequently, Government Order No. 264-JK (Edu) of 2025 laid down guidelines for employees who had pursued higher education through the regular mode during service. While these orders sought to resolve issues relating to seniority and promotions, many teachers who pursued regular academic courses continue to await justice.

A large number of teachers, masters, lecturers and principals obtained higher qualifications from recognised institutions such as the University of Jammu and the University of Kashmir with the sole objective of improving their academic competence and contributing more effectively to the education system. Unfortunately, many of them retired, and some even passed away, without receiving due recognition of their qualifications or the necessary post-facto permissions.

The prolonged delay has caused frustration among affected teachers. Many have spent decades pursuing their cases through official channels without receiving a final decision. Such delays not only affect career progression but also create uncertainty regarding promotions, seniority and service benefits.

The author cites his own case as an example. He joined government service as a teacher after completing two semesters of his M.Sc. in Environmental Science. The remaining semesters were completed during service without drawing salary for the study period. Since 1999, he has repeatedly approached the concerned authorities seeking post-facto leave permission, submitting representations through various administrative channels. Even after more than twenty-five years, the matter remains unresolved.

According to the author, Government Order No. 134-Edu of 2022 extended post-facto leave permission and one-time relaxation to several in-service teachers belonging to different disciplines. He believes that teachers who acquired higher qualifications through regular mode under similar circumstances should also be considered on humanitarian grounds.

The issue extends beyond post-facto leave permissions. Thousands of officials in the School Education Department continue to serve in in-charge capacities for years without regularisation. Many lecturers, headmasters, zonal education officers, principals and chief education officers reportedly wait for years, and in some cases retire, before receiving confirmation in their promoted posts.

Such delays adversely affect employee morale and financial interests. Since arrears are often restricted to a limited period, officials suffer monetary losses despite discharging higher responsibilities for several years. Delayed regularisation also creates complications in determining seniority and future promotional prospects.

The author argues that prolonged delays in convening Departmental Promotion Committees (DPCs) have contributed significantly to the problem. He suggests that a comprehensive exercise should first identify all available vacancies and complete the required legal, financial and administrative formalities before promotions are processed in a time-bound manner.

A fast-track mechanism for regularising in-charge officials, he says, is essential to restore confidence within the School Education Department. Timely recognition of service is not merely an administrative requirement but also a matter of justice, fairness and institutional credibility.

The author has appealed to the Education Minister and the Principal Secretary, School Education Department, to constitute a high-level committee to examine these long-pending cases and evolve a fair policy for teachers who acquired higher qualifications through the regular mode while in service.

Acquiring higher education should be viewed as an asset to the department rather than a liability. Teachers who enhance their qualifications ultimately strengthen the quality of education imparted to students. Their academic advancement deserves encouragement, not prolonged administrative uncertainty.

A compassionate and equitable resolution of these pending cases would not only remove a long-standing grievance but also boost the morale of the teaching community across Jammu and Kashmir.

The author is a regular columnist and freelance writer.