An unfulfilled dream of education reform or just a political slogan?
The government had announced that this year the transfers would take place in April, but the process did not start until September. This delay is not only a breach of promise with the teachers, but is also a direct blow to the studies of the students and the operation of the schools. The aim of the Haryana government’s “Dream Policy” was to bring transparency and fairness in teacher transfers. Initially, it was considered a revolutionary step, but now it has been mired in controversies due to repeated delays in the schedule, technical complexities and political interference. Teacher organizations say that the government has broken its promise by imposing only formalities. This is directly affecting the education system and the studies of the students. If concrete action is not taken soon, then this policy will not become an achievement but will become a symbol of the government’s failure.
To make the education system more transparent and smooth, the Haryana government had implemented an online system for teacher transfers a few years ago, which was proudly named the “Dream Policy”. The implementation of this policy meant that now teachers would be transferred only based on seniority, merit and priorities, and not based on recommendation or pressure. Initially, it was considered a revolutionary step. But in the past years, the credibility of this policy has started being questioned. The government had announced that this year, transfers would take place in April, but the process did not start until September. This delay is not only a breach of promise with the teachers, but is also a direct blow to the studies of the students and the functioning of the schools.
Education does not depend only on school buildings or textbooks; its real pivot is the teacher. In a state like Haryana, where there is a clear disparity in the quality of education in rural and urban areas, the proper deployment of teachers becomes extremely necessary. Schools in rural areas are often deprived of qualified and experienced teachers, while a relatively higher number of teachers are deployed in urban schools. In such a situation, the transfer policy becomes a powerful means of improving the quality of education rather than a mere administrative process.
The government claimed that the dream policy would end corruption and favouritism. But the reality is that the implementation of the policy has been plagued with many problems. Teachers were repeatedly instructed to update their MIS, which included everything from personal details to mobile numbers. These repeated formalities led to discontent, and technical errors and data mistakes raised questions on the claim of transparency. The most serious complaint was that the transfer schedule was not released on time. This delay not only affected the personal lives of teachers but also disrupted the academic activities of schools. Even though the process was described as completely online, teachers allege that the influence of influence and recommendations is clearly visible even today.
In a recent meeting held in Kaithal, the teachers’ organizations warned in clear words that if the transfer schedule is not released soon, the government’s dream policy will become a cause of disrepute for the government itself. They say that the government has kept them entangled in unnecessary formalities. The Chief Minister and the Education Minister have given assurances several times, but the promises have not been fulfilled till now. The Education Department deliberately keeps this process pending. This dissatisfaction is not limited to transfers only, but also puts a question mark on the government’s intentions and breach of promise.
If one assumes that this controversy is limited to the interests of teachers only, it will be a grave mistake. Many schools struggle with vacancies and the studies of students are adversely affected. Repeated delays and breaches of promises demoralize teachers. Dissatisfied teachers are unable to make the expected contribution to the quality of education. When teachers themselves do not trust the policy, the trust of society and students automatically wavers.
Education has always been a major issue in Haryana politics. Governments have been claiming to improve education, but teacher recruitment, transfer, and posting have remained the most controversial issues. The controversy over the Dream Policy has now started taking a political colour. The opposition is preparing to raise this issue among the public by calling it the failure of the government. If this discontent increases, then this issue may prove to be costly for the government in the upcoming elections.
The government has the opportunity to make this policy a true “dream policy”. For this, it is necessary to make a clear calendar of the transfer process and follow it. MIS and other online systems will have to be made simpler and reliable. The process should be made fully automated and merit-based, and regular communication should be established with teachers’ organizations. The more transparent the decision-making process is, the more trust will be restored.
The objective of Haryana’s Dream Policy was laudable, but serious shortcomings have come to the fore in its implementation. If the government does not remove these soon, then this policy will prove to be a symbol of the government’s failure rather than its achievement. Education is the foundation of any society and teachers are its foundation. If the teachers themselves remain dissatisfied and neglected, then the dream of education reform will remain incomplete. Therefore, it is necessary that the government goes beyond promises and takes real action, so that Haryana’s Dream Policy can truly prove to be a “policy of dreams” and not just a political slogan.
