“The decision of Jammu & Kashmir School Education Department (SED) to formalize professional mobility of ReT teachers under a formal transfer policy is aimed at creating a more motivated, dynamic, and effective teaching force”
The Jammu and Kashmir Government took a long-overdue step by constituting a six-member committee to formulate a transfer policy for regularised Rehbar-e-Taleem (ReT) teachers in the School Education Department (SED). The move, while procedural on the surface, carries deeper significance for a community of educators whose service has long remained in administrative limbo. ReT teachers were initially recruited under the erstwhile Sarva Shiksha Abhiyan (SSA) scheme, beginning in the early 2000s. Over time, many of these teachers were regularised and absorbed into the SED as Grade-II and Grade-III teachers. Yet, despite years of service, they have remained outside the ambit of any formal transfer policy, often continuing in the schools where they were first posted. Even when academic arrangements temporarily shifted them, these moves were not formally recognised under the department’s administrative framework. This exclusion has not been without consequence. During mass reshuffles of the broader teaching community, ReT teachers were often sidelined—a practice the teaching fraternity views as a grave administrative injustice. Over time, this lack of mobility has resulted in professional stagnation and limited exposure to diverse teaching environments. Beyond personal career growth, such stagnation also affects the quality and dynamism of education delivered to students. The government’s move to constitute a committee—comprising senior officials from SED including the Special Secretary, Additional Secretary, and Joint Directors from central and Jammu divisions—is a step toward correcting this long-standing oversight. The committee has been tasked with examining issues related to postings, transfers, and adjustments of ReT teachers, aiming to formulate a comprehensive, transparent, and uniform transfer policy. The proposed policy is expected to be student-centric, need-based, and administratively efficient, addressing practical concerns such as periodic transfers, hardship postings, and tenure-based placements.
“The long-standing issue of professional stagnation among ReT (Rehbar-e-Taleem) teachers due to their sidelined status in broader teaching community reshuffles is considered a grave administrative injustice, negatively impacting both the teachers’ career growth and the quality of education provided. In response, the Government has formed a high-level committee within the School Education Department (SED) to address and correct this oversight.”
By enabling regular reshuffles, the policy could infuse fresh energy and innovative pedagogical techniques into the education system, benefiting both teachers and students alike. For the ReT community, the policy represents more than administrative reform. It is a long-awaited recognition of their contributions and professional standing within the SED. Routine transfers will expose teachers to diverse classrooms and work cultures, fostering professional growth, peer learning, and broader educational insights. Teachers themselves have emphasised that such mobility allows for the exchange of innovative teaching methods and enriched learning experiences. The committee has been given a two-month timeline to submit a detailed report along with a draft transfer policy. If implemented effectively, this initiative could serve as a model for equitable and efficient personnel management in education, aligning teacher welfare with administrative accountability and student-centric outcomes. Ultimately, this move reflects the government’s acknowledgment that teachers are the backbone of any education system. By addressing long-standing grievances and formalising their professional mobility, the SED can ensure a more motivated, dynamic, and effective teaching force across Jammu and Kashmir—an outcome long overdue for the ReT teachers.
