University
Teachers’ Associations are duly elected representative bodies of the faculty
members working in universities on substantive basis. Generally teachers
associations are viewed as opponents of the administration who tend to
interfere in each and every matter and just try to thwart or obstruct all that
administration tries to do for the betterment of the institution. However such
a viewpoint is very far from a correct or factual assessment of their role and
responsibilities. Essentially administration’s objectives of institutional
growth cannot be at loggerheads or at conflict with the objectives of the
teachers’ associations. Both are complementary and supplementary to each other
and that should be a strong reason for both of them to work together to achieve
their respective as well as collective aims and objectives since all their
mutual goals are essentially positive, reformative and progressive in
character.
As
conscious citizens and elected representatives of the intellectual class of
their society teachers’ associations must be fully aware of their
responsibilities and therefore hold institutional interests supreme to their
individual interests. Individual progress and welfare of teachers is
subservient to the progress and welfare of our institutions. University
administration too needs to view teachers’ association as an ally and a votary
rather than an opponent or adversary. University teachers need to be provided
with a very congenial and conducive atmosphere to render their duties
diligently and take their institutions to all new heights of excellence by dint
of their hardwork, dedication and commitment which can only be ensured when
teachers feel certain and secure about their promotional prospects and are
provided with all incentives and amenities required to perform to the best of
their abilities.
Following
their appointment in the universities common concerns, grievances and
aspirations of teachers include a favourable working atmosphere, good service
conditions, timely promotions and equal merit-based placement opportunities,
decent in-campus residential accommodation, intermittent deputation to
conferences and seminars to strengthen their insight and knowledge base, timely
remuneration and allowances commensurate to UGC regulations, appreciation and
incentivization of their good work and prompt disposal of their individual files
at various sections of the administrative block be it recruitment, research or
accounts sections sans any red-tapeism and spine breaking hassles. But the moot
question is whether these concerns really qualify as grievances of teachers
whereas they actually are legitimate rights of a teacher that a university
education system should automatically ensure in due course of time without a
teacher exerting himself and struggling for the same.
Unfortunately
in the existing scheme of things teachers have to pass through an ordeal and
present these genuine aspirations and legitimate rights in the form of a
charter of demands which otherwise should have been an inherent part of the
institutional policy framework and should have been automatically addressed by
the administration of our higher educational institutions since they are vital
to the overall institutional development and no institution can thrive or
progress without addressing these basic service issues of the most significant
stakeholder of higher education i.e., a teacher. Sadly our administrative
set-up hasn’t evolved to that level as yet where these concerns could be
automatically addressed without a teacher having to pursue the same either
personally or through his elected representatives. It has been usually observed that
teachers generally experience apathy, indifference and lack of concern while
pursuing their administrative matters and keep craving for some empathy,
compassion and prompt disposal of their files.
Lack
of a uniform policy and practice as well as non-adherence to the principles of
equity and justice evokes the need for teachers associations that otherwise
would not have been required at the first place. However apart from
redressing genuine grievances of teachers, teacher associations are also duty bound
to extend full support to the administration for contributing substantially,
positively and significantly in all their progressive and constructive measures
that are aimed at bringing about progress and development of the institution as
a seat of higher learning and raising its standards of teaching and research at
par with institutions of national and international repute. Teachers also owe
something to the prime stakeholders of our educational system i.e., the
students and to the society as well. They cannot remain mute, oblivious and
untouched by the concerns of their society at large.
It
needs to be emphasized that teachers’ associations should rely on making
logical interventions through consistent lobbying, persistent advocacy and
persuasive pressure for redressing the genuine grievances and legitimate
demands of the teaching community. They should remain committed to work in
tandem with the university administration for the overall progress and
development of their institutions and for the welfare of their teaching
community. They must extend full support to the university administration in
all positive, constructive and progressive measures aimed at improving the
academic milieu of the university and in turn university administration must
extend full support and cooperation in redressing genuine grievances of
teachers and providing them succor in fulfilling their long pending demands. University
administration must in turn be very courteous, cordial and considerate towards
the teachers and address their genuine issues, concerns and grievances in a
time-bound manner.
Some
people seek their entry into the executive bodies of teachers associations with
a personal agenda that can either be positive or negative, constructive or
destructive, progressive or vindictive in nature. Some people want promotions
for themselves while others seek demotions for others; some people want to
raise their own status while others want to threaten or belittle or coerce
others and dilute their writ in the institution. Fact of the matter is that not
all the people seek to serve these associations with a yeoman’s spirit devoid
of any personal, hidden or negative agenda. An office bearer of the teachers association
requires a lot of courage, patience, conviction, integrity, tolerance,
perseverance, maturity, mannerism, modesty and skill to perform his duties with
full sincerity, fearlessness, honesty and dedication since on one hand he has
to boldly question the authorities and seek redressal of the genuine grievances
of teachers and on the other hand satisfy his clientele who want quick results
and prompt resolution of their problems.
Teacher and student
associations are a part and parcel of the university education system that strengthens
the democratic apparatus in higher educational institutions. They perform the
duties of a watchdog in the higher educational institutions and closely monitor
the administration for all its programmes, plans, actions and decisions
ensuring that all decisions taken are in the interest of the institution,
student and teacher communities and nothing is going in the wrong direction. They
need to be encouraged for the sake of fostering a democratic culture in
academic institutions since they are responsible for providing a formidable
opposition and raising genuine issues for the betterment of the institution.
Banning student unions or curbing teachers’ associations, wherever practiced in
the country cannot serve the purpose and interests of higher education
institutions anywhere. However for any meaningful existence of these
associations they should be free from dirty politics and politicking of all
sorts. Their agenda and plan of actions should be transparent and crystal clear
leaving little scope for any unreasonable doubts and apprehensions. Our
universities need to formalize and institutionalize students and teachers
associations and provide adequate space to them for raising genuine demands and
grievances.
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