No more ‘VIP’ postings in Punjab schools, finally

THE Punjab Government’s decision to end ‘VIP’ or choice postings for teachers is a welcome assertion of fairness. The state has long struggled with an inequitable deployment of educators — a problem that goes beyond administrative convenience. Thousands of rural and border schools are reeling under crippling staff shortages, while urban schools often have a surplus. This imbalance has a direct bearing on students’ futures. Recent data reveals that about 2,667 primary and upper primary schools in Punjab do not meet the Right to Education norms for teacher strength, and ASER 2024 found only 34 per cent of Class III children in rural areas could read basic text. It is not surprising that where teachers are few or multitasking across classes, exam results have collapsed. In some Class 10 government schools, pass rates have sunk below 20 per cent.

The cause and effect are clear: fewer teachers mean larger classes, weaker supervision and little room for remedial attention. When one teacher handles multiple classes or subjects, attention vanishes and learning suffers. Burnout and absenteeism follow and the gap between urban and rural learning widens. For years, arbitrary transfers, temporary duties and political patronage have skewed postings. The damage is compounded when merit postings and rural incentives are ignored, leaving disadvantaged districts further adrift.

The decision to end arbitrary transfers must be followed by transparent, data-driven rationalisation. Teachers’ postings must be linked to student-teacher ratios and local needs. Plus, there is a need for incentives for remote service, regular training and timely recruitment; they are also not luxuries but necessities if the demographic dividend is to be attained. Education equity begins with staffing equity. A child’s home address should not decide whether s/he can learn algebra or just wait for a teacher to show up.