Premium educational systems of the world viz United States, United Kingdom, Finland, Canada and Japan are the benchmarks of academic excellence for rest of the globe. From exquisite infrastructure, student centric approach to highly trained and efficient teachers, these educational systems have a wide range of salient features which make them as the stand out educational structures of the world. And the best thing about these top-notch educational set-ups is their formidable pre-primary and primary framework.
The most prominent feature of these systems is their extraordinary emphasis on early childhood care and education where learning thrives to the fullest extent. Besides exceptionally outstanding teachers, these systems have introduced educational nurses or assistant teachers who play a pivotal role in the creation of conducive learning environment in their schools. These helpers don’t teach but let teaching-learning process flourish and grow.
Of late, our own government of Jammu and Kashmir has introduced Aayas in government schools to give a flip to teaching-learning process. But, the roles and responsibilities of Aayas are not defined and designated clearly. A common misperception confined these school helpers to the thresholds of washrooms, thus limiting the spectrum of their work. Even many school heads failed miserably to designate roles to these Aayas.
The concept was probably borrowed from the highly successful educational systems of the world with the hope to witness a new beginning. But, something went wrong with it. Though most of our primary and middle schools are utilising the services of Aayas, but their role in the holistic grooming and development of Balvatika ( Kindergarten ) students, is still a dream. These Aayas possess the required mettle to light up the gloomy corners of our elementary level schools. But, the requisite direction to channelize their energies is missing. Steering their potential and to bring them under the professional ambit is inevitable to harness their energies and talents.
Most of the Aayas have been rendering their best possible services to our young kids admitted in schools. They are serving the system with utmost dedication and commitment, despite their different limitations. Though their engagement was not made purely on professional lines, yet they are dispensing their best, and have learnt the art to handle the delicate lot in the schools . Their educational qualifications were not taken into consideration at the time of their engagement. It looked more a compassionate gesture than a professional one. This criterion undermined and restricted their roles. A stigma or complex was consciously or unconsciously etched to them since day one. They were never treated as part of the system rather a sick mindset alienated them from it.
A ” Maid ” like image became their identity and fate. Their predicament began with the advertisement notices of their engagements. Many teachers and school heads didn’t treat them as helpers or assistant teachers. Consequently, these Aayas never let their wings expand. Even a few school heads have assigned multiple roles to them which has burdened them terribly.
Besides their designated duties, they are seen carrying out a wide range of tasks. Somewhere they give classes to different grades, in many institutions they are asked to conduct morning assemblies, and shockingly – at a few places, they have been made mid-day meal ( MDM ) incharges. Though they are supposed to help cooks and teachers to serve the mid-day meals smoothly, but the unnecessary loads are sure to crumble their backs. They can prove to be the game-changers if their services are utilised properly.
Very recently, state council of educational research and training – Kashmir division ( SCERT-KD ) in collaboration with a non-governmental organisation – Jammu and Kashmir association of social workers ( JKASW ) took an initiative to build the capacities of these Aayas. And the capacity building programme of these Aayas is going on in cascading mode across all the ten districts of Kashmir valley. The training programme seems to bear fruit. These school helpers have shown overwhelming response by attending the training programmes at their district headquarters viz DIETs. They are looking excited to receive the training. Periodic professional grooming of these Aayas will help them to recognise their roles and responsibilities.
Now, the onus is on heads of the institutions to draw the best from these low-paid workers . A pep talk, a positive reinforcement, a compliment or a comment of appreciation will keep these Aayas motivated to give their best to the department. Heads of the institutions need to be mentors than to be the bosses. A mentor inspires, influences and leads his/her coworkers, colleagues and subordinates for excellence. Though our school heads possess good leadership qualities, but still they need to be oriented to acquaint them about the best utilisation of Aayas in schools.
The Author is a Teacher. He can be reached at mushtaqhurra143@gmail.com
