"These proposed draft rules will have a significant impact on individuals who wish to become school teachers and on the fairness of educational opportunities.”

The recently suggested changes in the eligibility criteria for the position of a school lecturer are noteworthy. According to these new rules, candidates must now hold a post-graduate degree in the relevant subject, along with a B.Ed qualification. The sudden inclusion of B.Ed as a mandatory requirement has raised concerns about the department's intentions. Many people, especially the younger generation in the region, find this change unjust, particularly for highly qualified students who have excelled in competitive exams like JRF, NET, SET, and GATE. Surprisingly, even candidates with advanced qualifications, such as Ph.D. and post-doctorate degrees, would no longer be eligible under these new rules.

This change may potentially exclude many talented young individuals from applying for these lecturer positions. It seems that the main beneficiaries of this change would be the numerous B.Ed colleges in the region, which are often seen as profit-driven institutions. Consequently, aspiring lecturers may be compelled to invest significant amounts of money to obtain an additional degree, further burdening unemployed youth who are already struggling to make ends meet.

Remarkably, this policy shift comes at a time when the higher education department is working to reduce the emphasis on higher qualifications. They have taken steps to ensure that merit is the primary criterion for selection. This approach has opened doors for many talented youth, allowing them to access opportunities based on their skills and abilities rather than just academic qualifications. However, the school education department's decision to make B.Ed mandatory contradicts this positive trend. Instead of B.Ed, the department could have considered adding a competitive teacher examination like CTET to the eligibility criteria, providing a fairer opportunity for all applicants.

Furthermore, the draft rules mention the requirement of a B.Ed degree or its equivalent, without specifying what qualifies as an equivalent. The authorities need to clarify this ambiguity and outline any degrees or diplomas that would be considered equivalent to B.Ed. Additionally, there is a provision in the draft rules stating that post-graduation in science subjects obtained through distance mode would not be considered. This jeopardizes the future of thousands of students enrolled in reputable institutions like IGNOU and other recognized open universities. These universities play a crucial role in disseminating knowledge and conducting practical sessions for their students, even on weekends and holidays. Disregarding their degrees for the lecturer positions is both unfair and discriminatory.

In today's educational landscape, distance and online mode degrees are becoming increasingly prevalent, with many reputable institutions offering high-quality online programs. It is imperative to recognize the value of these degrees and treat them on par with conventional degrees. Denying opportunities to learners pursuing distance and online education is a violation of their fundamental rights and hinders the decentralization of education, which is crucial in the current context.

Fortunately, these draft rules have been made public for objections and suggestions. It is essential that genuine concerns and objections raised by various stakeholders are carefully considered in the finalization of the recruitment rules. The goal should be to ensure that deserving candidates are not hindered by minor issues and can contribute meaningfully to the department and society in various capacities. No one should be denied their dream job due to bureaucratic hurdles.