The case for a Teacher Education and Research Centre (TERC) at Kashmir University 

By: Sheikh Sameer (Sociologist)

There is a significant gap between the teaching-learning standards in Kashmir Division and those in advanced educational institutions worldwide. Most of our teachers lack the necessary skills and do not receive regular updates in a range of areas, including the latest developments in IT, emerging disciplines, curriculum changes across the world, and new challenges arising from an increasingly crisis-ridden global environment.

The challenges faced by existing state training institutions and DIETs are evident from the fact that the philosophical orientation of various disciplines or subjects taught in schools is generally lacking. As a result, the teaching-learning environment remains far from satisfactory, as noted by various analysts within and outside the Department. The increasing preference for private schools over government schools is linked, in part, to the lack of attention given to professional development and the application of the latest research in education. There has also been little effective liaison between the University and educational institutions to support this process of upgrading.

Objectives of the centre

Recognizing the emerging challenges in teacher education and research, the idea of establishing Teacher Education and Research Centres (TERCs) at the university level has been under consideration. Given the urgent need to radically improve institutions dedicated to exploring new ideas, fostering critical thinking, generating knowledge, and ensuring its local relevance, I propose the establishment of a Teacher Education and Research Centre (TERC) with the following objectives:

• Serve as a link between the University’s extension centres and the Department of Education.
• Utilize existing trained and research-oriented personnel within the Department to address challenges in teacher education and research.
• Provide DIETs, SIEs, and other institutions with a more academic and research-centric professional orientation to help them address emerging complexities.
• Monitor and enhance the quality of education in the Department while supporting and refining the research initiatives undertaken by departmental educators.
• Collaborate with universities to harness available human and institutional resources for research and development in elementary and secondary/higher secondary education.
• Develop new models, ideas, and projects to enhance the learning-teaching process in educational institutions.
• Tap into the Department’s vast resources to introduce innovative educational approaches, such as fostering creative writing and artistic expression among students and teachers, expanding extracurricular activities, developing curricular materials for new educational needs, and designing short-term certificate courses in languages and other subjects for teachers. Additionally, a program to teach at least one classical language to teachers and interested students, considering the global demand for such skills, would be introduced.
• Organize special lectures, workshops, seminars, and other activities to connect the teaching community with emerging trends and challenges in the education sector.
• Implement pilot projects for innovative teaching and learning approaches in select schools.
• Coordinate with institutions within and outside the state to accelerate the adoption of modern teaching and research techniques at the grassroots level.
• Publish a research journal and a newsletter focusing on emerging trends in education.
• Produce educational documentaries, e-content, and other special materials to make teaching and learning more accessible.
• Develop publications such as etymology-based dictionaries and monographs on the history and culture of education, thereby preserving and highlighting Kashmir’s contributions to various disciplines.
• Facilitate much-needed translation efforts, including translating technical terms into local languages, translating classical texts from different languages, and updating curricula through quality translation work.
• Encourage talented teachers to publish their work by providing a platform for their research and educational contributions.
• Critically review the subjects taught in schools, assessing their relevance and utility in the current educational landscape, particularly in subjects like mathematics and sciences, which are often disconnected from economic realities.
• Organize model lectures and short-term courses for teachers throughout the year, leveraging university resource persons. Special refresher courses, modeled after those offered to college teachers by Academic Staff Colleges, should be conducted regularly to update the skills of thousands of teachers currently working in the Department.
• Design and implement pilot projects for examination reforms that emphasize creativity and critical thinking over rote memorization, moving away from conventional question-answer formats and eliminating the practice of copying and plagiarism.

Immediate tasks for the centre

The Centre’s immediate priorities include:

• Reviewing DIETs and SIEs to assess their mechanisms and effectiveness in teacher training and research, including conducting necessary surveys at the grassroots level in collaboration with the Department of Education.
• Preparing a policy paper that evaluates the existing curriculum, identifies gaps in subject emphasis, and examines the rationale behind certain inclusions and omissions in relation to local needs and global advancements.
• Assessing the Department’s resource base and identifying areas where collaboration with the University of Kashmir and national/international institutions can be strengthened.
• Exploring strategies for establishing long-term linkages between the University and the Department, including defining the operational framework for such collaboration.

Structure and implementation

The success of these objectives depends on assembling a team of distinguished specialists from the University who will guide and facilitate the Centre’s work. The Department will contribute its best human resources across various subjects, while the University is requested to provide a dedicated space and additional facilities. The financial burden will be shared, though the Department will take the lead in securing funding.

Given that these objectives align with the University’s broader research and extension goals, the Department is willing to facilitate internships and research opportunities in its schools and other institutions. Through the Centre, University faculty will gain enhanced access to field research, enabling them to test new ideas and engage with real-world challenges in the education sector.

In light of these considerations, we seek your support in establishing a Teacher Education and Research Body (TERB), comprising the Director of Education and a team of specialists from the University. This body will oversee the Centre’s activities, periodically review the existing education landscape, propose solutions, and facilitate necessary reforms. It is proposed that the Dean of Academic Affairs chair the body’s meetings, with the In-Charge of the Centre working under their direct supervision to achieve the outlined objectives.

Collaboration framework

We request the finalization of the modus operandi for collaboration between the Centre and the University. It is worth mentioning that the Department was previously approached by the Islamic University of Science and Technology (IUST) for a similar initiative. However, we believe that selecting an older and more established institution with proven credentials in educational research and development will yield better results. Our initiative aligns with the University’s objectives, including its focus on Lifelong Learning, research across multiple disciplines relevant to school education, and the expansion of extension programs.

Financial implications

The establishment of TERC would not impose a significant financial burden, as resource persons can be drawn from within the Department or seconded from other institutions. Financial support would be required only for specific initiatives, which can be sought from various funding agencies, in addition to contributions from departmental resources. Some funding may also be provided by the University for activities that align with its existing programs.

Resource base

The Department is willing to allocate some of its best resources—those with experience in research, innovation, and program coordination—to the TERC, in consultation with the Teacher Education and Research Body (TERB). Clerical assistance and routine office expenses will be covered by the Department. A budget of ₹1.5 lakh is proposed for conducting surveys, drafting review papers, and building a database to identify and mobilize resources within the Department.