In the changing educational landscape of Jammu and Kashmir, Cluster Resource Coordinators (CRCs) have emerged as a silent yet powerful backbone of the school education system. They work behind the scenes and play a vital role in strengthening the teaching–learning process. The importance of CRCs has further increased in the light of the vision of the National Education Policy (NEP) 2020, which emphasises competency-based learning, experiential pedagogy and the holistic development of learners. Such reforms cannot be achieved merely through circulars, meetings and short training programmes. They require continuous, sustained academic support at the school level. This is precisely where CRCs serve as the most accessible and dependable professional support for schools.
From my own experience as a CRC, the ground reality of government schools in Jammu and Kashmir presents a deeply moving picture. Most students belong to poor and middle-class families. Many children struggle to afford basic learning materials, and in some cases even school uniforms and textbooks remain beyond their reach. Although education is a fundamental right under Article 21-A of the Constitution of India, the lived experiences of many children still reflect silent deprivation.At the same time, I have observed that within the four walls of classrooms there are students with extraordinary intellectual and creative abilities. These children are truly a priceless asset for the nation. What they often lack is not talent, but opportunity, guidance and access to the right academic platform. Such young minds have the potential to transform society. However, only professionally skilled, reflective and sensitive teachers can recognise their potential and nurture it effectively.
CRCs are highly qualified professionals with a sound understanding of modern teaching methodologies. Their engagement in higher secondary schools not only supports classroom teaching but also strengthens the overall professional culture of schools. A large number of CRCs in Jammu and Kashmir work in remote and difficult areas where transport facilities and academic resources are extremely limited. Despite these challenges, they continue to serve with dedication and commitment. It is deeply unfortunate that these CRCs work on meagre salaries and without long-term job security. This situation demands immediate and serious policy attention from the Government of Jammu and Kashmir. CRCs must be recognised as permanent and essential academic support staff, rather than being treated as temporary arrangements.
Last but not least, CRCs represent the academic conscience of the school education system. Securing their future through a focused, forward-looking and humane policy is not merely an administrative requirement, it is an educational responsibility of the present government. In this context, A. P. J. Abdul has Kalam rightly remarked, “Empowering young minds with education and meaningful employment is the strongest investment a government can make for building a strong nation.”
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