Cluster Resource Coordinators are the NEP’s most essential foot soldiers — yet the government treats them as a temporary arrangement
Tariq Mantoo
In the rapidly evolving educational landscape of Jammu and Kashmir, Cluster Resource Coordinators (CRCs) have emerged as a silent yet powerful backbone of the school education system. Working diligently behind the scenes, they play a vital role in strengthening the teaching-learning process. Their importance has been further amplified by the vision of the National Education Policy (NEP) 2020, which emphasises competency-based learning, experiential pedagogy, and the holistic development of learners. Such transformative reforms cannot be achieved through circulars, meetings, and sporadic training programmes alone. They require continuous, sustained academic support at the school level. It is precisely in this context that CRCs serve as the most accessible and dependable source of professional support for schools.
Drawing from my own experience as a CRC, the ground reality in government schools across Jammu and Kashmir presents a deeply moving picture. A significant majority of students come from 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 these children often reflect a reality of 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 represent a priceless asset for the nation. What they often lack is not talent, but opportunity, guidance, and access to the right academic platform. While such young minds have the potential to transform society, it is only professionally skilled, reflective, and sensitive teachers who can recognise and nurture their potential effectively.
CRCs themselves 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 these institutions. A large number of CRCs in Jammu and Kashmir work in remote areas where transport facilities and academic resources are extremely limited.
Despite these formidable challenges, they continue to serve with unwavering dedication and commitment. It is therefore deeply unfortunate that these vital functionaries are often employed on meagre salaries and without long-term job security. This precarious situation demands immediate and serious policy attention from the Government of Jammu and Kashmir. CRCs must be formally recognised as permanent and essential academic support staff, rather than being treated as a temporary arrangement.
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, Dr A. P. J. Abdul Kalam rightly remarked, “Empowering young minds with education and meaningful employment is the strongest investment a government can make for building a strong nation.”
ma*********@***il.com