Rastogi committee pay structure: disincentives reinforced
By: Ravi Kumar, T.
Contributor(s): Raina, Badri.
Material type:
ArticlePublisher: 1997Description: p.1985-990.Subject(s): Education - India | Educational personnel
In:
Economic and Political WeeklySummary: The central paradox of policy on higher education since 1985 resides in the two opposed stipulations that policy-makers have wished to impose on the country's teachers: acquire degree after degree, eligibility after eligibility, if any career advancement is desired; simultaneously, learn to jettison all pretensions to thinking. It is in line with this mindset that the UGC Pay Review Committee, 1997, makes its recommendations. Its exertions in pursuit of the goal of drawing the `best talent' to teaching follow along three axes: (a) diminish teaching to a rung below bureaucrat, banker, executive and other educated services; (b) require spiralling eligibility, but take away every necessary input to excellence; and (c) regulate and regiment teachers into subservience. - Reproduced
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Articles
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Indian Institute of Public Administration | Volume no: 32, Issue no: 31 | Available | AR35379 |
The central paradox of policy on higher education since 1985 resides in the two opposed stipulations that policy-makers have wished to impose on the country's teachers: acquire degree after degree, eligibility after eligibility, if any career advancement is desired; simultaneously, learn to jettison all pretensions to thinking. It is in line with this mindset that the UGC Pay Review Committee, 1997, makes its recommendations. Its exertions in pursuit of the goal of drawing the `best talent' to teaching follow along three axes: (a) diminish teaching to a rung below bureaucrat, banker, executive and other educated services; (b) require spiralling eligibility, but take away every necessary input to excellence; and (c) regulate and regiment teachers into subservience. - Reproduced
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