Sri Vijaya Puram (Port Blair) 14: A March 25 circular issued by the Directorate of Education mandating compulsory qualification of the Teacher Eligibility Test (TET) or Central Teacher Eligibility Test (CTET) for in-service teachers has triggered widespread concern across the Andaman and Nicobar Islands, with fears mounting over job security, promotion prospects, and the practical feasibility of compliance.
The directive, issued in line with recent Supreme Court judgments and a communication from the Ministry of Education, stipulates that all teachers in schools covered under the Right to Education Act must possess TET/CTET qualifications. While teachers with less than five years of service remaining as of September 1, 2025, are allowed to continue until superannuation without the qualification, they will not be eligible for promotions unless they clear the exam. Those with more than five years of service remaining have been given a deadline until September 1, 2027, to qualify, failing which they may face compulsory retirement with admissible terminal benefits.
The announcement has led to anxiety among a large section of teachers, particularly those who have already spent decades in service. Concerns have been raised that the policy, in effect, places experienced educators at risk of premature exit from service if they fail to meet the qualification requirement within the stipulated timeframe.
Public concerns over the issue have intensified in recent days, with John Robert flagging the matter as a serious and urgent concern. He stated that the directive has created fear and uncertainty among teachers, many of whom have served between 20 to 40 years, and described the provision as akin to a forced retirement condition for those unable to qualify in time.
A key challenge highlighted is the limited availability of examination opportunities. The CTET is typically conducted once a year, and there was no examination reportedly held in the islands in 2025. This has effectively reduced the number of attempts available to many teachers before the 2027 deadline, raising questions about whether the timeline is achievable under current conditions.
Comparisons have also been drawn with mainland states such as Tamil Nadu, where multiple attempts, structured coaching, and institutional support systems are in place to assist teachers in qualifying such examinations. In contrast, teachers in the islands face logistical and infrastructural constraints, including limited access to coaching facilities, study resources, and reliable internet connectivity, particularly in remote and rural areas.
Estimates suggest that nearly 2,000 teachers across the islands could be directly impacted by the directive. When factoring in their families and students, the potential ripple effect may extend to between 50,000 and 60,000 people, making it a matter of wider social and educational concern.
Questions have also been raised over the rationale of applying the qualification requirement retrospectively to experienced teachers who have already been in service for decades. Many argue that such teachers have played a crucial role in shaping generations of students, including professionals in fields such as medicine, engineering, and civil services, and that their experience should be given due weightage.
Adding to the concern is the relatively low pass percentage of the CTET at the national level, which ranges between 18% and 26%. This statistic has led to apprehensions that a significant number of teachers may struggle to qualify within the limited timeframe, potentially resulting in large-scale retirements and a consequent shortage of experienced educators in government schools.
The issue has also drawn attention to its psychological impact. Reports indicate rising stress levels among teachers, driven by job insecurity and concerns over social stigma, with calls emerging for timely intervention to address mental health challenges within the community.
Criticism has also been directed at the lack of preparatory support mechanisms accompanying the directive. Teachers have pointed to the absence of dedicated coaching programmes, exam facilitation within the islands, and a clearly defined implementation strategy, particularly for those in geographically isolated areas.
Calls are now being made for policy reconsideration, including provision of additional attempts, enhanced support systems, and greater flexibility in implementation to account for local challenges. There have also been appeals to political representatives to raise the matter at higher forums, including Parliament.
As the situation develops, the issue is increasingly being viewed as a critical policy challenge with implications not only for the teaching workforce but also for the continuity and quality of education in the Andaman and Nicobar Islands.
