By strengthening Resource Persons, J&K can bridge learning gaps and translate NEP 2020 into meaningful classroom reforms.

“There is no dearth of lettered men, but people of true vision are scarce. No wonder your bowl is still empty. No wonder students are not achieving their true potential.”
These words aptly capture one of the major challenges confronting school education in Jammu and Kashmir. Education needs intellectuals with vision, innovation and a deep understanding of learning processes, not mere data operators, copycats or promoters of rote memorisation.
One of the most effective ways to improve educational standards is to strengthen the institution of Resource Persons (RPs), who are expected to serve as the academic backbone of the school education system.
Under the National Education Policy (NEP) 2020, Resource Persons play a crucial role in teacher capacity-building, academic mentoring, development of teaching-learning material and providing on-the-spot support to teachers. They are expected to bring subject expertise, practical experience and innovative pedagogies into classrooms.
Their responsibilities extend beyond conducting workshops and training programmes. They must help teachers prepare effective lesson plans, introduce modern teaching techniques, promote critical thinking, develop assessment tools and ensure that learning objectives are achieved. They also have an important role in strengthening collaboration between schools, teachers and communities.
Unfortunately, the functioning of Resource Persons at various levels in Jammu and Kashmir needs serious introspection. In several instances, individuals have continued in these positions for years without any meaningful assessment of their academic contribution or professional credentials.
Instead of providing academic support to schools, some Resource Persons appear occupied with administrative assignments, data collection, translation of official correspondence and arranging online meetings for departmental activities. Such responsibilities reduce them to data operators rather than the academic mentors they are expected to be.
A Resource Person specialising in science, for instance, must possess sound knowledge of the subject, contemporary teaching methods and the ability to address students' learning difficulties. Merely possessing computer skills or administrative efficiency cannot substitute subject expertise.
The selection process, therefore, requires a complete overhaul. Appointments at the zonal, district and UT levels should be based on academic merit, professional competence, research aptitude and practical teaching experience. The process must remain transparent and free from political influence, administrative patronage and interference from teachers' organisations.
Periodic screening and performance evaluation are equally important. The prescribed two-year review and selection cycle must be implemented in letter and spirit so that capable and committed individuals get opportunities while underperforming RPs are replaced.
The importance of this reform becomes evident when viewed against the learning challenges reflected in surveys such as ASER 2024. Persistent learning gaps in foundational literacy, numeracy and subject comprehension demand a stronger academic support mechanism. Resource Persons should be at the forefront of addressing these deficiencies.
Their primary responsibility must be regular school visits, classroom observation, interaction with teachers and providing practical academic assistance. Block and Cluster Resource Coordinators should remain connected with schools rather than functioning predominantly from offices.
Similarly, the institutional plans, Village Knowledge Registers and School Development Plans envisaged under NEP 2020 must move beyond paperwork. Resource Persons should ensure that the training and guidance they receive at DIETs and SCERT reach teachers at the grassroots level.
The government must introduce a technology-enabled monitoring mechanism to record school visits, assess academic interventions and evaluate their impact on learning outcomes. Such monitoring should measure actual academic contribution rather than mere attendance or submission of reports.
DIETs and SCERT also need to reassess their approach towards the selection and professional development of Resource Persons. A transparent selection committee comprising experienced educationists, subject experts and researchers could help identify individuals with genuine academic potential.
A Resource Person must be a researcher, mentor and innovator, not an extension of the administrative machinery. The success of NEP 2020 will depend not merely on policy documents, training sessions or official circulars, but on the quality of academic support reaching every classroom.
Jammu and Kashmir needs Resource Persons who can inspire teachers, strengthen classroom practices and help students realise their true potential. Revamping this institution is no longer an administrative choice; it is an educational necessity.

Email:------------------- muntashirkifayat@gmail.com