GUWAHATI: Assam government introduces 3% reservation for tea tribe and tribal communities in teacher recruitment

Guwahati: In an innovative movement to promote inclusion, the Assam government has announced a significant policy change to introduce three per cent reservation for T tribe and tribal communities in the process of recruitment of teachers. In progress. State Education Minister Ranoj Pegu took the help of social network platform. Education Minister, Pegu revealed that a reserve of three per cent will be exclusively allocated to the TE tribe and tribal communities, complementing the existing quota of 27 per cent designated for OBC/MOBC communities in the current campaign. Recruitment of teachers under the Academic Education Department of Assam. The measure aims to address historical inequalities and provide level playing field for these marginalized communities. The Education Minister described the implementation of this progressive policy in all recruitment processes for Class III and Class IV posts through a detailed notification. This includes the posts of individual teachers and non-teachers dependent on the Directorate of Primary Education, Assam. The decision to include the tea tribe and tribal communities within the framework of the reserve is a strategic step by the Government of Assam to guarantee representation and participation of all sections of the society. By extending this reservation to individual teachers and those without, the government wants to create an educational landscape that is more inclusive and diverse. This initiative is in line with the broader national objectives of promoting social justice and inclusion in educational institutions. The announcement underlined the commitment of the Government of Assam to address historical imbalances and provide opportunities for development and advancement in education to under-represented communities. The introduction of this reservation policy reflects a progressive stance on the matter of social equality and is expected to contribute significantly to the general development of the educational system of the State. Serve as a model for other regions to adopt inclusive measures that recognize and embrace marginalized communities, guaranteeing fair and equitable representation in all spheres of public life.