A major controversy has erupted in Punjab's education sector after the state's teacher unions discovered a drastic reduction in questions based on Punjab's history, culture, and geography in a key recruitment exam. The protest, led by the Democratic Teachers' Front (DTF), centers on the Punjab State Teacher Eligibility Test (PSTET), a mandatory qualification for aspiring educators.
Drastic Reduction Sparks Immediate Protest
The core of the dispute lies in the syllabus for the PSTET, conducted by the Punjab School Education Board (PSEB). Teachers' representatives have alleged that the weightage of Punjab-specific content has been slashed by a staggering 75%. Previously, 20 marks out of 150 in the Social Studies section were dedicated to Punjab's heritage. The new pattern, according to protesters, reduces this to a mere 5 marks.
This significant change was brought to light when the PSEB released a notification regarding the exam pattern on February 15. The discovery triggered an immediate and strong reaction from teacher unions across the state. Members of the Democratic Teachers' Front, along with other concerned educators, staged a vocal protest outside the PSEB office in Mohali on Tuesday, February 20, demanding a reversal of the decision.
Unions Decry "Attack" on Punjab's Identity
Protesting teachers have framed the issue as more than just an academic adjustment; they see it as a direct assault on Punjab's cultural and historical identity within the education system. Gurmail Singh, the president of the Democratic Teachers' Front, articulated this sentiment clearly. He stated that the move to minimize Punjab-related questions is a deliberate attempt to dilute the state's unique narrative and context in the minds of future generations.
The unions argue that for teachers serving in Punjab, an in-depth understanding of the state's history, its social reformers, its geographical specifics, and its cultural tapestry is not optional—it is essential. They believe that a teacher equipped with this knowledge can better connect with students and foster a sense of pride and belonging. The reduction, therefore, is viewed as a policy error that undermines the very purpose of a state-level eligibility test.
Official Response and Demands for Action
Following the protest, PSEB officials engaged with the teacher representatives. A spokesperson for the board acknowledged the concerns raised and assured the delegation that the matter would be escalated to higher authorities for a thorough review. The protesting teachers have submitted a formal memorandum outlining their demands.
Their primary demand is straightforward: a complete restoration of the previous weightage for Punjab-specific content in the PSTET syllabus. They insist that the exam pattern must reflect the regional context in which the teachers will eventually work. The teachers have warned that if their demands are not met promptly, they will be forced to intensify their agitation, potentially disrupting the exam schedule and related administrative processes.
This incident has opened a broader debate on the balance between national standardized curricula and the inclusion of essential regional knowledge in teacher recruitment. The outcome will be closely watched by educators and policy analysts across Punjab, as it will set a precedent for how the state's unique identity is preserved within its formal education framework.
