THIS is with reference to the article `Teacher licensing` (Aug 26), which rightly emphasised the need to assess teachers on tempo-relational and practical aspects alongside a licensure test. However, I believe an important issue was overlooked: the urban-rural quota system. Actually, this system is one of the biggest obstacles to hiring quality teachers.

Many of my friends scored well above the passing marks, achieving over 70 per cent, but they have not been appointed in their respective towns due to high merit and a limited number of seats in urban areas.

Conversely, in rural areas, particularly among female candidates, many barely passed the exam, leaving numerous positions vacant.

The situation is worsened by the fact that many of these female teachers, appointed under the rural quota, reside in urban areas and frequently take leave of absence, effectively becoming what is commonly known as `ghost teachers`. As a result, the very purpose of appointing teachers based on the quota system is dead.

To genuinely improve the quality of education in Sindh, the authorities must focus on hiring competent teachers regardless of their domicile. To support women teachers, the government should provide accommodations, such as hostels or government housing.

If women working in multinational companies can relocate, why can teachers not do the same? In fact, the answer lies in the inadequate amenities and a lack of support systems provided by the authorities.

Tappingintothe potentialofyoung women teachers, who are currently striving in private-sector schools, can only be achieved by hiring them based on merit, and not domicile. Their competence should be assessed through written tests, psychological and analytical evaluations, as well as theme-based practical and performance assessments. Only then can we see a change in our education sector.

Rafia AltafHussain Karachi