The Residency Track Framework (TTS) was presented by Advanced education Commission of Pakistan (HEC) in 2002, as a component of the technique for changing schooling quality. The goal was to draw in better-qualified employees, and perceive and reward predominant execution. The assumption was that over the long run the two frameworks would meet into a solitary, superior grade, serious arrangement of workforce enlistment, maintenance, advancement, and tenure.The first form of the TTS resolutions was created in 2003, and embraced and executed by a couple of colleges in 2005. These rules were adjusted from rehearses stylish in colleges in cutting edge nations, particularly the Staff Handbook of The College of New Mexico, USA.
Over the long run, the resolutions were changed to address remaining holes and oblige neighborhood conditions. The last form was at long last endorsed as “Model Residency Track Resolutions, rendition 2.0”, in 2008. This variant remaining parts set up to date.
Before TTS, all employees in open area colleges were on the BPS (Fundamental Compensation Scales) framework. This framework was seen as being inadequately alluring a direct result of low pay rates and absence of execution motivations. Advancements were carefully by rank. Everybody needed to stand by in line, paying little heed to higher capability or outstanding accomplishments in examination or instruction. Involvement with instructing or examination had no priority over managerial experience. PhD was not needed for arrangements as educators. A few needed to resign as associate teachers on the grounds that no senior positions were accessible.
The TTS presented a more serious framework for enlistment, advancement, and residency. It has prompted some achievement, above all an adjustment in attitude of the scholarly world towards research yield and intensity. This outlook has influenced not just those officially taken on the TTS framework yet additionally those in the BPS framework just as the understudies arranging their future professions. While the absolute number of employees has expanded ten times since 2003, those on TTS developed from 95 out of 2005-06 to 3,515 of every 2019-20. Essentially, the quantity of PhDs granted in the whole pre-TTS time frame (1947 to 2003) was surpassed in just 7 years (2003 to 2010). At last, research yield (i.e., number of distributed papers) has expanded from 949 distributions in 2003 to 20,292 of every 2020.
Nonetheless, the TTS framework has now been set up for a very long time, and various useful difficulties have arisen as a result of the honestly lopsided execution. Significant concerns voiced by TTS employees incorporate the disintegration over the long haul of the motivators gave to TTS staff (particularly the associate teachers), the avoidance of non-pay benefits (annuity, health care coverage) from their bundles, and the outlandish deferrals in endorsement of their advancement cases.
All these might have been expected during the program plan period. What’s more, some employees might want an unwinding in guidelines, e.g., number of papers, adequate diaries for distributing the papers, and credit for non-scholarly experience. Since the norms are lower than global measuring sticks, further settling for less would subvert the actual ethos of the program.
The last point is appropriate to the perspective on the pundits of the TTS program, who contend that despite the monetary motivations, the exploration profitability of TTS personnel isn’t a lot higher than that of the BPS staff. Second, they are condemning of the nature of affirmed diaries in which the examination papers of the TTS staff have been distributed. Third, they condemn the complete avoidance of showing quality from the evaluation structure, in view of which the nature of instruction has crumbled over the long haul.
In 2020, following a year-long cycle of discussion and investigation, various changes have been presented in the TTS program to address the above concerns and scrutinizes. In the first place, the TTS pay rates have been straightened out to reestablish the predominance over BPS compensations. Second, the TTS pay rates have now been recorded immovably to BPS with a 35 percent TTS reward, so the monetary predominance will currently turn into a lasting element of the compensation scales.
Third, the advancement standards have been straightened out to give more noteworthy load to distributions in diaries of better caliber. Fourth, a legitimate benefits program has been endorsed for TTS staff on a contributory premise. Fifth, moreover a TTS health care coverage plot has been endorsed on a contributory premise. 6th, the residency cycle has been expanded from 6 years to 9 years as per worldwide practice, but with a proportionately higher distribution prerequisite. Seventh, TTS workforce have been permitted to involve a predetermined number of “scholastic organization” positions without danger to their advancement or residency possibilities.
It is likewise attractive to survey alternatives for including showing quality unequivocally as a feature of the advancement necessities. This may help, to some degree, in narrowing the hole among BPS and TTS workforce.
All the more for the most part, the Commission has been worried over the absence of development towards the expected combination among TTS and BPS programs. Following 15 years, the TTS covers short of what one-fourth of the PhD personnel, and just around 7% of the all out staff.
The two frameworks are uncompetitive in an unexpected way. From one viewpoint, each tt staff who distributes a base number of papers will get advanced, paying little heed to the presence of different applicants or departmental requirements. Then again, while BPS staff need to rival one another (and with TTS employees) for scant advancement spaces, their base exploration necessities are far lower than those for TTS workforce. The outcome is a sort of rush to the base just as pointless clash between the two. The opportunity has arrived to address these distinctions and start the interaction of intermingling between the two frameworks.
The author Dr Tariq Banuri, PhD, SI, is Executive Advanced education Commission.