Recruitment with Integrity

Reflections from an Expert’s Journey with the Arunachal Pradesh Public Service Commission

Some professional assignments are remembered not because of their duration, but because of what they teach us. My recent association with the Arunachal Pradesh Public Service Commission (APPSC) was one such experience. What began as a confidential professional assignment evolved into an opportunity to observe, participate in and reflect upon a recruitment process designed around transparency, confidentiality, impartiality and merit.

An Unexpected Invitation

A team of subject and domain experts from different parts of the country was invited by the Arunachal Pradesh Public Service Commission to participate in the selection process for Trained Graduate Teachers (TGTs).

I had a faint idea that I might eventually be invited. At an earlier stage, through one of my senior colleagues, I had been associated with the development of the education syllabus for APPSC. However, because the subsequent assignment was handled confidentially through another retired professor from the field, I had almost forgotten about it.

The invitation therefore came as a pleasant surprise. The Secretary of the Commission personally contacted me, while the CoE (Controller of Examinations) and other officials made the necessary arrangements for travel and accommodation. Throughout our visit, the officials remained in touch and closely coordinated our movements.

The composition of the expert team itself was interesting. During the period of my participation, the team comprised eight experts:

• Botany: Prof. Suresh Kumar, University of Delhi, and Dr. Amar Singh, Meerut

• Economics: Prof. Ativeer Singh, Meerut University, and Dr. Patel, Jawaharlal Nehru University

• Education: Prof. Gupta, former NCERT, Prof. Rajesh Khambayat, NITTTR Bhopal, Prof. Vanaja, MANUU, Hyderabad, and myself

The geographical and disciplinary diversity of the panel was, in itself, an important strength of the process. We were a very small part of the entire process, and the commission had involved many such experts like us during the entire process.

From Delhi to Itanagar: The Beginning of a Bond

I travelled from Hyderabad to Itanagar via Delhi. Our journey from Delhi to Itanagar had an unexpected beginning: most of us could not have a proper meal on the flight and arrived hungry!

After checking into the hotel we got introduced to each other. I suggested that rather than everyone eating separately in their rooms, we should meet in the dining hall and have meals together. Some colleagues joined, and that simple decision became the beginning of a wonderful professional and personal bond.

From that evening onwards, we spent considerable time together—not only during the official assignment but also during local visits and dinners. What could have remained a formal gathering of experts gradually became a collegial community. It was another reminder that professional relationships often develop through simple human interactions outside formal institutional settings.

The Philosophy Behind the Recruitment Process

At the Commission's office, we received a detailed briefing from the Chairman, Prof. Pradip Lingfa.

One observation particularly stayed with me. Arunachal Pradesh is geographically large but has a relatively small population, and, as the Chairman explained, people often know one another closely. In such a social environment, maintaining objectivity in recruitment can present particular challenges.

The Commission therefore wanted to ensure that the recruitment process remained insulated from local identities, personal relationships and community perceptions.

The objective was clear:

Recruitment should be based on merit, not on who the candidate is, where the candidate comes from or whom the candidate knows.

To achieve this, experts were brought from different parts of the country. The external composition of the panels itself became an important mechanism for strengthening impartiality.

We were instructed not to repeat questions during interviews and not to use mobile phones during the interview process. Every expert was required to evaluate candidates independently.

The marking system was equally systematic. Each member of the board—including the subject expert, domain expert and Chairperson—was required to make an independent assessment. Marking sheets contained the candidate's code number, post, date and prescribed evaluation criteria.

Even apparently minor procedural details were taken seriously. There was no provision for overwriting. If an error occurred in the date, total or another entry, it had to be corrected immediately and appropriately.

These may appear to be small administrative practices, but together they communicate an important institutional message:

Integrity in recruitment is built not only through good intentions but through carefully designed procedures.

Randomisation and Independence

After the briefing, lots were drawn to determine the allocation of Chairpersons, subject experts and domain experts to different boards.

During my participation, I had the opportunity to work twice under the chairpersonship of Ms. Mepung Tadar and once under Col. Koj Tari. I also interacted with subject experts including Dr. Amar Singh Kashyap from Botany, Dr. Ramya Ranjan Patel from Economics and Prof. Ativeer Singh from Economics.

I learnt something from each of them.

The randomisation of boards and the involvement of experts from different institutions reduced the possibility of familiarity or predetermined expectations influencing the evaluation. It was an important example of how institutional design can support ethical decision-making.

What Was Being Assessed?

The interview process was not simply a test of factual knowledge.

The Chairperson generally began by reminding candidates of the principles governing the interview. Candidates were requested not to disclose their names, family background or institutions attended, thereby minimising the possibility of personal or institutional bias.

They could, however, provide basic academic information such as their subject, qualifications and year of graduation.

The candidates were then required to deliver a short presentation—generally about five minutes—on a topic of their choice, often at approximately the Class X level.

This was followed by questions from the subject experts, usually related to the candidate's presentation and areas of subject interest. In Economics, for example, candidates were sometimes asked to draw and explain relevant curves.

What impressed me was that the candidates were not being assessed merely on their ability to reproduce information. Their clarity of thought, conceptual understanding, communication, confidence and ability to explain a concept were equally visible.

Looking at Teaching Through the Lens of Pedagogy

As an education expert, I had a somewhat different responsibility.

While the candidate was making the presentation, I was consciously observing the pedagogical dimensions of the lesson. I noted aspects related to teaching-learning processes, learner engagement, conceptual clarity, use of examples, communication, classroom orientation and the broader implications of NEP 2020.

I also reflected upon the educational context of Arunachal Pradesh.

A person may possess excellent subject knowledge, but teaching requires something more. A teacher must be able to transform knowledge into learning.

This distinction is fundamental:

Knowing a subject and knowing how to teach that subject are related, but they are not the same competency.

A successful teacher needs both.

The Final Dimension: Understanding Arunachal Pradesh

Towards the conclusion of the interview, the Chairperson often asked candidates questions connected with Arunachal Pradesh and its educational context.

Questions touched upon initiatives such as Mission Shikshit Arunachal and Shiksha Aapke Dwar, the educational system, budgetary provisions, schools, tribal diversity, biodiversity and areas where the state could further improve its educational development.

This was particularly meaningful from an educational perspective.

A prospective teacher should not be expected merely to know the textbook. A teacher is also expected to understand the society in which the school is located.

In a state as culturally, linguistically and geographically diverse as Arunachal Pradesh, contextual understanding becomes especially important.

Meeting the Candidates

The candidates presented a fascinating spectrum of experiences.

Some demonstrated excellent command over both content and pedagogy. Their confidence, conceptual understanding and determination were impressive.

There were, however, variations.

Recruitment had not taken place for some time, and consequently some candidates had moved into other occupations. A few appeared to have lost touch with their subject and pedagogical knowledge. Their B.Ed. qualifications ranged from relatively recent graduates to those who had completed the programme nearly a decade earlier.

Some had qualified APTET or CTET, while others had not.

Yet, what was encouraging was the potential visible among many candidates. Several demonstrated that they had developed a sound foundation by studying their NCERT textbooks carefully and pursuing graduation in their respective subjects.

The experience reinforced my belief that teacher recruitment should identify not merely qualified candidates but candidates with the potential to become effective teachers.

An Experience That Took Me Back in Time

My association with competitive examinations has existed from both sides of the table—as an aspirant and later as an expert.

Each experience has taught me something different.

I remember my earlier association with the Jammu and Kashmir Public Service Commission, where I had the opportunity to serve as an expert. I was given complete freedom to evaluate candidates without influence from any quarter. Interestingly, people from the state i.e. my friends were unaware that I was part of the recruitment process. I maintained sanctity of the entire process.

I remember one exceptionally good candidate from that experience. When I asked where she was working, I learnt that she was working in Canada and was interested in returning to Kashmir if she secured the position.

Such experiences reinforce a simple but powerful principle:

When recruitment committees are protected from external influence, institutions have a much better chance of attracting genuine talent.

Leadership with Humility

Another memorable aspect of the Arunachal Pradesh experience was the conduct of the senior officials.

I would like to place on record my appreciation for the Chairman and Members of APPSC for their efforts to maintain the integrity and transparency of the recruitment process.

I also sincerely appreciate the efforts of Ms. Priyatarshny, IAS, Secretary, and Mr. Marto Riba, CEO, along with the officers and staff who supported the entire process.

I had the opportunity to meet Ms. Rosy Taba Gongo, Member, APPSC, whom I had previously encountered in the context of work associated with a report of the National Commission for Protection of Child Rights (NCPCR). 

Despite their senior constitutional and administrative positions, the warmth, simplicity and accessibility shown by the senior officers were remarkable. They treated the visiting experts not merely as external consultants but as valued partners in the process.

The support extended by officials and staff—including Wathai Mossang, Deputy Secretary; Damtum Bagra, Assistant Section Officer; Guni Pabin, Assistant Section Officer; and Mihin Riku, PA to the Secretary—made our stay comfortable and memorable.

Their professional commitment and personal warmth made us feel at home.

What Makes Recruitment Transparent?

My experience in Arunachal Pradesh has led me to reflect on a larger question:

What actually makes a recruitment process transparent?

Transparency is not simply about publishing a notification or announcing results.

It is created through a chain of practices:

independent experts → randomisation → confidentiality → standardised criteria → independent evaluation → procedural discipline → insulation from external influence → merit-based decision-making.

When these elements work together, the credibility of the recruitment process increases.

For education systems, this becomes particularly important. A teacher appointed through a transparent process does not merely occupy a post. That teacher may influence hundreds, perhaps thousands, of young minds during a career.

Therefore, teacher recruitment is ultimately an investment in the future of society.

A Lesson for Educational Governance

The Arunachal Pradesh experience also offers a broader lesson for educational governance.

Recruitment systems must be designed in such a way that the institutional process becomes stronger than individual influence.

This is particularly important in smaller communities where professional, social and familial relationships may overlap. Bringing independent experts from outside the immediate social environment can help reduce unconscious and conscious bias.

At the same time, local knowledge should not be ignored. The ideal model is perhaps a careful balance between external objectivity and local contextual understanding.

The recruitment of teachers therefore requires more than checking certificates. It requires an assessment of:

• Subject knowledge

• Pedagogical competence

• Communication skills

• Conceptual clarity

• Understanding of learners

• Awareness of educational policies

• Knowledge of local educational realities

• Commitment to teaching

• Potential for professional growth

A Journey Worth Remembering

Looking back, the assignment was much more than an official visit to Itanagar.

It was an opportunity to meet distinguished academics from different parts of India, understand another educational and cultural context, observe a carefully structured recruitment system, interact with aspiring teachers and reflect upon the meaning of professional integrity.

It also reminded me that institutions earn public trust through the cumulative effect of small, honest and disciplined decisions.

I congratulate the Arunachal Pradesh Public Service Commission for its efforts towards maintaining a transparent and credible recruitment process. I extend my best wishes to all the candidates who participated and hope that those selected will contribute meaningfully to the educational development of Arunachal Pradesh.

For me, the experience reaffirmed a conviction I have held throughout my academic career:

A transparent recruitment process does not merely select employees; it selects the people who will shape the future of institutions and, in the case of teachers, the future of generations.

The real success of such a process will ultimately be measured not only by the fairness of the selection but by the quality of teachers who emerge from it and the difference they make in the lives of their students.

That is the true meaning of recruitment with integrity.

Prof. Mushtaq Ahmed I. Patel