As ASER 2024 highlights decline in 8th grade literacy in Jammu and Kashmir, there is a dire need to address foundational gaps in primary education for reversing alarming trends in student literacy. A focus on teacher training, infrastructure and continuous professional development is essential for lasting improvement.
This is in response to the Annual Status of Education Report (ASER) 2024, released by Kashmir News Observer (KNO) recently. The data highlights a continuous decline in the academic progress of 8th-grade students. Alarmingly, the report reveals that the majority of these students are unable to read a Class 2 text. Only 47.2% of 8th-grade students in Jammu and Kashmir in 2024 can read at this level. This serious decline stems from issues in elementary education and demands immediate attention.
There is no denying the fact that there have been improvements in the education sector, particularly in terms of enrollment in remote rural areas. The Department of Education has undertaken several initiatives in recent years, indicating positive trends in attracting children to schools and providing an aesthetically pleasing, student-friendly environment. However, some fundamental concerns need to be addressed by educators at the primary level.
Primary educators must understand the importance of nurturing young minds. Elementary education forms the bedrock of development, where children acquire foundational skills that prepare them for life. These include basic literacy and numeracy, social and cultural awareness, cognitive development, and more.
To become a primary school teacher in countries like the USA or Canada, one must typically earn a bachelor’s degree in elementary education, fulfill state licensing requirements, and complete a period of supervised teaching, which can take up to a year.
In Jammu and Kashmir, however, many primary school teachers in rural and remote areas over the past decade have been very young, with the maximum qualification in most cases being only Class 12. While qualities like patience, creativity, active listening, adaptability, classroom management, time management, energy, and enthusiasm are essential for primary educators, the lack of formal training is concerning.
Despite working on meagre salaries for five years, Rehbar-e-Taleem (ReT) teachers deserve applause for their contributions, particularly in boosting school enrollment. Experienced educators, however, often work at higher levels, where they face the challenge of teaching students who have already experienced learning gaps or have been inadequately prepared during their foundational years.
As educators, we often blame parents for neglecting their children’s education. However, the reality is that these children spend around six hours a day with us. In rural areas, enrollment rates are impressive, partly because private schools are not readily accessible. Unfortunately, experienced elementary teachers are also not readily available.
While the government is making significant efforts, investing crores of rupees to strengthen the education sector in Jammu and Kashmir, it is crucial for grassroots educators to be fully equipped and experienced to meet the challenges of primary-level teaching. Educators at the primary level require ongoing training from credible resource persons and must shoulder the responsibility of fulfilling the core aims of education.
An educator must first be a lifelong learner. A teacher’s role doesn’t end with school hours; they should embody the spirit of teaching 24/7. Instead of engaging in activities like running shops, idle gossip, or land brokerage in their spare time, teachers should immerse themselves in professional development, reading books, and learning effective teaching methodologies. The educational process, when linked to primary school effectiveness, has a profound impact on children’s academic outcomes.
Recommendations to Address the Decline Highlighted by ASER:
- Rigorous Subject-Matter Training: Provide continuous professional development for educators, focusing on subject knowledge and new teaching technologies.
- Transparent Transfer Policies: Implement clear guidelines that prioritize the recruitment and placement of experienced and qualified teachers at the elementary level.
- Improved Infrastructure: Maintain clean, spacious, and well-equipped school buildings to create a conducive learning environment.
- Integration of Smart Technology: Introduce smart boards and other digital tools to enhance classroom engagement at the primary level.
- Psychological Counseling for Educators: Offer regular counselling sessions with top educators to motivate teachers and foster a sense of ownership towards their schools.
- Campus Beautification: Create aesthetically pleasing school environments to inspire both students and teachers.
The stakeholders in the education system must recognize the importance of blending youthful energy with the wisdom of experience in primary schools. Only through such thoughtful reforms can we hope to reverse the decline in learning outcomes highlighted by ASER 2024.
The writer is a teacher at Government Boys Secondary School, Narbal
Muntashir Kifayat
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