There is a need for transformative reforms —focused infrastructure, equitable teacher distribution, innovative teaching methods, and skills integration—to realise the vision of a future-ready education system aligned with NEP-2020
Modern education is complete only when it teaches students how to question, experiment, and innovate for the future. The Chief Minister stated this while addressing a day-long Educational Stakeholders’ Meet on NEP 2020- Challenges and Prospects in Jammu and Kashmir, organised by the Directorate of School Education Kashmir in collaboration with Bal Raksha Bharat (Save the Children) supported by HCL Foundation at Sher-e-Kashmir International Convention Centre (SKICC).
Addressing the gathering of educationists, principals, chief education officers, lecturers, masters, teachers and students, the Chief Minister said that education and health sectors form the core for the development of any society in the world. He added that as soon as this elected government came into power, prime attention was being given to the education and health sectors in Jammu and Kashmir.
“I always say that keep everything else aside; if we do not have education, then we have nothing,” the Chief Minister said.
The CM called upon the participants of the meeting that after its conclusion, to bring around 10 actionable points before the government, which will form the roadmap for developing the educational sector across Jammu and Kashmir.
Hon’ble Chief Minister, I wish to share some practical points regarding the reform of education.
1. Well-planned infrastructure at every level of education.
Government schools need to be transformed with modern and well-planned infrastructure at every stage of education, starting from the primary level and continuing up to higher secondary. This development should ensure that all children, whether they come from cities, towns, or villages, receive the same quality of facilities without discrimination.
Each school must provide learning resources that are suitable for the age and class of students. For example, classrooms can be equipped with smart boards and ICT (Information and Communication Technology) labs to make lessons more interactive and up-to-date. Science subjects should be supported by well-furnished laboratories, giving students the chance to perform experiments and learn through practice, not just theory. Libraries should be enriched with a variety of books, digital resources, and dedicated reading spaces where students can develop independent reading habits. Classrooms and common areas must also be designed to encourage creativity, collaboration, and critical thinking.
When schools are upgraded in this inclusive manner, every learner—regardless of economic or social background—will be able to study in an environment that is modern, engaging, and full of opportunities. This not only supports academic achievement but also nurtures confidence, innovation, and lifelong learning.
2. A strict monitoring and rationalisation of teachers is needed
A significant challenge faced by government schools, especially in rural and remote areas, is understaffing, which adversely impacts both teaching quality and student learning outcomes. While not all schools face this issue, the imbalance in teacher distribution is evident—some schools are overstaffed while others struggle with acute shortages. To resolve this, there is a pressing need for a proper and strictly monitored rationalisation of teachers. This process should be based on transparent criteria such as student enrollment, subject requirements, and grade levels, ensuring that every school has the right number of qualified teachers. Rationalisation must also take into account local challenges, such as difficult terrain and accessibility in rural areas, so that no community is deprived of quality education. By implementing this policy in a fair and structured manner, the government can ensure that all children, regardless of where they live, have equal access to effective teaching and learning.
3. Need for unique transfer policy and creation of Cluster Schools
To overcome the problem of teacher deficiency and understaffing in schools, there is an urgent need for a unique transfer policy along with structural reforms in the education system. The existing cadre system in the Education Department, despite all teachers being recruited by the Government of Jammu and Kashmir, has led to unequal distribution of staff, thereby directly affecting education standards and, in many cases, the behaviour and learning outcomes of students. If any past recruitment patterns or cadre-based decisions were flawed, we cannot allow their negative effects to jeopardise the future of our generations. The focus must remain on the students rather than personal opinions or administrative rigidity. This imbalance can only be corrected by introducing a cadre-less transfer policy, which will allow equitable redistribution of teachers purely on the basis of student needs and institutional requirements.
In addition, the creation of Cluster Schools can provide a sustainable solution. In areas where two, three, or four schools operate within a radius of 3–5 kilometres, these institutions can be merged into a single cluster school without reducing staff strength. This would result in better utilisation of human resources, adequate staffing, and stronger infrastructure, including smart classrooms, laboratories, and libraries as envisioned under NEP-2020. Given the improved connectivity in rural areas, implementing this model is both practical and achievable. Such reforms would ensure that every child, regardless of location, receives quality education in a well-staffed and well-equipped learning environment.
4. Introducing guest lecturers
To enrich the teaching-learning process and expose students to new ideas, a structured arrangement of guest lecturers should be introduced across all government schools. Under this model, high schools and higher secondary schools would host at least two guest lectures per month, while primary and middle schools would have one lecture each month. These sessions must remain exclusively academic in nature—completely free from routine school affairs such as cash book management, teacher attendance, or mid-day meal supervision.
The guest lecturers should be drawn from a pool of experts with proven knowledge of NEP-2020 and modern educational trends, ensuring that students and teachers alike benefit from updated insights, innovative practices, and exposure to evolving global standards in education. Such a system would not only supplement classroom learning but also foster creativity, critical thinking, and inclusiveness in line with the vision of a future-ready education system. By institutionalising guest lecturers as a regular feature of the school calendar, the government can ensure that every student, regardless of location or background, has access to modern ideas and inclusive practices
5. Focus on integration of 21st-century skills
Special focus must be laid on integrating digital, vocational, and skill-based learning into the curriculum. Students should be given regular exposure to critical areas such as digital literacy, vocational awareness, life skills, creativity, and problem-solving. This integration will not only prepare them to meet the demands of the 21st-century workforce but also nurture well-rounded individuals capable of adapting to a rapidly changing world. At the same time, teachers must be kept abreast of evolving methodologies through continuous training and interaction with experts, ensuring that classroom practices remain modern, inclusive, and future-ready.
6. Accountability
Accountability is vital for reforms. Infrastructure must be audited, teacher transfers and rationalisation kept data-driven, guest lectures monitored for relevance, and non-academic affairs managed separately so that teachers focus on learning. With these accountability measures in place, reforms will translate into equitable and lasting improvements in education.
The writer works in the Department of Education
Rayees ul Islam
ra************@***il.com