Why do 90% of govt teachers enrol their own children in private schools? Why do resource persons become mere ‘data operators’? The solution lies in campus beautification, foundational learning, and, above all, trust in our own system.
Muntashir Kifayat Hussain
The schools will reopen after nearly two months of winter break. Soon, loudspeakers in the streets will be in full swing. Banners will proclaim: “Government Schools Are the Best Choice,” “Government Schools Provide Free Books,” and so on. Posters, banners, rallies, and announcements will fill the air.
It is rightly said that innovation should be continuous—ideas must flow and be implemented. To keep striving is the basis of survival. Government school teachers are doing a tremendous job, working tirelessly to keep the flame of learning alive. But unfortunately, the push to make government schools the centre of attraction in society is still lacking. Though due to the consistent efforts of the School Education Department (SED), improvement is visible on the ground. More is required from our side. We, as educators in government schools, have a greater responsibility to make our institutions—especially at the primary and middle levels—the cornerstones of learning and hubs of public trust.
There is a well-known saying: “To attract butterflies, make your garden beautiful.” Some important steps that educators can take at their own level to enhance enrollment in government schools are worth considering.
Aesthetic Enhancement Can Ignite Passion For Learning
Most primary schools in Kashmir are not attractive to look at. They lack visual appeal, and this directly affects the interest of both children and parents. Primary schools are the bedrock for the development of education in the government sector. They are the launching pads for the survival of public education. Campus beautification—the deliberate and strategic effort to enhance the visual appeal and functionality of a school’s physical environment—aims to create a space that reflects the values and identity of education and fosters a sense of pride among stakeholders. The responsibility for this largely lies on the shoulders of educators. Campus beautification does not require enormous funds; it requires curiosity, zeal, enthusiasm, passion, and genuine interest.
Do We Trust Our Own System?
Do government school teachers believe in the public education system? Approximately 90 per cent of government teachers enrol their own children in private schools. If we do not trust the system, how can society trust us? Educators in government schools are highly trained. We need to convince ourselves first; then society will follow. I know a school in my vicinity that secured around 200 admissions up to the middle level. The success is evident because the teachers of that school admitted their own children there.
The Role Of Resource Persons
We have a large number of resource persons at various levels—zonal, district (DIET), and state (SCERT). Given the importance of education at the primary and middle levels, why cannot these resource persons adopt a school for an academic session? One school adopted by at least one resource person could bring innovation to the ground level and yield miraculous results if taken seriously. Sitting in comfortable offices will not help. Let innovation thrive first-hand. The fertility of soil varies from place to place, and so do the needs of schools in different locations. The innovation, creativity, and knowledge of a resource person will be refined through direct presence in a school. A seed germinates in mud.
Many resource persons merely share collected data with educators, thereby not doing justice to their official designation. They kill the very essence of innovation and sometimes behave merely as “data operators.”
Focus On Foundational Learning
To make government school education effective and trustworthy, the main focus should be on primary and middle schools. Unfortunately, the Annual Status of Education Report (ASER) paints a grim reality in Jammu and Kashmir: less than 50 per cent of students at the middle level can read a standard second-grade text, and over 70 per cent cannot solve basic division problems.
The School Education Department works with grit and determination. More push is required from our side. We must not forget that it is the government school that provides an opportunity to poor, marginalised, and underprivileged children to study. Most of the teachers reaching these schools today once benefited from these very institutions as students facing financial hardships.
The writer is a teacher at Boys High School, Narbal
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