Need to move beyond temporary enthusiasm to establish robust, quality education in government schools for all students
Education is the soul of any enlightened society. Our society will struggle to thrive without significant advancements in the education system. Government schools have always remained a fundamental means of education for the children of the vast poor population in Kashmir who cannot afford the heavy expenses of privately run institutions. Who can imagine a student from a rural area, with a poor family background and no literate family member, becoming a doctor, teacher, or anything else if government schools are removed from the equation?
A person like me, from a village with ongoing financial struggles, would not have been able to complete an M.Sc. in Biochemistry, pursue research, and become a teacher without a government school. As an offshoot of a government school, my heart feels heavy seeing the decline in the quality of education in these institutions.
Bringing government schools on par with private institutions is quite possible. Every government teacher knows this, but a fresh push and consistent efforts are required from all stakeholders.
In Jammu and Kashmir, a decline in government school numbers and concerns about the quality of education and student learning outcomes are emerging as major challenges. The following facts reveal this growing issue:
– The number of government schools in J&K has dramatically decreased in the past decade, from 23,874 in 2014-15 to 18,785 in 2023-24.
– Many primary schools have either been closed or merged due to low student enrollment. Numerous schools have enrollment numbers close to zero.
– The Annual Status of Education Report (ASER) 2024 highlights that only 47.2% of students at the middle level in government schools can read a second-standard-level text, and over 70% struggle to solve basic division problems.
– The number of students at the middle level who could read a second-standard-level text has declined from 55.5% in 2018 to 47.2% in 2024.
This data is a clear indicator of a breakdown in the education system. Urgent reforms are required to rejuvenate the system. However, these efforts must be continuous—not just a short-lived burst of enthusiasm in March after the long winter break.
Some Reforms to Address the Problem:
1. Infrastructure Deficiencies
Many government schools lack essential infrastructure such as drinking water and toilets. Several primary schools operate in rented buildings. In my vicinity alone, at least five primary and middle schools are run in rented buildings without playground facilities or basic infrastructure. The government should discontinue the practice of running schools in rented buildings, as their overall setting is neither appealing nor promising.
2. Lack of Trust in Government Schools by Teachers Themselves
Does a government school teacher truly believe in the education sector they serve? As per the scheme, RETs (Rehbar-e-Taleem teachers) are adjusted in their own villages. Yet, more than 90% of RETs continue to enroll their own children in private schools. A government school teacher often encourages people to enroll their children in government schools but fails to do so themselves.
The government should implement a clear policy making it mandatory for government teachers to admit their own children in government schools. This will restore trust in the system and encourage others to follow suit. Otherwise, mere enrollment drives will remain ineffective.
3. Imbalance in Teacher Deployment
Some schools lack teachers, while others have an excess, leading to staffing imbalances. The teacher-student ratio should be strictly adhered to. The comfort zone policy, mostly adopted by female teachers, is detrimental to the education sector.
Updated official figures reveal that 119 schools in J&K function with no student enrollment. According to records, at least 238 teachers were posted in schools where no students were enrolled. This imbalance must be addressed immediately.
4. Merit-Based Promotions in Education
There should be a departmental examination for promotion in the education sector. Advanced education systems worldwide follow a merit-based promotion system. However, in J&K, most heads of institutions at the primary, middle, and secondary levels are appointed based on seniority rather than competency. They are not assessed for leadership qualities, teaching pedagogy, inclusive education, or holistic development.
How can we expect schools to flourish under incompetent leadership? If an unqualified individual is at the helm of a school, progress is unlikely. Promotions should be earned through assessment, not just seniority.
5. Reforming the Role of Resource Persons (RPs)
The J&K School Education Department (SED) has introduced many progressive policies, one of which was the introduction of Resource Persons (RPs) in education. However, the selection process for RPs at zonal, district, and state levels remains questionable.
National surveys like ASER 2024 depict a grim picture of student learning outcomes in J&K’s government schools. RPs are primarily responsible for failing to bridge learning gaps. They fail to provide on-the-spot assistance to teachers.
RPs should be selected by national-level educationists for a specific period, as per government policy.
Making NEP 2020 a Success in J&K
The National Education Policy (NEP) 2020 is still in its infancy. All stakeholders associated with the School Education Department (SED) must come forward with sincere and consistent efforts. The reforms mentioned above are critical to making NEP 2020 a success in J&K.
These comprehensive efforts will help bring government schools on par with private institutions. The poorest children, who cannot afford private schools with exorbitant fees, will benefit the most.
The writer is a teacher at Boys Secondary School, Narabal
Muntashir Kifayat
mu**************@***il.com