Despite extensive educational infrastructure, systemic deficiencies in government schools are driving students towards private coaching. Urgent reforms are needed to ensure quality education for all.
Education is undoubtedly one of the basic necessities of human life in the modern era, and, in all its forms, is crucial to ensuring the dignity of every individual. The aim of education is the realisation of one’s rights and dignity. Education is not merely a luxury but a fundamental human need of this time. It is one of the essential tools that can foster the physical, mental, and social development of individuals, enabling them to acquire knowledge and skills that contribute to upholding human rights.
Jammu and Kashmir, often described as paradise on earth, is renowned not only for its scenic beauty and tranquillity but also for its rich intellectual heritage. From Kalhana to Lal Ded, and from Jonaraja to Rusul Mir ([John Keats of Kashmir]), the region has historically occupied a prominent place in the intellectual world. Most of the areas within the erstwhile state are hilly and rugged; approximately 72.62% of the population resides in these rural regions, while the remaining 27.37% live in urban areas.
The State of Jammu and Kashmir boasts a total of 24,279 schools and over 300 higher educational institutions, including 11 universities of national importance. Despite this extensive educational infrastructure, the rapid growth of private coaching centres raises concerns. The question arises: why are private coaching institutions flourishing when there are already more than 24,000 educational institutions? A likely explanation is that many of these institutions still lack the quality of education that students require.
Quality education—whether at school or higher education levels—refers to a system that addresses all aspects of a child’s development: social, emotional, mental, physical, and cognitive. The UT of Jammu and Kashmir predominantly hosts government-run institutions, with relatively fewer private unaided schools. Government schools in J&K continue to face numerous deficiencies, including inadequate infrastructure, staff shortages, poor learning environments, limited access to digital learning, a lack of extracurricular activities, and an overall deficient academic culture.
In contrast, private schools fare better but still struggle with learning gaps. Private schools mainly cater to students from affluent backgrounds, while government schools serve students from low-income families. According to the Annual Status of Education Report 2024, only 52% of Class VIII students were able to read a simple text meant for Class VII students. Furthermore, only 47.2% of students in government schools in Jammu and Kashmir could read at a 2nd standard level. Over 70% of students struggle with basic division in mathematics. The report indicates a decline in reading proficiency: in 2018, 55.5% of students could read a 2nd standard text; this decreased to 50.2% in 2022 and further to 47.2% in 2024, demonstrating a continuous deterioration in the quality of education. Additionally, only 28% of Class VIII students could perform basic division tasks in mathematics.
The UT of Jammu and Kashmir has a predominantly rural population with limited access to private unaided schools, leaving most students dependent on government institutions. These figures clearly highlight the quality of education being imparted, especially in government schools across both rural and urban areas.
How this lack of quality is fuelling the coaching centre boom
Given the data on the quality of education in Jammu and Kashmir, there has been a significant shift of students from schools to private coaching centres. Most students under the age of 18 are now enrolling in private coaching centres not only for competitive examinations but also for basic education at middle and secondary levels. The inadequate learning environment and substandard quality of education in public schools compel young learners to turn to private coaching.
These coaching centres do more than just deliver academic instruction; they also offer mentorship programmes, mental health counselling, and create a supportive learning environment. Moreover, coaching centres enable students to begin exam preparation early, helping them utilise their time effectively and avoid delays in their career progression, roles that ideally should be fulfilled by schools. However, most schools across the UT have failed to provide such a conducive environment where students can learn confidently and freely.
Several reasons underpin the failure of government schools to deliver quality education. Chief among these is the lack of infrastructure; many remote schools still operate with only one or two classrooms. Additionally, teachers in government schools are often assigned responsibilities beyond teaching, such as election duties and administrative tasks. There are approximately 8,300 vacancies in positions like Masters, Lecturers, Headmasters, and Principals within the Jammu and Kashmir education department. Since the 2018 State Administrative Council (SAC) order, no new direct recruitment has taken place despite these vacancies. Furthermore, over 18,700 schools are under review for upgradation, with no progress since 2023.
While private schools manage to maintain a certain standard of quality, they remain inaccessible to many, especially those from poor households. This growing trend of private coaching centres is, in effect, taking over the role of formal educational institutions—a consequence of the persistent shortcomings in the public education system in Jammu and Kashmir.
Syed Adnan Hashmi
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