Association urges focus on foundational learning, teacher training, infrastructure, innovative assessment methods to bridge disparities, unlock potential
SRINAGAR: The Private Schools Association Jammu & Kashmir (PSAJK) has voiced serious concern over the latest PARAKH Performance Index, which indicates that the Union Territory is lagging behind national averages across several key educational indicators.
While acknowledging that the findings reflect longstanding systemic gaps, PSAJK President Baba Nazrul Islam emphasized that this moment should serve as a “turning point” — a collective call to action for policymakers, educators, and civil society to prioritize educational reform.
In his statement issued here, Nazrul Islam described the report not merely as an evaluation document but as a “strategic blueprint for reform,” urging all stakeholders to adopt urgent, evidence-based measures to overhaul the educational landscape of J&K.
The recent PARAKH findings are being described as a “wake-up call,” highlighting disparities in foundational literacy and numeracy, especially in early grades, as well as issues related to teacher preparedness and classroom processes. The report also assesses the quality of assessments, their alignment with competency-based standards, infrastructure, and technology gaps, particularly in rural areas, along with learning outcome variations across districts.
Nazrul Islam pointed out that these insights underscore the need for a “systemic reset,” with a focus on improving classroom quality, governance, and ensuring equitable access to learning opportunities.
In light of the report, PSAJK has recommended a nationwide effort to strengthen foundational learning (FLN) across all schools in J&K. Islam emphasized that “reversing the learning deficit begins with solid foundations,” and called for the implementation of a mission-mode campaign for Foundational Literacy and Numeracy, based on NIPUN Bharat guidelines. This includes introducing age-appropriate, activity-oriented learning frameworks for early grades and establishing ECCE Resource Centres to support pre-primary and lower-primary education.
The JSAJK president stated, “Foundational learning is the bedrock of all future learning. If we lose these early years, we lose the child.” He further underscored the importance of teacher capacity building, advocating for mandatory annual Continuous Professional Development (CPD) aligned with the National Curriculum Framework, along with bridge courses to facilitate competency-based pedagogy and district-level Teacher Resource Banks for sharing best practices.
He also stressed leveraging digital platforms for pedagogical enrichment, noting that “a well-trained teacher can overcome many socio-economic barriers faced by learners in J&K.”
The PSAJK has reiterated that educational institutions must be empowered with the freedom to innovate and adapt their teaching methods. Islam emphasized the need for flexibility in pedagogical tools and materials, including encouragement for internationally benchmarked schools such as Cambridge and IB to maintain their ecosystems without disruption. “Quality improves when schools are empowered, not restricted,” he added.
In terms of assessment reform, PSAJK recommends transitioning from rote-based examinations to competency-based assessments, establishing district-level assessment cells aligned with PARAKH benchmarks, and conducting periodic low-stakes assessments to identify learning gaps early. The creation of real-time digital dashboards to monitor student progress is also proposed.
To address regional disparities, PSAJK calls for improved infrastructure, including libraries, labs, sports facilities, and ICT-enabled classrooms, along with special grants for rural and remote schools—particularly in hilly, border, and economically disadvantaged zones. Addressing teacher shortages through transparent recruitment and conducting regular parent-teacher learning sessions are also prioritized.
Recognizing the role of technology, PSAJK advocates expanding blended learning across private and government schools, training educators in AI-enabled tools, and developing offline-compatible systems for rural areas with weak connectivity. “Digital education should complement—not replace—human teaching,” Islam emphasized.
Furthermore, PSAJK underscores the importance of viewing private schools as “knowledge partners,” proposing the creation of a J&K Education Collaboration Council comprising government departments, private schools, universities, and NGOs. This council would facilitate joint initiatives in teacher training, STEM education, FLN enhancement, and curriculum innovation, sharing best practices locally and internationally.
The association urges the uniform implementation of the School Quality Assessment and Assurance Framework (SQAAF) across the UT, with regular audits of learning outcomes, classroom quality, and infrastructure.
Nazrul Islam concluded by stating, “The PARAKH report exposes structural challenges but also provides a roadmap for renewed commitment and collaborative reform. J&K has the potential to surpass national standards, but it requires visionary leadership, empowered teachers, and a unified educational mission.”