Education reform typically arises from society's desires to guarantee modern educational excellence and social returns in citizens health and well-being. To nurture globally adept individuals and a robust workforce, we must modernize our education system, using education as a tool to eliminate ignorance and enrich our society. Currently, a harsh reality unfolds within the government schools of Jammu and Kashmir (J&K). A crisis that has long plagued the education system in the region has reached alarming proportions. The chronic shortage of teachers, a lack of subject-specific educators, crumbling infrastructure, misuse of education schemes, a shift away from academics, and the absence of scientific temper are undermining the future prospects of students in J&K.
The J&K school education system comprises primary, middle, secondary, senior secondary, and KGBVs, with a total of 28.80 thousand schools, employing 1.67 lakh teachers, and serving 27.18 lakh students. Government schools constitute 80% of the population, enrolling only 54% of students. Conversely, private schools, representing 19% of the total, cater to a significant 45% of the students. Most poor children are enrolled in government schools; even teachers and bureaucrats children are not enrolled in their government schools due to the substandard educational opportunities they provide. A distinct educational disparity exists between rural and urban schools, with rural students struggling to compete due to the inferior learning conditions prevalent in rural areas.

Shortage of Subject Specialization

A critical challenge plaguing government schools across the board is the chronic shortage of qualified teachers, particularly those specializing in subjects at the secondary and senior secondary levels. This issue not only leads to vacant classrooms but also severely impacts the quality of education. It's a common sight to witness zoology or English postgraduate teaching mathematics. This mismatch between teachers and subjects leads to a shallow comprehension of topics, leaving students ill-prepared for higher education and future careers. Without specialized educators who can instill these values, students are denied a well-rounded education. It is imperative to address this crisis to ensure that students receive high-quality, subject-specific education that equips them with the knowledge and skills needed to succeed in a competitive world.

Inadequate of infrastructure

The education system in J&K has a troubling issue that has cast a shadow over this noble endeavour. The dire state of infrastructure, such as cramped classrooms, insufficient furniture, and the lack of proper sanitation facilities, paints a grim picture of the learning environment for students and teachers. Facilities such as science labs, electricity, playgrounds, libraries, sports activities centers, and computer labs fall far short of national standards. In fact, the percentage of schools in the region with these amenities lags behind the national average by over 10%. The gap is even more pronounced in facilities for Children with Special Needs, with a difference of over 20 percent compared to the national average. Moreover, co-curricular activity rooms are disproportionately available in private schools compared to their government counterparts. They lag behind private schools by substantial margins, with a staggering 55.5%, 55.2%, and 38.2% difference in the availability of computers, functional computers, and internet connectivity, respectively. The inadequate infrastructure in government schools is a matter of great concern, hampering both the learning experience and students' well-being.

Reforming the Promotion Process and Enriching Educational Practices:

The current promotion system within the department relies solely on seniority, which undermines the spirit of competition and the continuous pursuit of knowledge. To address this issue, it is recommended that promotions be contingent on a comprehensive assessment conducted by an impartial commission. Furthermore, there should be flexible provisions for attaining higher qualifications such as M.Sc, M.Phil, Ph.D. with streamlined permission processes.
To rejuvenate the educational environment, teachers should have easy access to refresher courses and meaningful training programs offered by renowned universities, conducted by distinguished faculty members. Currently, outdated teaching methods persist, with limited use of audio-visual aids, IT resources, smart classrooms, and extracurricular activities, rendering schools lack luster and devoid of meaning.

School Timetable Reformation: Easing the Load on Teachers and Students

The existing timetable for physical and other co-curricular activities extends across more than 100 working days, exerting a substantial influence on the academic environment. In conjunction with their primary teaching duties, teachers are burdened with additional tasks, including the administration, election surveys and responsibility for the midday meal scheme. This assignment of supplementary responsibilities not only consumes valuable time for both students and teachers but also disrupts the core academic functions. It is better if it is handed over to some NGO.

Misuse and Improper Utilization of Central Schemes

The ReT, RMSA and SSA schemes initially held great promise by addressing teacher shortages and providing job opportunities for unemployed youth. However, they were later politicized, leading to the rapid and unnecessary proliferation of schools for political gain. This overzealous approach to school creation led to the establishment of numerous institutions in close proximity to one another. The politicization and corruption have had a detrimental effect on aspiring teachers at present due to these schemes. For the past decade, the government has been unable to announce teacher vacancies due to the surplus of teachers recruited through these schemes. It is high time that the government establish an independent commission to investigate the alleged corruption and mismanagement that have plagued the schemes.

Empowering Administrative Leadership

In addressing the crucial issue of improving governance within schools, it is imperative to consider the selection of CEOs from the administrative sector, particularly individuals with backgrounds like KAS officers. Shifting away from having teachers in district leadership roles to administrative officers can effectively eliminate stagnation and undue influence within the department, heralding a new era of enhanced governance.

Reviewing Reservation Policies

Currently, there are 50% reservations allocated for various categories such as SC, ST, RBA, OSC, ALC, OLC, Pahari speakers, etc. It is proposed that reservations should be limited to entry-level positions only, without extending them to promotions. This adjustment aims to maintain a healthy sense of competition among all individuals and foster an environment that encourages merit and excellence.

Categorization and Lobbying

The categorization of teachers into various groups like Masters, Lecturers, SRO teachers, migrant substitutes, RET, SSA, RAMSA teachers, etc., has fostered lobbyism and hinders the creation of a nurturing teaching and learning environment.

Counseling

Active counseling should be implemented, with teachers guiding students on different competitive exams, sports, and physical fitness. Government-sponsored training should be provided to equip teachers with the necessary skills. To ensure accountability, teachers, non-teaching staff, officers, parents, and students should collectively assume responsibilities and be held accountable for their roles in the education system.
Education reform is crucial to modernize the education system, combat ignorance, and enrich society, fostering globally competitive individuals and a robust workforce. The crisis in government schools, marked by teacher shortages, a lack of subject-specific teachers, crumbling infrastructure, misuse of education schemes threatens student’s futures. The educational disparity between government and private schools, especially in rural areas, exacerbates these challenges.
Bridging teacher-subject gaps, reducing teacher workloads, improving infrastructure, and tackling politicization and corruption are vital steps for educational rejuvenation. Urgent action is required, including departmental assessments for capable, dynamic leadership. Recognizing teachers as key change agents, granting them freedom, and raising their status can attract talent and revitalize education.

Email :------------------shahmudasir22@nitsri.net