By Ikkz Ikbal
The education system in Jammu and Kashmir (J&K) is in a state of crisis, with numerous challenges undermining its effectiveness. Among these challenges, the failure of flagship programmes like the Sarva Shiksha Abhiyan (SSA) highlights the systemic inefficiencies that plague the region’s educational infrastructure.
The Sarva Shiksha Abhiyan also appears to be a vision which is now derailed. Launched with the vision to provide free and compulsory education to children aged 6 to 14 years, the SSA aimed to bridge educational gaps by establishing schools in far-off areas of J&K. Since its inception in the early 2000s, the programme led to the establishment of 18,021 schools across the region, including 10,690 primary schools and 7,331 upper primary schools. This effort raised the total number of government-run schools in J&K to 23,117.
However, the scheme’s execution was marred by haphazard planning and poor management, leading to the closure of 24% of these schools, primarily due to zero or minimal enrollment. As per updated official figures, at least 119 schools in J&K were operating without a single student enrolled. Shockingly, 238 teachers were still posted in these schools, effectively drawing salaries despite no active teaching responsibilities.
This mismanagement underscores the broader issues within the education system. On average, seven teachers were deployed in schools, even those with negligible or no enrollment, highlighting resource misallocation and inefficiency.
Data-Driven Insights: UDISE and Beyond
The Unified District Information System for Education (UDISE) data further reveals the extent of these inefficiencies. In July 2024, reports stated that out of the 23,117 government schools, 4,394 schools were removed from UDISE due to closure or lack of functionality. This alarming figure reflects a significant regression in the accessibility and availability of education, particularly in remote areas.
Impact on Educational Equity
The closure of schools under the SSA has had a cascading effect on the region’s literacy and enrollment rates. While J&K’s overall literacy rate stands at 77.30%, disparities persist, particularly among females, whose literacy rate is 68%, compared to the male literacy rate of 85.70%. The closure of schools in remote areas has further exacerbated this gap, denying children access to education and perpetuating socio-economic disparities.
Underlying Challenges
Many SSA schools lacked basic facilities such as proper classrooms, sanitation, and learning materials, leading to a lack of trust in government institutions. Additionally, schools were established without considering the local population’s needs, resulting in schools in areas with insufficient student populations. Moreover, the deployment of teachers in non-functional schools reflects a lack of monitoring and accountability within the system.
To address these systemic challenges, a comprehensive overhaul of the education system in J&K is essential.
1. Data-Driven Planning: Conduct detailed population and enrollment surveys before establishing schools to ensure resources are utilized effectively.
2. Infrastructure Development: Invest in building and maintaining school infrastructure to create a conducive learning environment.
3. Teacher Training and Deployment: Implement transparent policies for teacher recruitment and ensure equitable distribution of qualified teachers.
4. Community Engagement: Foster community involvement in monitoring and supporting schools to enhance accountability and trust.
5. Monitoring and Accountability: Establish independent bodies to regularly evaluate school performance and address inefficiencies promptly.
The defunct state of the education system in Jammu and Kashmir, as exemplified by the failure of the Sarva Shiksha Abhiyan, is a sobering reminder of the need for effective planning, execution, and accountability. The closure of schools, misallocation of resources, and declining enrollment rates have created a crisis that threatens the region’s socio-economic future. Immediate and sustained efforts are required to address these issues and ensure that the vision of quality education for all becomes a reality in J&K.
- The author has a PG in Biotechnology and is Administrator Maryam Memorial Institute Pandithpora Qaziabad. He tweets @IkkzIkbal
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