The Directorate of School Education Kashmir’s (DSEK) initiative to launch region-wide officers’ visits for Parent-Teacher Meetings (PTMs) starting August 9, 2025, is a commendable step toward fostering school-community engagement. Director Dr. G.N. Itoo’s hands-on approach, exemplified by his visits to remote schools in Budgam and personal contribution to student activities, sets a positive tone for participatory education. The directive for senior officers to monitor PTMs, interact with stakeholders, and address institutional issues on the spot reflects a proactive effort to bridge gaps in the education system. The emphasis on open communication, accountability, and parental involvement is a much-needed push to strengthen the parent-school partnership.
However, while this initiative deserves applause for its intent, it is unlikely to translate into mass enrollment in government schools. The core issue plaguing public education in Kashmir remains unaddressed: the quality of outcomes. Parents consistently gravitate toward private institutions, not because of a lack of PTMs or officer oversight, but due to their perception—often grounded in reality—that private schools deliver better academic results, infrastructure, and opportunities for holistic development. Government schools, despite such well-meaning initiatives, continue to lag in producing results at par with their private counterparts.
The DSEK’s focus on PTMs and officer visits, while valuable, is akin to treating symptoms rather than the disease. Without addressing fundamental challenges—such as outdated curricula, inadequate teacher training, poor infrastructure, and inconsistent academic performance—these efforts risk being cosmetic. For instance, while student exposure programs and parental engagement are positive steps, they cannot compensate for the lack of competitive academic rigor or modern facilities that private institutions often provide. The education department, in its current state, resembles a “white horse”—impressive in appearance but lacking the substance to inspire confidence among parents.
To achieve mass enrollment, the DSEK must prioritize measurable outcomes. This includes aligning curricula with contemporary needs, investing in teacher professional development, and ensuring infrastructure that rivals private schools. Transparent metrics, such as pass percentages, competitive exam success rates, and student progression to higher education, should be publicized to build trust. While PTMs and officer visits can enhance accountability, they must be part of a broader strategy that tackles systemic deficiencies head-on.
In conclusion, the DSEK’s initiative is a step in the right direction, but it falls short of addressing the root causes that deter parents from choosing government schools. Until the education department delivers results comparable to private institutions, mass enrollment will remain a distant goal. The focus must shift from symbolic gestures to transformative reforms that make public education a compelling choice for all.
