Bilal Ahmad Khanday
As a resigned government teacher who has witnessed the system from within, I have often felt the pulse of the system and observed its working from both close and distant perspectives. It is my belief that a comprehensive overhaul—from top to bottom—is necessary if we genuinely want the educational system to flourish for the betterment of the student community, most of whom come from relatively less privileged backgrounds.
Yesterday, while reading one of the leading dailies in the valley, I came across an expected yet shocking report revealing that “only 21% of 5th standard students in government schools in rural Jammu and Kashmir can read Class 2 textbooks properly,” while more than 60% of 5th standard students in private schools can read at the second-grade level. The report also highlighted several other issues that need serious consideration in order to develop a practical strategy—both administratively and academically—to improve the educational scenario, not only in government schools but also in private institutions. The findings need to be analyzed systematically and pragmatically to identify gaps in the current educational setup and to propose solid, practical, and effective solutions.
On the one hand, the report sheds light on the concerning state of education in Jammu and Kashmir; on the other hand, it also points to the lack of commitment, inadequate approaches, and “administrative inefficiencies” of officials who are heavily paid by the public through the government exchequer. Despite receiving various incentives and perks for their so-called “valuable services” in the education sector, the sorry state of affairs suggests that the resources and funds being allocated without proper checks and measures are, unfortunately, a waste and are draining the government treasury without yielding the expected results.
Having served both as a government teacher and in various private schools over the years, I have had the opportunity to deeply analyze the system and understand its internal and external mechanisms. Through thorough research and keen observation, I strongly believe that the education system needs an urgent overhaul. A true transformation can only happen if we prioritize the welfare of students, especially those from underprivileged families, and if we address the deep-rooted flaws in the system.
Causes:
There are several causes for this dismal state of affairs, which I categorize into primary and secondary groups. However, these causes are so intertwined that it is difficult to separate them entirely, as they complement each other.
The primary causes include:
- The outdated traditional system of education
- An old-fashioned curriculum that fails to keep up with modern demands
- Conventional, unscientific teaching and learning methods
- Lack of proper guidance and counseling for teachers
- Limited exposure of teachers to current scientific and technological advancements
- Moral “bankruptcy” within the teaching community
- A general disinterest in the teaching profession, leading to a lack of enthusiasm and commitment
The secondary causes are more administrative in nature and, while not directly related to academics, play a significant role in policy making and strategic planning. These include inefficiencies within the administrative machinery, inadequate infrastructure, and lack of accountability.
Remedies:
The remedy lies in a simple yet effective mantra that we are all probably familiar with: “Mission with Vision.” What does this mean? Simply put, it refers to having a collective mission with a clear and pragmatic vision. Unfortunately, we rarely see a true collective mission in the current education scenario, despite the bold mission statements published on posters, brochures, newsletters, and signboards. These statements, however, often remain mere lip service and lack practical applicability in the face of real challenges.
If the “Mission with Vision” mantra were truly implemented with sincerity and dedication, the education system would be vastly different today. The progress and growth of the education system would have been far more noticeable, and students would have benefitted greatly.
It is clear that we, at all levels—teachers, Zonal Education Officers, Chief Education Officers, Directors, and the Secretary of Education—are not fully living up to our responsibilities. If each one of us, consistently and with dedication, performs our duties with honesty and pure intention, we will undoubtedly witness the “sun of education and knowledge” shining brightly in the near future.
Conclusion:
The situation in Jammu and Kashmir’s education system is indeed alarming, but with a collective effort and a clear, focused approach, it is possible to turn things around. The government, educators, and all stakeholders must work together, not just for the sake of formulating policies but for truly understanding the ground realities and working toward meaningful change. The future of our children and the state’s progress depend on it.
Bilal Ahmad Khanday
Shalabugh, Ganderbal
Khandaybilal12@gmail.com
8825020273
XOXO XOXO
Blurb
The educational system in government schools of Jammu and Kashmir is facing a crisis, with alarming reports highlighting that only 21% of 5th-grade students in rural government schools can read at a second-grade level. Drawing from personal experience as both a former government teacher and private school educator, Bilal Ahmad Khanday calls for a comprehensive overhaul of the system. He identifies key issues such as outdated teaching methods, lack of teacher training, and administrative inefficiencies, while proposing a “Mission with Vision” approach to truly transform the educational landscape. Khanday emphasizes the need for collective responsibility at all levels to ensure a brighter future for students, particularly from less privileged backgrounds.
