Jammu and Kashmir’s education sector stands at a critical crossroads. Official figures may present an encouraging picture — more than 26 lakh students enrolled across over 24,000 schools, improving Gross Enrolment Ratios, especially among girls, and declining dropout rates at the primary level. The government has also promised modern classrooms equipped with ICT labs, smart boards, and vocational education under the National Education Policy (NEP) 2020.
Yet beneath these achievements lies a troubling reality: learning outcomes are steadily declining, parents are losing faith in government schools, and thousands of classrooms remain either underutilised or without adequate teaching staff. Jammu and Kashmir cannot afford a system of “hollow schooling,” where enrolment figures rise but actual learning continues to fall.
The Annual Status of Education Report (ASER) 2024 offers a serious warning. While many states in India have begun recovering from pandemic-related learning losses, Jammu and Kashmir has recorded a further decline of 2.1 percentage points in basic arithmetic skills. In many government schools, foundational abilities in reading and mathematics remain below the national average. A Class V student unable to read a Class II-level text or solve simple division sums is clearly unprepared for higher education and future employment challenges.
This learning crisis has consequences beyond the classroom. Secondary-level dropout rates continue to hover around 13 percent, transition rates to higher secondary education remain weak, and an increasing number of families are shifting their children to private schools. The imbalance between public and private education is becoming more visible with each passing year.
Despite government schools far outnumbering private institutions, enrolment in both sectors is now almost equal. Hundreds of government schools report either zero or single-digit enrolment. More than 4,000 schools have already been merged or shut under rationalisation policies aimed at improving efficiency. However, in many remote and tribal areas such as Bandipora, Pulwama, and Rajouri, children still walk long distances to schools that operate with only a handful of teachers, poor infrastructure, and limited basic facilities like electricity and toilets. For many parents, the conclusion is unavoidable: numbers have increased, but quality has not.
One of the biggest challenges remains the severe shortage of teachers. Nearly 13,000 teaching posts remain vacant across Jammu and Kashmir, largely due to the prolonged recruitment freeze since 2019. In districts such as Baramulla, several higher secondary schools function without principals, while hundreds of lecturer positions remain unfilled. Even among existing staff, many teachers lack adequate training in modern teaching methods, digital learning tools, and inclusive education practices.
Frequent disruptions further worsen the problem. Harsh winters, security-related closures, and shortened academic calendars often reduce the effective teaching period to far below recommended levels. When classrooms remain shut for extended periods and learning gaps continue to widen, students inevitably lose interest and fall behind.
This is not merely an administrative crisis — it is a long-term social and economic challenge. Poor learning outcomes deepen inequality. Children from low-income families and remote rural areas, who rely heavily on government schools, suffer the most. The human potential that could strengthen Jammu and Kashmir’s economy, social harmony, and future stability is slowly being wasted.
The government certainly deserves recognition for its ambitious plans. The push to establish smart classrooms, expand vocational education, and declare 2026 as the “Year of Academic Excellence” reflects positive intent. The implementation of NEP 2020 in higher education has also moved forward at a notable pace. However, real reform must begin at the school level, where the foundations of learning are built.
Three urgent measures are necessary. First, the government must accelerate teacher recruitment and ensure balanced staff deployment, particularly in remote regions. Second, a focused “Foundational Learning Mission” should be launched to strengthen reading and arithmetic skills through teacher training, remedial support, and regular learning assessments. Third, the academic calendar must be protected from repeated disruptions, while digital alternatives should be strengthened wherever connectivity permits.
Society, too, has an important role to play. Parents, civil society groups, and local representatives must actively engage in monitoring schools and supporting educational initiatives. Programmes such as volunteer mentoring and community participation can help restore confidence in the public education system. The responsibility of educating the majority of children cannot be left entirely to the private sector.
The youth of Jammu and Kashmir have shown remarkable resilience despite decades of uncertainty. They deserve schools that inspire curiosity, develop skills, and nurture ambition — not merely buildings filled with empty promises and vacant benches.
The coming year must not remain limited to policy announcements and official slogans. It must become the year in which every child in every government school genuinely learns. The future of Jammu and Kashmir depends on it.
