Dr NoorAli Zehgeer
In the world of education, change is often synonymous with progress. But in the case of Jammu and Kashmir’s schools, recent shifts in the academic calendar have sparked a debate that is anything but progressive. The move to synchronize the academic session with the national calendar—shifting from the traditional November-December session to March—has ignited widespread frustration among parents, private school owners, and students alike.
The change, first introduced in 2022 by the Lieutenant Governor’s administration, was touted as a way to ensure “uniformity” in the academic calendar across the nation. While uniformity sounds great in theory, the practical consequences of this shift seem to be an extended period of confusion, anxiety, and wasted time—at least for the children of J&K.
A Shift for the Worse?
The rationale behind the decision to change the academic session from November to March might have looked good on paper. Officials claimed that aligning with the national academic calendar would open up more opportunities for students, ensuring a smoother transition to higher education and competitive exams. But as with many well-meaning policies, the reality on the ground tells a different story.
Many parents argue that the decision has been a disaster from day one. “The new session is nothing but a waste of time and energy,” says Mehraj Ahmad, a frustrated parent. “It prolongs the school year unnecessarily and leaves our children stressed out.” According to him, and many others, the traditional November session was far better suited to the region’s unique climate and cultural patterns.
Weather or Not?
Here’s the thing about Kashmir: March isn’t just another month on the calendar. It’s the season of rain, dampness, and cold winds. For many students, this shift has meant trudging through wet, muddy streets to get to school, while teachers struggle to keep classrooms warm and productive. Contrast that with the November-December period, which, though chillier, allowed students to wrap up their exams before the harshest winter months arrived.
“March is the worst time for exams. It’s not just about the weather, it’s about timing,” says Sajad Lone, the People’s Conference chief and MLA from Handwara. Lone, a vocal supporter of restoring the old system, adds, “The November session gave our students an academic head start. With most admissions happening in June, it gave them six extra months to prepare for entrance exams. Now, they’re at a disadvantage.”
And it’s not just Lone who thinks so. Many educators agree that the November-December session allowed for better academic continuity. Under the new system, students must endure a long break from December to February due to the harsh winter, only to return and face their exams. As one teacher put it, “It’s like starting a marathon, stopping for three months, and then being asked to sprint to the finish line. No wonder the kids are stressed out.”
The Chorus for Change Grows Louder
With the new J&K government under Education Minister Sakina Itoo, the calls for reverting to the old system have grown louder. The Private Schools Association of J&K (PSAJK) has been particularly vocal, urging the government to restore the traditional academic calendar. According to them, the new system “breaks the continuity” of education, leaving both students and teachers frustrated.
Itoo has promised to seek suggestions from stakeholders before making any decision, but for many, the answer is clear: bring back the November-December session.
“It’s not rocket science,” says one private school owner, who asked to remain anonymous. “The old system worked. It was tailored to our region’s needs. Now, we’re stuck with a system that might work in Delhi or Mumbai, but not here. We need to stop pretending that J&K is just another state that can be molded to fit a national template.”
A Unique Problem with a Simple Solution?
The crux of the issue seems to be the assumption that one size fits all when it comes to education. But J&K is not like the rest of India. Its harsh winters, distinct cultural patterns, and unique educational challenges demand a tailored approach, not a copy-paste solution from the national playbook.
Critics argue that the decision to change the academic session was driven more by a desire to appear “modern” and “synchronized” than by any real consideration of what’s best for students. And the consequences of that decision are now painfully clear.
Parents like Ahmad are already noticing the toll on their children’s mental health. “It’s not just about wasting time,” he says. “This new system is causing unnecessary anxiety. The kids have to wait through the entire winter break, and by the time they’re ready for exams, they’re already exhausted.”
A Return to Sanity?
It remains to be seen whether the chorus for change will be heard by those in power. Education Minister Sakina Itoo’s promises to consult with stakeholders are a step in the right direction, but many parents fear that the government will continue to prioritize national uniformity over local needs.
For now, students and parents can only hope that common sense prevails, and that the academic calendar crisis is resolved sooner rather than later. After all, in a region where education is often disrupted by political instability and natural disasters, the last thing anyone needs is a government-mandated waste of time.
Perhaps the solution isn’t to force J&K into the national mold, but to embrace its uniqueness. As one exasperated parent put it, “Maybe what we need is less synchronization and more common sense.”
Until then, students will continue to battle both the elements and their exams, hoping for a future where their education is driven by logic, not bureaucracy.