A Case Study in Mismanagement
Mohammad Idries
The education system in Jammu & Kashmir has long been a subject of concern, but recent policy decisions have elevated it to a spectacle of administrative chaos. The latest directive from the Jammu & Kashmir Education Department, spearheaded by Education Minister Sakina Masood Yatoo, mandates that schools operate until 12 noon, followed by mandatory online classes from 1 PM to 2 PM, with teachers required to remain available for “support” until 2 PM. This policy, announced with little consultation or foresight, is a masterclass in disregarding logistical realities, stakeholder needs, and the fundamental principles of education. It reflects a troubling disconnect between policymakers and the ground realities of the region’s education system, leaving students, teachers, and parents to navigate an ill-conceived experiment.
This article examines the policy’s flaws, its impracticality, and the broader systemic issues plaguing Jammu & Kashmir’s education sector, drawing on available data, regional context, and global educational standards. It calls for accountability, stakeholder engagement, and a return to child-centric policymaking.
The Policy: A Recipe for Chaos
The directive, issued in early 2025, requires schools to end physical classes by noon and transition to online learning from 1 PM to 2 PM. Teachers must remain available for additional support during this hour. On paper, this hybrid model might seem innovative, blending in-person and digital learning. In practice, it ignores the region’s infrastructural, logistical, and socio-economic challenges.
1. Timings and Traffic: A Logistical Nightmare
Jammu & Kashmir’s urban centers, particularly Srinagar, are notorious for traffic congestion. According to a 2023 report by the Jammu & Kashmir Traffic Police, peak traffic hours in Srinagar occur between 8–10 AM and 12–2 PM, with key areas like Bemina, Hyderpora, and Pantha Chowk experiencing gridlock due to inadequate road infrastructure and ongoing urban development projects. The average school commute for students, often via overcrowded buses or autos, takes 30–60 minutes, depending on distance and traffic conditions. For students in rural areas or those living in hilly regions like Ganderbal or Baramulla, travel times can exceed an hour.
Under the new policy, students are expected to leave school at 12 PM, navigate peak-hour traffic, reach home, eat, and prepare for online classes by 1 PM. This timeline assumes a level of efficiency that does not exist in Jammu & Kashmir’s transport ecosystem. Overloaded school vans, often carrying 15–20 students in vehicles designed for 5–8, exacerbate safety risks and delays. A 2024 study by the Jammu & Kashmir Road Safety Council reported that 70% of school transport vehicles violate safety norms, including overloading and lack of proper licensing.
For parents, particularly those in working-class families, picking up children at noon disrupts work schedules, as many cannot afford private transport. The policy’s failure to account for these realities suggests a lack of consultation with transport authorities or school administrators.
2. The Online Learning Fallacy
The shift to online classes from 1 PM to 2 PM assumes universal access to technology and stable infrastructure—assumptions that crumble under scrutiny. According to a 2023 survey by the National Sample Survey Organization (NSSO), only 24% of households in Jammu & Kashmir have access to a smartphone or computer with reliable internet. Rural areas, where 65% of the region’s population resides (per the 2011 Census, with minimal change projected), face frequent power outages and limited broadband connectivity. Even in urban Srinagar, internet speeds often fall below 10 Mbps, insufficient for seamless video conferencing.
For students, particularly younger ones aged 6–12, the expectation to transition from a tiring school day to an online class within an hour is unrealistic. Child psychology research, including studies by the American Academy of Pediatrics, emphasizes that young learners require breaks, nutrition, and rest to maintain focus. Forcing a 7-year-old to log into a Zoom session after a chaotic commute is neither practical nor pedagogically sound.
Teachers face similar challenges. Many are parents themselves, juggling personal and professional responsibilities. Female teachers, who constitute 60% of the teaching workforce in Jammu & Kashmir (per the 2022 DISE report), often bear the brunt of childcare and household duties. Expecting them to manage physical classes, commute home, and conduct online sessions within a tight timeframe is a policy divorced from reality.
3. Infrastructure: A Forgotten Priority
The policy’s reliance on hybrid learning ignores the dire state of school infrastructure. According to a 2024 audit by the Jammu & Kashmir Education Department, 40% of government schools lack functional toilets, 30% have no access to safe drinking water, and 80% lack reliable electricity. Computer labs, where they exist, are often outdated, with many schools reporting non-functional systems since the early 2000s. Private schools, while better equipped, cater primarily to affluent families, leaving the majority of students in government schools—over 60% of the student population (DISE 2022)—without access to digital tools.
The assumption that students and teachers can seamlessly transition to online learning disregards these gaps. Global education standards, as outlined by UNESCO, emphasize that hybrid learning requires robust infrastructure, teacher training, and equitable access to technology. Jammu & Kashmir’s education system meets none of these criteria.
4. Leadership and Accountability: A Vacuum
The policy’s architect, Education Minister Sakina Masood Yatoo, has faced criticism for her lack of qualifications and engagement with the education sector. With no documented background in education policy or administration, her leadership appears driven by political expediency rather than expertise. The absence of stakeholder consultation—teachers, parents, and school administrators were not involved in the policy’s formulation, per reports from local teacher unions—has resulted in a directive that is tone-deaf to regional realities.
This lack of engagement is not new. A 2023 report by the Jammu & Kashmir Teachers’ Forum highlighted that 90% of teachers feel excluded from policy decisions, with circulars often issued without prior discussion. The current policy, announced via last-minute notifications, exemplifies this top-down approach, undermining trust in the education department.
5. The Commercialization of Education
Private schools, which enroll 35% of students in Jammu & Kashmir (DISE 2022), have capitalized on the system’s dysfunction. Skyrocketing transport fees, often exceeding ₹2,000 per month, place a heavy burden on parents, especially when fuel prices have stabilized at ₹80–90 per liter (as of January 2025). Overcrowded school vans, operating without regulatory oversight, pose safety risks. Additionally, private schools charge exorbitant fees for uniforms, books, and “development funds,” with no transparent auditing by the education department.
The government’s failure to regulate these practices has allowed private institutions to exploit families, further widening the gap between affluent and marginalized students. A 2024 petition by the Jammu & Kashmir Parents’ Association, filed with the High Court, demanded stricter oversight of private school fees, but no action has been taken as of July 2025.
A Broader Context: Systemic Failures
The new policy is a symptom of deeper issues in Jammu & Kashmir’s education system. According to the Annual Status of Education Report (ASER) 2023, only 45% of Class 5 students in the region can read Class 2-level texts, and just 30% can perform basic arithmetic. Teacher training is woefully inadequate, with only 15% of government school teachers receiving professional development in the past five years (DISE 2022). Mental health support, a critical component of modern education systems, is virtually nonexistent, with less than 1% of schools employing counselors.
Global education standards, as outlined by the OECD, emphasize child-centric learning, teacher empowerment, and community involvement. In contrast, Jammu & Kashmir’s system relies on outdated curricula, rote learning, and bureaucratic overreach. The National Education Policy (NEP) 2020, which advocates for flexible, inclusive education, has been poorly implemented in the region, with little progress on infrastructure upgrades or teacher training.
A Call for Reform
The current policy is not a reform but a regression, exacerbating the challenges faced by students, teachers, and parents. To address this crisis, the education department must:
1. Revoke the Policy and Consult Stakeholders: Engage teachers, parents, and transport authorities to design feasible school schedules.
2. Invest in Infrastructure: Prioritize functional toilets, electricity, and internet access in schools before mandating hybrid learning.
3. Regulate Private Schools: Enforce caps on transport and ancillary fees, and ensure compliance with safety norms.
4. Enhance Teacher Training: Implement regular professional development programs aligned with NEP 2020.
5. Address Regional Realities: Account for Jammu & Kashmir’s unique challenges, including traffic, connectivity, and socio-economic disparities.
Conclusion
Education is the cornerstone of a society’s progress, yet Jammu & Kashmir’s education system is being undermined by poorly conceived policies and disconnected leadership. The new school timing directive, with its unrealistic expectations and disregard for infrastructure, is a disservice to students and teachers alike. Rather than experimenting with unfeasible reforms, the government must prioritize consultation, accountability, and investment in foundational improvements.
Minister Sakina Masood Yatoo and the education department must recognize that policies crafted in isolation, without regard for ground realities, are doomed to fail. The children of Jammu & Kashmir deserve better—they deserve an education system that nurtures, not one that burdens. It’s time to stop treating education as a bureaucratic checkbox and start building a system that truly serves its people.
(Note: Author is engineer by profession, the author works with a leading UAE-based company. Passionate about writing, he focuses on exposing social issues and driving meaningful change through thought-provoking content. His work aims to inspire dialogue and contribute to a better society)
