Jammu Tawi, Dec 24: In 2025, Jammu and Kashmir’s school education system faced stark realities that exposed deep structural and academic weaknesses. Despite policy initiatives and incremental reforms, poor learning outcomes, high dropout rates, infrastructure gaps, and staff shortages continued to undermine educational quality.
One of the most serious concerns was the academic calendar. During the 2024–25 session, schools recorded fewer than 150 academic days against the mandated 220, largely due to weather disruptions, floods, and extended vacations. This deficit placed pressure on students and teachers despite syllabus completion.
Learning outcomes remained alarmingly low. According to the ASER 2024 survey, only about 21 percent of Class 5 students in government schools could read a Class 2 text, compared to over 60 percent in private schools. Mathematics outcomes were similarly weak, with just 16 percent of government school students able to solve basic division problems. While marginal improvements were recorded since 2022, progress was slow and uneven.
Dropout rates were another major concern. Jammu and Kashmir reported a secondary-level dropout rate of 13.4 percent—the third highest in North India—while Ladakh’s rate stood at nearly 20 percent. Retention challenges persisted at primary and senior secondary levels, with many students leaving school due to economic pressures, family work, or lack of engagement.
Despite having over 77 percent government-run schools, only 54 percent of students were enrolled in them, reflecting declining public confidence. Teacher shortages compounded the issue: recruitment has been frozen since 2019, leaving thousands of posts vacant, including over 4,200 lecturer positions. Additionally, the region ranked among the highest nationally for untrained teachers, particularly at pre-primary and upper-primary levels.
Infrastructure gaps further weakened the system. More than 98 percent of schools lacked digital library facilities, over 1,900 schools had no separate toilets for girls, and many institutions operated with single teachers or even zero enrolment. Libraries, where present, often lacked basic textbooks.
Financial inefficiency added to the challenge. Over the past five years, only about 70 percent of allocated education funds were utilised, with utilisation dropping to nearly 55 percent in 2024–25.
Social and behavioural issues also surfaced. Surveys revealed that nearly 80 percent of adolescents used smartphones primarily for social media rather than education, while 38 percent reported being mocked by classmates, raising concerns about school climate and student well-being.
Amid these challenges, the government initiated several corrective measures. These included syllabus relaxation, curriculum standardisation, action against poor-performing lecturers, proposals to de-freeze General Line Teacher posts, staff creation for “hanging schools,” free textbooks and uniforms for over 13 lakh students, and plans for dual-level mathematics exams in Class 10. The government also ordered the takeover of 215 schools linked to proscribed organisations.
While these steps signal intent, 2025 underscored that Jammu and Kashmir’s education system requires sustained investment, accountability, teacher training, and a decisive shift from enrolment-focused metrics to genuine learning outcomes to ensure meaningful reform.
