Our Dummy Education
In this higher secondary school, there are over 800 students enrolled. Three hundred students from classes 9th and 10th attend school regularly. Around 50% of the students from classes 11th and 12th never attend school as they take classes at private tuition centers in Srinagar. Only students from the Arts stream and those from the science stream who belong to disadvantaged sections of society attend their classes. Interestingly, a significant number of lecturers, who are supposed to teach, remain idle, discussing mundane issues throughout the day. They draw handsome salaries without teaching a single class. Most of them are content with this situation thereby wasting their talent, energies and time without any remorse.
Over the last few years, a new trend has emerged in our society: students who pass their class 10th examinations prefer to attend private tuition classes in Srinagar, despite being enrolled in government higher secondary schools. They rarely attend classes at their enrolled institutions, only appearing at exam time to collect their admit cards. This trend has caused significant stress for parents, who must arrange resources for tuition fees and boarding. The parents of female students face additional challenges in arranging safe accommodation in Srinagar. Many parents are forced to take loans to cover their children’s expenses, spending at least 1 lakh rupees annually, even though local higher secondary schools have qualified subject teachers available. The reasons behind parents sending their children to private tuition centers instead of utilizing local educational resources need thorough examination. This situation highlights a critical issue in the education system, where the perceived quality of private tuition outweighs the convenience and potential cost savings of local schooling, placing a heavy financial burden on families.
In higher secondary schools, especially in science subjects, student attendance is alarmingly low. Many students prefer migrating to Srinagar for better educational opportunities, leaving local classrooms almost empty. Those who remain often rely on local tuition centers. To address this issue, the government should collaborate with online education consultancies, similar to private higher secondary schools. By arranging online classes in local classrooms, students can receive education from competent subject teachers without needing to leave their hometowns. This approach not only ensures quality education but also alleviates the burden on parents, who no longer have to send their children to distant coaching centers in Srinagar.
Moreover, utilizing the services of additional lecturers at degree colleges or high schools can further streamline the education system at both college and school levels. This reallocation of resources would ensure that students receive the guidance they need while making efficient use of the existing teaching workforce. Overall, adopting online education in the school under the guidance of lectureres and optimizing lecturer deployment can significantly improve educational access and quality for higher secondary students, addressing current challenges and fostering a more robust education system.
Shazia, a brilliant student, excelled in her class 10 exams. However, her laborer father can’t afford to send her to Srinagar for better coaching. While her less academically-inclined friends receive top coaching, she attends a local school with disinterested teachers and a local tuition center, causing her father more stress.
By implementing online education solutions and optimizing the use of existing teaching resources, we can ensure that students like Shazia receive quality education they deserve without causing undue financial strain on their families. This approach not only addresses the immediate challenges but also lays the foundation for a more equitable and effective education system for all students.
Javaid Jawad is the best teacher awardee.
