Reclaiming the Narrative

A recent article titled “Deliberate Betrayal” published in Greater Kashmir paints an alarmist picture of the education system in Kunzer and Tangmarg. Unfortunately, it relies more on emotionally charged anecdotes than verified facts. This response sets the record straight with clear evidence, highlighting the genuine reforms and committed leadership driving positive change in these zones. The Zonal Education Officers (ZEOs) of Kunzer and Tangmarg have acted with transparency, fairness, and an unwavering focus on student welfare.

The allegation that the ZEOs were appointed through political favouritism is not only false but dismissive of their hard-earned reputations.

ZEO Kunzer is a seasoned educator who previously served in remote Kupwara with distinction. In 2024, he was recognized for innovative contributions to school improvement, including Monthly-Based Assessments and targeted remedial teaching—initiatives aligned with the National Education Policy (NEP) 2020.

ZEO Tangmarg has consistently handled sensitive inquiries with integrity. His appointment was formally approved by the Directorate of School Education Kashmir (DSEK) and supported by civil society groups, parents, and elected leaders alike.

These leaders were chosen based on qualifications, track records, and community needs—not for political expediency.

A Commitment to Equity

The article misrepresents necessary staff rationalizations and school mergers as arbitrary and unjustified. In reality, every decision was guided by data, ground-level assessments, and DSEK guidelines.

Balancing Teacher Deployment

Legacy staffing patterns left some schools overstaffed while others remained underserved. For example:

MS Chanpora had 12 teachers for just 52 students.

BMS Malwa had only 3 teachers for 80 students.

High School Devbgh: 17 teachers for 130 students.

To address this imbalance, ZEO Kunzer reallocated surplus teachers to schools like MS Barzulla and MS Rawathpora and other schools, which were understaffed.

Transparent and Auditable Process

All staffing and merger decisions were:

Officially recorded, verified by ZEO offices, approved by the Chief Education Officer, and are open to public scrutiny. Accusations of tampered attendance or fabricated records are unfounded and undermine the robust checks already in place.

A Systemic Issue

Numerous ZEO positions across J&K remain vacant. Assigning temporary charge to qualified principals is a widely accepted administrative necessity and does not compromise the legitimacy or effectiveness of these postings.

Academic Improvement

Contrary to the article’s claim of academic decline, real progress is visible in examination outcomes and educational innovation.

Expanding ECE

Recognizing the importance of foundational learning, the ZEOs have proposed 39 new kindergarten centers in remote villages. These centers will encourage early enrollment, reduce dropout rates, foster foundational literacy and numeracy. This aligns with NEP 2020’s vision for holistic and inclusive education from the early years.

Setting the Record Straight

Vacancies in subjects like Physics and Chemistry are long-standing systemic issues. The current ZEOs are managing them by sharing teachers across schools, ensuring students are not left behind.

Events such as Independence Day celebrations, Nasha Mukt Barat Abhiyan, Tiranga rally, Republic Day etc., are conducted with parental consent and active community support. These are educational opportunities—not political exercises—promoting leadership, confidence, and teamwork.

Far from being frivolous, documentation of school activities through photos and videos is mandated for training, evaluation, and knowledge sharing. This practice ensures transparency and accountability.

The article selectively focuses on exceptions and anomalies while ignoring the broader transformation underway. Today, education in Kunzer and Tangmarg is known by merit-based leadership appointments, data-driven staff rationalization, improved student outcomes, inclusive pre-primary initiatives.

These reforms are not about control—they’re about course correction. They aim to deliver a fair, efficient, and future-ready education system for all.

Conclusion: Facts Lead the Way

Constructive criticism plays a vital role in governance. But when it strays into misrepresentation, it only serves to demoralize educators and mislead the public. The ZEOs of Kunzer and Tangmarg are not perfect—but they are committed, qualified, and supported by their communities.

Let’s support their efforts with informed dialogue, not unfounded accusations. Our children deserve an education system shaped by truth, not twisted narratives.