Understanding J&K's school education sector

Over the past one decade of my reporting on the education sector of Jammu and Kashmir, I have tried my best to do an in-depth analysis and preferred fact based reporting on the education sector, particularly the school education sector.

But many times, I have indulged in arguments over some disagreements with officials in the department. Even though the department has enhanced the budgetary allocation for the education sector, strengthening of the primary and middle level schools has always remained a concern within the department, despite taking certain initiatives to fill the gaps. Even these days, the primary sector of education has become the victim of official neglect.

The concern raised about the gaps at primary and middle level of schools in terms of availability of teachers and proper accommodation, particularly in far off areas, are yet to be effectively addressed.

To balance things, the people at the helm of affairs in the education department consistently highlight its new initiatives to demonstrate a commitment to improving the education system. It cannot be denied that there have been improvements in the department. We acknowledge that over the past few years, the department has undertaken several initiatives indicating that the education system in J&K is going in a positive direction. But there are some basic concerns which need to be understood and to be addressed on priority.

When we examine the ground reality, it becomes apparent that while the department may have initiated projects, there is still a significant need for substantial measures to bring about improvements in basic primary and middle-level schools.

While there may be notable improvements in secondary and higher secondary level schools, the same cannot be said for primary and middle-level schools, which still lack momentum.

Given the present situation, the department needs to devise out-of-the-box solutions to strengthen the foundation of the education sector.

If we shift our focus to the rural sector, impressive results are evident in terms of enrollment, as private schools are not readily available in remote areas, and the majority of people are dependent on government schools. But unfortunately, the government schools in rural areas always remain out of focus.

Be it infrastructure or availability of teachers, the department is yet to take the necessary steps that should have been otherwise taken years ago.

Recently, the School Education Department (SED) has rolled out the Cluster System of Schools, asserting that this new Complex (Cluster) system will ensure the availability of qualified teachers in every school as per the requirement of students.

When it comes to infrastructure, especially in remote areas, it remains a significant challenge. On one hand, the department boasts about initiatives like Atal Innovations and other advancements, while on the other hand, we still encounter schools housed in tin sheds.

In the outskirts of Baramulla district, Government Middle School Kohlina in education zone Chandoosa depicts the actual condition of the primary schools in far off areas. The school has an encouraging enrolment of 180 students but is housed in a tin shed for years together. The grim situation was highlighted during previous years as well, but the condition of this school is still unchanged. It is not the only school which depicts the grim situation of the primary and middle level of schools but there are dozens of such schools which are operating in the same shabby conditions.

On March 9 of this year, the DDC Chairperson laid the foundation stone for the construction of "Elementary Building Less School" at GMS Kohlina. The school building will be constructed by the Roads and Buildings (R&B) department at the project cost of Rs 45.77 Lacs.

As the foundation stone of the building has been laid, it has raised hopes of the stakeholders that all such schools will soon get their permanent campuses so that the students get all the facilities in their government run educational institutions.

Amid the prevailing circumstances, understanding the School Education Department has become quite challenging. On one hand, some schools are operating in makeshift tin sheds, while numerous other schools are in such a situation where students of more than two classes are crammed in one shabby room. On the other hand, the department has handed over approximately 800 surplus school buildings to other departments because these buildings had remained unutilised for many years. The buildings were rendered defunct post rationalisation of schools in Jammu and Kashmir.

Not only this, but there are still some schools with meagre enrollment of students but more buildings and vice versa. Such a situation has raised many questions over the utilisation of funds by the successive regimes.

Since the inception of Centrally Sponsored Schemes (CSS) like erstwhile Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and now Samagra Shiksha since 2018-19, the Government of India has been pumping in funds in crores to strengthen the education sector of Jammu and Kashmir.

To shed light on the matter, over the years the J&K has poorly performed in execution of projects and in utilising the funds received from the Ministry of Education (MoE). The major portion of funds has remained unutilised during the previous years, speaking volumes about the government efficiency to ensure proper utilisation of funds.

The official statistics reveal that the SED received RS 70.79 crore in 2020-21 under BRC and CRC components of Samagra Shiksha out of which only 32.92 crores were utlised.

While 70 crores were received in 2021-22 out of which only 3.64 crores were utilised while the rest of the funds remained unutilised, speaking volumes about the poor utilisation of funds.

In the 2022-23 financial year, the SED received 77.56 crores out of which only 1.63 crore was utilised.

The SED received an outlay of Rs 458 crore in 2018-19 out of which only Rs 124 was utilised and out of an outlay of Rs 783 crores in 2019-20 only Rs 47 crores were utilised.

The crux of the issue lies not in the approval of funds but in the dismal utilisation of these funds by the department.

Over the years it has been noticed that the finance department delays timely release of funds to the education department, released from the Ministry of Education (MoE) under Samagra Shiksha. The issue was several times pointed out by the MoE in the Annual Project Approval Board (PAB) meeting convened to review and approve the annual plans of the J&K education department under Samagra Shiksha.

To conclude, the real challenge faced by J&K's School Education Department is not the approval of funds but the chronic delayed or poor utilisation of the money which resulted in the delayed completion of the funds.

Addressing this challenge is crucial for ensuring that allocated funds translate into tangible improvements in the education system, fostering holistic development for the Jammu and Kashmir particularly the students. Utilising funds means more progression in key sectors of education for which funds are allocated by GoI every year.