Srinagar: Jammu and Kashmir (J&K) continues to face significant challenges in improving learning outcomes, as highlighted by the latest Annual Status of Education Report (ASER) 2024. While many other regions of India have seen notable recovery in learning levels post-pandemic, J&K is witnessing a concerning decline in foundational skills like reading and arithmetic, particularly in government schools.
The ASER 2024 survey, conducted by the NGO Pratham Foundation, assessed the educational progress of 649,491 children across 17,997 villages in 605 rural districts of India, including J&K. The survey, which evaluated school learning proficiency among children aged 3 to 16 years, revealed that learning levels in J&K remain consistently below the national average.
One of the key findings of the report is the persistent gap in educational outcomes between government and private schools in the region. Government schools are significantly lagging behind their private counterparts. For instance, only 21% of fifth-grade students in government schools in J&K are able to read a second-grade level text. In contrast, over 60% of students in private schools in the region demonstrate the same reading proficiency. Although there has been a slight improvement of 3.7% in reading ability among government school students since 2022, the overall performance remains far below national benchmarks.
Furthermore, the report highlights a worrying decline in arithmetic skills. J&K has seen a 2.1 percentage point drop in basic arithmetic proficiency, further exacerbating the region’s educational crisis. This decline is particularly concerning, as other states across India have not only recovered from pandemic-induced learning losses but have surpassed pre-pandemic learning levels.
Experts attribute the ongoing learning gap in J&K to several factors, including inadequate educational resources, teacher shortages, and limited implementation of national literacy programs. While initiatives like the National Education Policy (NEP) 2020 and the NIPUN Bharat Mission have contributed to improved learning levels in other states, their impact in J&K has been less significant.
Rising Kashmir attempted to contact Ghulam Nabi Itoo, Director of School Education Kashmir (DSEK), but was unable to reach him. However, a senior DSEK official provided insight into the situation. He explained that the decline in learning outcomes can largely be traced back to the disruptions caused by COVID-19. During the pandemic, the focus shifted to conducting community classes, particularly in rural areas, but attendance was consistently low.
“Since then, we’ve been working tirelessly under the NIPUN Bharat Mission to ensure that both children and teachers receive foundational literacy and numeracy (FLN) training,” the official said. He also pointed to the positive impact of NEP 2020, with reforms and initiatives aimed at improving education quality, especially through skill-based learning.
While these efforts are still in their early stages, the official expressed optimism, saying, “We are confident that the long-term effects will be positive.”
An educationist reflecting on the situation emphasized the role of teacher motivation in driving educational quality. “One of the most significant issues is the lack of motivation among government teachers,” the expert said. “Teachers are not incentivized enough to give their best. The government should consider programs that not only offer salary increases but also recognize teachers’ efforts through awards and appreciation.”
The educationist also noted that the absence of effective monitoring and accountability in overnment schools contributes to the ongoing decline in education quality. “Without clear oversight, it’s difficult to ensure that teaching standards are upheld,” he said. He suggested a comprehensive approach that includes reforms in teacher training, better incentives, and a robust monitoring system to address these issues and improve students’ learning outcomes.
The ASER 2024 survey also highlights the critical role of parental involvement in children’s education. In regions where parents actively engage in home-based learning, student performance has improved. However, in J&K, community participation in educational initiatives remains lower compared to other parts of the country.
Dr. Masarat, a psychologist, believes that fostering a positive learning environment is crucial for improving educational outcomes. “When students are interested and engaged in the learning process, they retain information more effectively,” she explained. She recommends incorporating creativity, games, and interactive activities to make learning enjoyable and to enhance retention. Dr. Masarat also emphasized that parents should create a supportive home environment through activities such as reading together or discussing subjects in a fun and engaging way.
Additionally, she encouraged teachers to tailor lessons to individual learning styles and provide personalized attention. She suggested that educational apps, interactive platforms, and online resources could further enrich the learning experience, making it more dynamic and accessible.
Meanwhile, on January 29, Union Minister of Education Dharmendra Pradhan described the latest Annual Status of Education Report (ASER) 2024 as a strong endorsement of the National Education Policy (NEP) 2020.
“The ASER 2024 report is a great endorsement for NEP 2020, its focus on developing foundational literacy and numeracy skills and its success in improving learning outcomes,” Pradhan shared on X after a meeting with Pratham India.
He also highlighted his “insightful” discussion with the Pratham India team, focusing on the trends and the steps needed to further reduce learning gaps, eliminate barriers to learning, and build on the progress achieved.
While the ASER 2024 report underscores a troubling decline in learning outcomes in J&K, it also serves as a call to action. Addressing the region’s educational challenges requires urgent reforms, particularly in teacher support, resources, and community involvement. Without concerted efforts, J&K will continue to struggle in improving learning outcomes and securing a stronger future for its students.
