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| Buildingless schools a mockery in J&K | | | A Government document has confirmed earlier reports that over 4800 schools in Jammu and Kashmir do not have proper building facilities. Either the classes are held in the open, depending on weather related issues, or are run in dilapidated shanties. Apart from this problem, which is unheard in other states, most of the Government schools lack proper library and laboratory facilities. Adjustments and deputations have played havoc with the teaching activity in the Government schools when most of the schools do not have adequate teachers. In various cases the teacher-taught ratio 1:100 which is quite harmful for the overall development of the personality of students. Lack of infrastructure is one of the reasons responsible for increase in the school dropouts. In remote rural areas the rate of dropouts varies between 30 and 56 per cent. This development is bound to reduce the literacy percentage in the state. You cannot expect children or students to attend the classes held in the open under the blazing sun or under sweeping winds and cold wave.
Lack of infrastructure has been one of the reasons responsible for poor pass percentage in the Government schools. One need not place the responsibility of poor pass percentage on the shoulders of the teachers and the students. The Government is supposed to create a suitable environment and atmosphere within the school premises so that both students and teachers take interest. A teacher not interested in teaching under unfavorable environment cannot do justice to his job.Similalry you cannot expect students to remain attentive in unfavourable conditions. Teachers in private schools are not superior in race and intellect than those in the Government schools. Thus for poor pass percentage it will be unfair to blame the teachers. And it seems the Government does not support this argument because it announced punitive measures against those school teachers where the pass percentage is poor. The Government has decided not to release annual increment in favour of those teachers whose students fail in the examinations. Look at the infrastructural development in private schools. You have comfortable classrooms with spacious and well equipped laboratories and libraries. Against this the basic infrastructure in Government schools is missing.
What is the benefit of introduction of mid-day meals programme in the schools when kids do not have proper rooms for attending their lessons, when they do not have any proper laboratory and library arrangements? It is play way style of teaching in the private schools. But in the Government institutions students are treated as a bonded labour.The Government plans to provide mid-day meals facilities for 11 lakh school students but these students want better teaching facilities than mid-day meals. In certain cases the Government has sanctioned up gradation of middle schools to high schools and high schools to higher secondary schools but this upgradation is usually done on political and personal considerations without taking into account facilities existing in those institutions that are to be upgraded. Here also areas have f aced discrimination which is evident when 99 per cent school upgradation progamme has been carried out in Kokernag and Chrar-i-Sharif,constituencies of the Education Minister,Peerzada Mohd.Syed and Finance Minister,Abdul Rahim Rather respectively. Does it mean that only influential ministers are entitled to see more schools to be opened and more schols to be upgraded in their Assembly constituencies? Hence development of infrastructure and upgradation programme need to be framed on the basis of the backwardness of the areas.Upgradation and infrastructural development are required in areas that are backward so that the rate of school dropouts declined and he pass percentage in these areas increased. It would be better to stop showing progress in the sector of education on paper. Proper planning is required so that development is visible in the field or on the ground.(eom)
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