VIKAS SHARMA
JAMMU, SEPT 20: The recently released PARAKH Rashtriya Sarvekshan 2024 National Report has raised serious concerns over the state of school education in the Union Territory of Jammu and Kashmir, with several districts ranking among the lowest performers in the country.
The survey, conducted by the National Council for Educational Research and Training (NCERT) under the Ministry of Education, has prompted educationists to push for urgent introduction of skill-based courses in schools to bridge the learning gaps and prepare students for employability.
According to the report, Reasi, Rajouri, Bandipora, Udhampur, and Samba recorded some of the weakest performances in assessments of Grade 3 and Grade 6 students. While language skills showed moderate results, students consistently underperformed in Mathematics and Science, struggling particularly with fractions, measurement, algebra, and real-life problem-solving.
The decline continued in Grade 9, where students lagged in higher-order skills such as geometry and data interpretation.
“Students here can read and write but often fail to apply knowledge in real-world situations,” said education experts. “The absence of practical learning makes it difficult for them to succeed in higher studies or the job market. Unless skill-oriented courses—digital literacy, financial awareness, vocational training, and communication—are made part of the curriculum, these gaps will remain.”
The report also exposed disparities within J&K itself. Urban students performed better than their rural peers, while those from Scheduled Tribe communities consistently ranked lowest across subjects. These findings underline how social and geographic inequities continue to impact educational growth in the UT.
However, the problem extends far beyond J&K. Across the country, weaknesses in foundational numeracy were widespread. States such as Uttar Pradesh, Bihar, Madhya Pradesh, and Chhattisgarh reported similar underperformance, while even education-strong states like Maharashtra and Karnataka showed below-average results in advanced skills at the secondary level.
The national pattern suggests that rote learning still dominates classrooms, leaving little scope for practical application of knowledge.
Experts warn that the findings should act as a wake-up call for J&K policymakers. With youth unemployment already a pressing issue in the Union Territory, poor learning outcomes could further restrict students’ future prospects.
“Introducing skill-based modules in schools is no longer optional—it is essential. As the PARAKH survey reveals, J&K faces a steep challenge to reform its education system. Courses in entrepreneurship, coding, media literacy, and soft skills can empower students to compete at both national and global levels,” said an education policy analyst.
Although the National Education Policy (NEP-2020) has already stressed experiential and skill-driven learning, its implementation in J&K remains limited. Educationists argue that with focused interventions in underperforming districts, schools can shift from merely producing exam pass-outs to nurturing future-ready professionals.
The PARAKH report, they said, is a timely reminder that systemic reform is urgent if J&K’s youth are to break free from the cycle of weak academics and limited opportunities.
