Rs 600 Cr later, J&K’s education infra remains a crumbling facade

Srinagar, Nov 26: Despite a substantial investment of over Rs 600 crore in infrastructural development over the past five years, government schools in Jammu and Kashmir continue to grapple with significant infrastructural challenges that compromise the basic educational environment for students.

Official statistics presented by Union Education Minister Dharmendra Pradhan in the Lok Sabha reveal a stark picture of educational infrastructure in the Union Territory. Out of 23,173 government schools recorded in the UDISE+ 2021-22 survey, the data exposes critical deficiencies across fundamental amenities.

The most glaring disparities emerge in basic facilities: approximately 4,000 schools lack boys’ toilets, while over 3,000 lack girls’ toilet facilities. The situation for children with special needs (CWSN) is equally concerning, with merely 1,236 schools providing disabled-friendly toilets and only 4,280 schools equipped with ramps featuring handrails.
Furniture and classroom infrastructure present another significant challenge. Over 10,000 schools have inadequate furniture, rendering the learning environment uncomfortable and potentially detrimental to students’ educational experience. Hand-wash and drinking water facilities are conspicuously absent in thousands of institutions.
The government has allocated Rs 968.53 crore to the Union Territory, with Rs 607.35 crore expended on physical infrastructure upgrades. The Samagra Shiksha program aims to address these gaps through initiatives including classroom construction, toilet facilities, boundary walls, drinking water systems, and digital education infrastructure.
A particularly troubling aspect is the absence of playgrounds in approximately 40 percent of schools, predominantly in primary and high school segments. This oversight is especially significant given the National Education Policy’s emphasis on sports and physical education, which are mandatory under the Right to Education Act.
The infrastructure deficit extends to basic utilities, with thousands of institutions lacking electricity, creating substantial challenges for both students and teaching staff, particularly during extreme weather conditions.
These revelations underscore a critical disconnect between infrastructural investments and actual educational infrastructure improvements. The data suggests an urgent need for more targeted, comprehensive approach to school development that goes beyond mere financial allocation.
As Jammu and Kashmir’s educational landscape continues to evolve, these infrastructural gaps represent significant barriers to providing quality, inclusive education. The challenge now lies in translating substantial financial investments into tangible improvements that can genuinely enhance the learning environment for students across the Union Territory.