Page 97 - Kashmir and National Education Policy by Dr. Amarpreet Kour

RESULTS AND DISCUSSION

IMPLEMENTATION AT THE GROUND
LEVEL

During the course of field investigation it has been observed that in
many schools, there is a lack of essential infrastructure. Some schools
do not have boundary walls (Example: High School Chararipora),
playgrounds, or proper classrooms. In many case, students are compelled
to sit in spaces where solar batteries are stored, which is not conducive
to a proper learning environment (High School Brinjan; High School
Brenwar). Additionally, inconsistent electricity supply and the absence
of solar panels in many schools exacerbate these challenges.

Many schools operate from rented buildings and lack washrooms for
students and staff. At the primary and middle school levels, significant
challenges exist regarding human resources and infrastructure. For
instance, many primary schools operate with only two teachers, who
are also tasked with cooking mid-day meals. Middle schools often lack
adequate staff and facilities, which hampers the implementation of
NEP 2020.

The infrastructure for vocational training is also inadequate. Vocational
education often remains theoretical due to financial constraints, which
make it impossible to provide hands-on experiences. For example,
schools may want to hire a cyclist to teach students how to repair
bicycles, but budgetary issues prevent this. Adequate buildings
and resources for vocational education are essential for its effective
implementation.

In school complexes, the distribution of resources and schools must
be balanced. Schools should not be reorganized arbitrarily by the
administration, as consistency is vital for efficient functioning. Among
the schools in a complex, one higher secondary school may have
maximum infrastructure and human resources available, while others
lack basic facilities. Cluster heads and administrators should facilitate

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