The recently released UDISE+ 2024–25 report has brought into focus the current state of school education in Jammu and Kashmir, highlighting both encouraging gains and persistent challenges. Unlike the national trend, where enrolments have dipped for the third consecutive year, J&K has recorded a rise in student numbers, with 26.5 lakh children enrolled compared to 26.3 lakh last year. This increase signals resilience and sustained community faith in education despite adverse conditions. However, the picture is not without concern. The total number of schools has fallen slightly, and teacher strength, too has dipped, creating new pressures on an already fragile system.
While the pupil-teacher ratio remains stable at 16 and the average number of teachers per school stands at seven, deeper issues are evident. The rise in single-teacher schools to 1,371, serving over 32,000 students, reveals structural weaknesses in teacher distribution. Similarly, the number of zero-enrollment schools has increased, raising questions about the rational utilization of resources. These gaps underline the urgent need to reassess deployment policies and ensure that teachers are positioned where students actually exist, instead of posting staff in nonfunctional institutions. The enrollment profile presents further insights into social inclusion. Scheduled Tribe representation has risen from 14 to 15.4 percent, which is a positive signal of progress among marginalized communities. Scheduled Caste enrollment has remained steady, while general and OBC categories have shown a decline, possibly reflecting demographic shifts, migration patterns, or evolving socio-economic realities. Muslim student enrollment has remained nearly stable. Collectively, these numbers suggest that while inclusivity is improving, the changes in demographic balance must be studied carefully to ensure equitable educational opportunities. On infrastructure, the data reflects a mixed but overall positive trend. Libraries, digital libraries, have expanded, creating more holistic learning environments. Functional girls’ toilets, drinking water, and hand-wash facilities have improved, all of which are critical for student retention, especially among female students. Yet, challenges remain: playgrounds have declined, solar panel installations have reduced, and the number of boys’ toilets has fallen, though their functionality has slightly improved. These trends reveal that while amenities are growing in number, sustainability and balanced development must be prioritized. Digital access has shown meaningful progress. More schools now have computers and internet facilities, gradually bridging the digital divide. In a region where geography and weather often cut off communities, digital tools can provide continuity and alternative learning opportunities. Functional electricity connections have also improved, though the fall in solar panel use is worrying, given the growing importance of renewable energy for sustainable schooling in remote areas. Accessibility features for children with special needs have registered modest yet meaningful progress. With more ramps, handrails, and facilities for CWSN, schools are becoming more inclusive. These improvements, though incremental, reflect a growing recognition of the right of every child to learn in an environment that meets their needs. Another significant development is the expansion of Aadhaar-seeding, with over 24 lakh students now linked compared to 22 lakh last year. This reform is vital for improving record-keeping, ensuring accountability, and enabling smoother delivery of welfare schemes such as scholarships and midday meals. In a system as large and complex as education, such measures create the foundations for transparency and efficiency. In essence, UDISE+ 2024–25 presents a picture of cautious optimism for Jammu and Kashmir. Rising enrollments against the backdrop of national decline reflect a strong commitment to education in the Union Territory. But the dip in teacher numbers, the persistence of single-teacher schools, and infrastructure inconsistencies reveal challenges that require decisive policy attention. The government must see this as both a moment of achievement and a call to action.
The way forward lies in rationalizing teacher deployment, merging or repurposing non-functional schools, and addressing infrastructure gaps with a focus on sustainability. Equally important is investment in digital learning, renewable energy, and inclusive facilities that prepare schools for future challenges. Strengthening monitoring mechanisms, improving functional amenities, and ensuring equity across socio-demographic groups will be crucial. With sustained commitment, Jammu and Kashmir can not only sustain enrollment growth but also transform these incremental improvements into lasting educational excellence, ensuring that every child has access to quality, equitable, and future-ready education.