139 More Government Schools in Ladakh at Risk of Shutting Down
The education for the poor section will become so expensive in Ladakh that many will succumb to the system, and the number of left-out students may increase. Neither am I a conspiracy theorist, nor am I a soothsayer. But empirical evidence about the government in Ladakh is not a good sign for society. UDISE data 2023-24 reports that Ladakh has identified 35 zero-enrollment schools, 21 schools with teachers that have zero enrollments, and 83 schools with single teachers. Consolidating all these categories, the number of schools becomes 139.
What If Schools Shut in Villages?
I am not sure about the other dynamics of changes invited by the closure of schools in villages, but one thing is clear: the cost of education for poor and low-socio-economic backgrounds is becoming the biggest challenge in the coming years. Those who cannot afford to send their children to private schools may succumb to such changes, and the dropout rate of children at the elementary level may rise again. I am not hitting the target in a dark, but the UDISE 2023-24 data informs us of such numbers. In the single-teacher schools alone, 733 students are studying. If these schools shut down, where will these students go, and how will they access education?
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The Issue of Single-Teacher Schools
The issue is not complex to understand. If we observe the schools located in our locality or villages, most of the primary schools are either closed or surviving with a single student and teacher. Single-teacher schools are those that function with only one teacher and have no option to remain open if the lone teacher is absent. The number of such schools in Ladakh has increased alarmingly to 83. All these schools are either closed, merged, or going to close, as reported in the meeting of the Project Approval Board (PAB) UT Ladakh 2023-24. Page 4 of the report quotes, “However, single-teacher schools have been merged with nearby schools, and rationalization has been initiated by LAHDCs.”
Why Is This Happening?
There are multiple dimensions to analyze the factors behind this issue. However, the major factor is that government schools have failed to win the trust of parents and the community. Moreover, teachers appointed in these primary and middle schools often lack formal training and may fail to deliver content effectively. Low enrollment in such schools is also a concern for parents, as they feel their children are not getting adequate opportunities for socialization.
Additionally, the unwanted migration trend among the middle class toward urban areas further intensifies these challenges. This is evident in the data: despite government schools accounting for 84.52% of the total schools, they hold only 46.38% of total enrollments. In contrast, private schools make up just 11.45% of schools but account for 52.37% of total enrollments. This vast gap in enrollment data indicates that government schools in Ladakh have failed—and continue to fail—to secure a significant place in the educational market.
Whom to Blame?
This is a collective failure of all stakeholders. The state lacks a vision to retain students in rural schools, instead opting to merge and club small schools without any proper merging policy. Parents, on the other hand, succumb to societal pressures, while students have no choice but to go where their parents decide. Socio-religious organizations have also failed to make a meaningful impact on society, and the state has failed to leverage these organizations to spread awareness about the benefits of government schools.
Does Community Involvement Matter?
There is no hard-and-fast rule or formula to determine whether community involvement will help retain students in schools. However, I provide two anecdotes to support my argument that if the state sincerely mobilizes the community, these schools can be revived, and communities have the potential to breathe life into lifeless schools. One anecdote is about Government Middle School Titi Chumik (UDISE: 37080100306), which impressively increased its enrollment from 9 students in 2020-21 to 52 in 2023-24. In this case, the community played a crucial role in improving school enrollment. Another example is the Movement for Educational Improvement in Government Schools (MEIGS), a community-based initiative in the Shakar-Chiktan Tehsil. MEIGS worked to enhance enrollment in several government schools in the region. Among these is High School Hagnis (UDISE: 37080500605). In 2019-20, the school had an enrollment of 25 students. After MEIGS intervened, they successfully added 18 more students, bringing the current enrollment to 43. These two cases help contextualize the critical role of community involvement in the education system and improve enrollment in government schools.
Disclaimer: The opinions expressed in this article are those of the author and do not necessarily reflect the views of Voice of Ladakh or its editorial team.
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Ladakh kargil poyen birch naer chicken shop
Very nice and important article but it needed deeper research like in kargil one of the cause of having single teacher may be because of huge no. Of teachers attached nearby main town area schools and outside the UT and no female teachers being transferred to remote area schools.
A big Thanks for bringing such serious issues in society…. Thanks again
Thanks for highlighting such a big issue in the society. After trying hard student roll could increase from 39 in 2019 to 115 in 2023-24 at HS Chushul, despite this I am transferred to Kargil district rather than acknowledging my little contributions in this matter.
After the LAHDC Constitute, the transfare policies of all school stopped and no any administrative commend except ruler political vote bank policies….
Exactly sir, but the council and education dept.is obsessed with the results of CBSE board exams, neglecting the backbone of learning _foundational schools.
They just want fruit without caring the saplings…. So pathetic
Frun saq private school la tangmana dyave chachin dae nee… It’s a dangerous sign for poor families as they can’t afford their wards to sent private school. As government school are closing day by day due to poor enrollment.
Private schools often attract parents and students due to their superior infrastructure, greater emphasis on primary education, and visually appealing materials like colorful books, even for nursery classes. Parents, noticing these factors, tend to invest more time and effort in their children’s education compared to those in government schools, where basic resources like books are not provided for nursery to first-grade students.
In private schools, teaching methods are often book-focused, emphasizing rote learning, while government schools are more inclined toward utilizing Teaching Learning Materials (TLM) and activity-based approaches in the early developmental stages. Unfortunately, parents often perceive private schools as more competitive and effective due to their outward appeal, including better facilities and polished presentation, rather than understanding the actual quality of education. This misconception drives many parents toward private schools, potentially overlooking the more holistic learning methods government schools offer.
Government intervention can play a pivotal role in revitalizing government schools and ensuring quality education.
1. Improvement in Infrastructure:
Upgrading school facilities to match the standards of private schools, including classrooms, libraries, and playgrounds. Modern education tool etc
2. Community Involvement:
Actively engaging the local community to build a sense of ownership and accountability for the school.
3. Teacher Rationalization Policies:
Rational deployment of teachers based on their qualifications and specialization in specific subjects.
4. Training for Teachers:
Mandatory training for untrained (non-B.Ed.) teachers to enhance their teaching skills and align them with modern pedagogical methods.
Advanced and continuous professional development programs for trained (B.Ed.) teachers to keep them updated with the latest teaching techniques.
5. Reduction in Non-Teaching Duties:
Minimizing the involvement of teachers in non-academic activities, such as election duties or BLO assignments, to allow them to focus solely on teaching.
These measures, if effectively implemented, can significantly enhance the quality and appeal of government schools, bridging the gap between private and public education systems
Mohd Akram
Teacher MA BEd
Please can you write me on [email protected]
Thanks
Why the Govt. schools have transfer systems… Cannot understand !! whereas private school dont have transfer systems and they succeed in flourishing! The government thinking more about staff then the students and thus they dont care what goes on with the kids but they dont want the staff to be at same place for long time. Whereas many private school teachers spend their life at just one school and they dont have problem. Whey the govt. employees have the trouble. This need a proper thinking. Same human beings. Private works with less salary and incentives than govt. staffs yet they dont claim anything except performing their duties. All govt. teachers should be kept within his or her own village or nearby without no option of transfer whatsoever like private school teachers. Strenthegn VECs participation and provide certain power to oversee the education and school.
Why the Govt. schools have transfer systems… Cannot understand !! whereas private school dont have transfer systems and they succeed in flourishing! The government thinking more about staff then the students and thus they dont care what goes on with the kids but they dont want the staff to be at same place for long time. Whereas many private school teachers spend their life at just one school and they dont have problem. Whey the govt. employees have the trouble. This need a proper thinking. Same human beings. Private works with less salary and incentives than govt. staffs yet they dont claim anything except performing their duties. All govt. teachers should be kept within his or her own village or nearby without no option of transfer whatsoever like private school teachers. Strenthegn VECs participation and provide certain power to oversee the education and school.
Private schools often attract parents and students due to their superior infrastructure, greater emphasis on primary education, and visually appealing materials like colorful books, even for nursery classes. Parents, noticing these factors, tend to invest more time and effort in their children’s education compared to those in government schools, where basic resources like books are not provided for nursery to first-grade students.
In private schools, teaching methods are often book-focused, emphasizing rote learning, while government schools are more inclined toward utilizing Teaching Learning Materials (TLM) and activity-based approaches in the early developmental stages. Unfortunately, parents often perceive private schools as more competitive and effective due to their outward appeal, including better facilities and polished presentation, rather than understanding the actual quality of education. This misconception drives many parents toward private schools, potentially overlooking the more holistic learning methods government schools offer.
Government intervention can play a pivotal role in revitalizing government schools and ensuring quality education.
1. Improvement in Infrastructure:
Upgrading school facilities to match the standards of private schools, including classrooms, libraries, playgrounds and Modern education tool
2. Community Involvement:
Actively engaging the local community to build a sense of ownership and accountability for the school.
3. Teacher Rationalization Policies:
Rational deployment of teachers based on their qualifications and specialization in specific subjects.
4. Training for Teachers:
Mandatory training for untrained (non-B.Ed.) teachers to enhance their teaching skills and align them with modern pedagogical methods.
Advanced and continuous professional development programs for trained (B.Ed.) teachers to keep them updated with the latest teaching techniques.
5. Reduction in Non-Teaching Duties:
Minimizing the involvement of teachers in non-academic activities, such as election duties or BLO assignments, to allow them to focus solely on teaching.
These measures, if effectively implemented, can significantly enhance the quality and appeal of government schools, bridging the gap between private and public education systems
Mohd Akram
Teacher MA BEd