Over 4,300 govt schools merged or closed in JK; enrolment falls sharply: Govt report

Srinagar: More than 4,300 government schools have been merged or closed in Jammu and Kashmir under the rationalisation process, with the number of government schools falling from 23,167 in 2020-21 to 18,785 in 2022-23, according to a recent NITI Aayog report.

The reduction has raised concerns over access to education, particularly for children in remote areas, with some students now travelling 4-6 km every day to reach school. The development has also triggered questions over the neighbourhood school principle envisaged under the Right to Education (RTE) Act.

The situation is compounded by a shortage of teachers, with around 13,000 teaching posts remaining vacant in Jammu and Kashmir, according to the report.

The J&K figures come against the backdrop of a broader decline in government schooling across India. Nearly 94,000 government schools have been closed nationwide over the past decade, an average of about 25 schools a day. Government school enrolment has also fallen by 2.26 crore students during the period.

The share of students enrolled in government schools declined from 71 per cent in 2005 to 49.24 per cent in 2024-25.

According to UDISE+ data, the number of government schools across India fell from 11.07 lakh in 2014-15 to 10.17 lakh in 2023-24. During the same period, the number of private schools increased from 2.88 lakh to 3.31 lakh.

School rationalisation, under which schools with low enrolment are merged or consolidated, has been cited as a key reason behind the decline.

While the National Education Policy (NEP) 2020 supports rationalisation, it also says that the neighbourhood school principle should not be compromised.

In J&K, the closure and merger of thousands of schools has meant that children in some areas have to travel considerably farther for education, raising concerns over whether rationalisation is affecting access to schooling.

The report also flags the wider impact of school closures on children from economically weaker and disadvantaged communities, who are more dependent on government schools and may have limited access to private education or transportation.

Longer distances to schools can particularly affect children in rural and remote areas and increase the risk of dropouts. Girls may be more vulnerable as concerns over safety and mobility can lead families to discontinue their education when schools are located farther from home.

Madhya Pradesh has reported significant challenges in keeping children within the education system. The state identified 7.37 lakh children without school records, while 11.38 lakh were placed in the “Drop Box” category, indicating a risk of dropping out.

Another 1.23 lakh children were classified as dropouts, while 1.55 lakh had discontinued education due to migration or displacement.

More than 3,500 government schools reported zero new admissions, while around 6,500 schools recorded fewer than 10 admissions.

State audits also found that outreach programmes such as School Chalen Hum and the Home Contact Campaign failed to reach nearly 7.5 lakh children.

In Uttar Pradesh, the number of government schools fell from 1.63 lakh to 1.38 lakh between 2018-19 and 2019-20.

The consolidation of schools can also put additional pressure on existing teaching staff. With fewer schools serving larger catchment areas, teachers may be required to handle multiple classes, potentially affecting learning outcomes and compliance with prescribed pupil-teacher ratios.

In J&K, the reported vacancy of around 13,000 teaching posts adds to these concerns.

The report also refers to earlier survey findings that pointed to declining access to free education among some disadvantaged communities, including Muslim, Scheduled Caste and Scheduled Tribe households.

The RTE Act, enacted in 2009, guarantees free and compulsory elementary education to children aged six to 14 under Article 21A of the Constitution. It also mandates a 25 per cent reservation for children from disadvantaged groups in private unaided schools.

The Act prohibits physical punishment, detention and screening procedures during admissions.

NEP 2020, meanwhile, introduced the 5+3+3+4 school education structure and expanded the focus on early childhood care and education.

Education falls under the Concurrent List, making both the Centre and states responsible for its administration. States manage schools and implement rationalisation policies, while the Union government influences education through national policies and funding mechanisms.

UDISE+, launched by the Ministry of Education in 2018-19, tracks information on school infrastructure, teachers and student enrolment across government and private schools.

The report argues that rationalisation should focus on access, equity and learning outcomes rather than administrative efficiency alone.