Narinder Singh
In a world increasingly driven by technology, where artificial intelligence (AI) and advanced digital tools are reshaping industries, the state of computer education in Jammu & Kashmir’s Government schools remains deeply concerning. According to the Annual Status of Education Report (ASER) 2022, a staggering 71% of Government schools in J&K lack computer labs, and even in schools that do have them, only 12% of students are able to utilize the facilities effectively. This stark reality highlights the systemic challenges plaguing the education sector in the Union Territory.
Challenges Hindering Progress
First and foremost, the lack of infrastructure is a glaring issue. Many Government schools do not have the space or resources to establish computer labs. This leaves students in these schools at a severe disadvantage compared to their peers in private institutions, who are exposed to computer education as early as the 1st standard.
Secondly, even in schools with ICT (Information and Communication Technology) labs, the absence of qualified faculty renders these facilities ineffective. In some cases, vocational trainers assigned to these labs are reportedly hesitant to allow students hands-on experience, citing concerns over damaging equipment. This defeats the very purpose of having such facilities.
The recruitment process adds another layer to this issue. Recent job notifications from the Jammu and Kashmir Public Service Commission (JKPSC) for 10+2 lecturer positions failed to include posts for Computer Science or IT specialists. This oversight raises a critical question: how can we promote computer education without experts to teach it?
Teachers, too, are being left behind. While private schools have embraced digital tools and AI workshops for educators, government school teachers are yet to receive even basic computer training. Without empowering teachers, how can we expect them to prepare students for a tech-driven future?
The Paradox of Policy and Practice
During the recent 2025 Winter Session Budget, the Finance Minister of India announced the establishment of 50,000 Atal Tinkering Labs across the country over the next five years. This visionary initiative aims to foster innovation and provide students with hands-on experience in emerging technologies.
However, this vision clashes with the ground reality in J&K, where even the most basic requirements for computer education remain unmet. The disparity between policy announcements and on-ground implementation raises a crucial question: how will we achieve ambitious national goals when schools in J&K struggle to provide fundamental digital literacy?
A Roadmap for Reform
To address these challenges, we need a comprehensive approach that prioritizes equitable access to computer education. Here are some actionable steps:
Introduce Computer Education at the Primary Level: Early exposure is critical. The curriculum should include basic computer literacy from the primary stage, ensuring students develop essential skills early on.
Dedicated Budget Allocation: The Government must allocate specific funds for ICT infrastructure, particularly for underprivileged and rural schools, to bridge the digital divide.
Recruitment of IT Faculty: Job notifications must include positions for Computer Science and IT specialists to fill the current gap in skilled teaching staff.
Teacher Training Programs: Government teachers should receive regular training in computer basics, advanced IT tools, and AI to ensure they remain relevant in the evolving education landscape.
Monitoring and Accountability: State-level committees should be established to oversee the implementation of ICT programs and address bottlenecks in real-time.
Why This Matters
The digital divide in J&K’s education system is not just an educational issue; it is a social and economic one. In a region striving for development, denying students access to computer education is denying them opportunities for a better future.
Our policymakers must realize that investing in digital education is not optional; it is essential. While initiatives like the Atal Tinkering Labs are laudable, they must be backed by grassroots reforms that address basic infrastructure and resource gaps in schools.
If we want to empower J&K’s youth to compete on national and global stages, we must start by addressing these foundational gaps. The time for incremental change is over. We need bold, decisive action to ensure that every child in J&K has the tools they need to succeed in the 21st century. The question is: are we ready to bridge the digital divide, or will we let another generation fall behind?
(The author is the State Office Secretary of BJYM J&K)
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