ASRAR AMIN
The recent proposal to introduce a five day working week for schools in Jammu and Kashmir, with Saturday and Sunday as weekly holidays, has opened an important discussion about the welfare, education and future of our children. Pampore MLA Justice (Retd.) Hasnain Masoodi has raised the issue on the grounds that students face considerable academic pressure and need adequate time for rest, recreation and family life. The Education Department has indicated that the proposal will be examined by the concerned authorities.
The wellbeing of children is undoubtedly important. However, alongside the question of additional holidays, the Assembly should consider an equally fundamental question: What can we do to restore public confidence in our government schools?
Instead of focusing only on increasing holidays, the Legislative Assembly could consider a meaningful resolution encouraging government employees particularly government teachers to enrol their children in government schools, subject to appropriate legal and constitutional safeguards.
Government teachers are among the most important pillars of the public education system. They are entrusted with educating and shaping the future generation. Therefore, it is reasonable to ask whether government employees, especially those working in the education sector, have sufficient confidence in the institutions in which they themselves serve.
If a significant number of government teachers choose private schools for their own children, it naturally raises questions about public confidence in the government school system. Rather than treating this as merely a matter of individual choice, policymakers should examine the underlying reasons.
A proper, independent survey could provide valuable information: How many children of government teachers study in government schools, and how many attend private institutions? The findings could help policymakers understand where the government school system needs improvement.
A government school should not be regarded as an institution meant only for those who cannot afford private education. It should be a place where every section of society including government employees, teachers, professionals and other public servants can confidently educate their children.
If government teachers themselves begin choosing government schools for their children, it could create a stronger sense of ownership and accountability. Parents would naturally demand better infrastructure, teaching standards, discipline, facilities and learning outcomes. Government schools would consequently receive greater attention from the very people responsible for making them successful.
Teachers have a special position in society. They do not merely teach textbooks; they influence families and communities. If a government teacher believes that the government-school system is capable of providing quality education, sending their own children there would be a powerful demonstration of that confidence.
At the same time, any policy in this area should be designed carefully. Rather than immediately imposing punitive measures, the government should first identify why teachers and other employees choose private schools and address genuine shortcomings in government institutions.
The objective should be reform, accountability and improvement not punishment for its own sake.
The Assembly could consider a comprehensive resolution aimed at strengthening government schools. Such a resolution could include:
A transparent survey of where the children of government teachers and other government employees are enrolled.
A comprehensive assessment of the quality of government schools.
Improved infrastructure, laboratories, libraries, sanitation and digital facilities.
Stronger accountability and professional development for teachers.
Regular assessment of learning outcomes.
Greater involvement of parents and local communities.
Measures to make government schools institutions of genuine public choice.
If, after adequate consultation and legal examination, policymakers decide that certain categories of government employees should be required to enrol their children in government schools, such a measure would need to respect constitutional rights, applicable service rules and legitimate exceptions.
The real goal should not simply be to compel parents to send their children to government schools. The greater achievement would be to build government schools so good that parents willingly choose them.
Imagine a situation in which a government teacher proudly says, “My child studies in the same government school where I serve.” Imagine government officers, public representatives and ordinary citizens all having confidence in the same education system.
That would be a much stronger indicator of the success of our public education system than any number of policy announcements.
Two weekly holidays may provide children with additional leisure and family time, and the proposal deserves proper examination. But alongside the debate over Saturday and Sunday holidays, the Assembly should also initiate a much deeper debate about the quality, accountability and credibility of government schools.
The future of Jammu and Kashmir cannot depend only on how many days children spend in classrooms. It also depends on what they learn, what opportunities they receive, and how much faith society has in its own public institutions.
Therefore, before we ask for more holidays, let us also ask a more fundamental question:
Can we make our government schools so strong, so effective and so respected that government employees themselves proudly choose them for their children?
If the answer is yes, then the benefits would extend far beyond the classroom and government schools could truly reach new heights.
The author can be reached at asraramin@gmail.com
