Opinion | Pre and Post Abrogation Educational Environment in Kashmir: A Comparative Study

Education is the most fundamental pillar of development for any region. In Kashmir, political uncertainty, social pressures, and administrative delays influenced the education system for many years. During the pre-abrogation phase, school closures, weak infrastructure, and slow policy implementation created major obstacles for the education sector.

After the abrogation of Article 370 in 2019, the administrative framework of Jammu & Kashmir underwent significant transformation. Better access to national schemes, policy reforms, and a relatively stable environment produced positive changes in the education system. This article presents a comparative assessment of the educational environment in Kashmir before and after the abrogation.

Disruption in Academic Continuity, Before the abrogation, the academic calendar was frequently disrupted. Strikes, shutdowns, and curfews kept schools closed for weeks and sometimes months. As a result, syllabi remained incomplete, teaching became irregular, and examinations were often delayed. Students lost learning continuity and struggled to maintain academic progress.

Weak and Uneven Infrastructure, Many schools lacked proper classrooms, libraries, and laboratories. Basic facilities such as heating, clean drinking water, toilets, and sanitation were not adequately available, particularly in remote and far-flung areas.

Limited Implementation of Central Schemes, Due to administrative constraints, central educational schemes were not implemented on time. Infrastructure support, mid-day meals, teacher training, and digital learning initiatives were either delayed or did not fully reach the schools.

Teacher Shortage and Limited Training, There was a significant shortage of qualified teachers, especially in rural and border regions. Training programmes were limited, and teaching practices did not align with modern or national standards.

Examination Delays and Student Stress, Frequent disruptions made examination schedules unpredictable. Students did not get adequate time to revise, which increased academic stress and uncertainty. Parents were also deeply worried about their children’s education. They were concerned about their children’s safety, academic performance, and future, as irregular classes and unstable conditions intensified their fears.

Stable Academic Sessions, After the abrogation, academic sessions became more stable. Schools and colleges conducted regular classes and completed examinations on time. Teaching continuity improved, which helped reduce learning gaps.

Infrastructure Strengthening, The government prioritised infrastructure development in schools. New classrooms, laboratories, computer rooms, and improved sanitation facilities were established across many districts. Old buildings were renovated to create cleaner and safer learning environments.

Introduction of Digital Learning, The use of smart classrooms, online teaching, and digital study materials increased. Despite internet limitations in some areas, overall digital access improved, allowing students to continue learning even during difficult periods.

Direct Access to National Schemes, Post-abrogation, national schemes such as Samagra Shiksha, PM Poshan, and skill development programmes were implemented more directly and effectively. These initiatives improved attendance, supported girl education, and benefitted students from economically weaker families.

Enhancing Teacher Training and Deployment, Teacher training programmes became more structured and regular, with a focus on classroom management, child-centred learning, and basic digital skills. Teacher deployment also became systematic, reducing shortages. Additionally, biometric systems were introduced in schools to ensure teacher attendance and accountability, leading to improved staff discipline and better monitoring.

Expansion of Higher Education and Skill-Based Courses, Colleges introduced several skill-based and job-oriented courses. Students received practical exposure and vocational training, which enhanced their employability and career readiness. Sports, cultural activities, and outdoor programmes resumed more regularly. A relatively peaceful environment helped restore students’ confidence and increased their participation in school activities.

Comparative Overview

Academic disruptions were common before the abrogation; post-abrogation, sessions became more stable and predictable. Schools earlier lacked basic facilities; after the abrogation, infrastructure development was visibly strengthened. Central schemes were delayed before; now they are implemented effectively and directly. Learning gaps were common earlier; post-abrogation, teaching support and student performance have improved. High stress and uncertainty characterised the earlier phase; a calmer academic environment has now boosted student confidence. Remote areas were often neglected earlier; now outreach programmes reach these regions more actively. Monitoring systems were weak before; biometric attendance after the abrogation has strengthened accountability.

Challenges That Remain

Internet access is still uneven in several remote regions. Some schools still face shortages of trained teachers. Students from economically weaker families face financial constraints. Career guidance and skill-based learning require further strengthening. Addressing these challenges is essential to ensure equal educational opportunities for all students.

Hence, the post-abrogation phase has brought significant improvements to the education sector in Kashmir. In contrast to the instability, weak infrastructure, and slow administrative processes of the pre-abrogation era, the current phase reflects stability, upgraded facilities, improved teaching support, stronger teacher accountability, and efficient policy implementation. However, for long-term progress, digital access, teacher capacity building, and community involvement must be strengthened further. Overall, the post-abrogation period offers a more organised, stable, and opportunity-rich educational environment for students in Kashmir.

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