ACHIEVEMENTS

Spread of Education in the state has made tremendous progress during the past decades of planned development and considerable educational facilities have been/are being made available even in the remote, hilly and backward areas. Besides the Mobile/Seasonal schools have also been provided to the nomadic population of Gujar and Bakerwals.
In 1950-51 the state of Jammu and Kashmir had only 1115 Primary schools, 139 Middle schools, and 55 High Schools and Higher Secondary schools while as today we have 2876 EGS Centres, 5547 Primary Schools, 2379 Middle schools, 525 High schools and 248 Higher Secondary Schools in Kashmir valley only. This shows how far we have been able to provide Education facilities to the people of the state near their doorsteps.
Opening/Up gradation of Schools
Since 2002-03 Department has established 2876 EGS centers, opened 2011 Primary Schools and upgraded 1408 Primary Schools, 231 Middle schools and 161 High Schools to the next higher status of Middle, High and Higher Secondary levels respectively .
Construction of School building and rebuilding of damaged structures
Since 2002-03 till date Department have constructed 384 School buildings under different Plan Schemes and 208 Schools buildings are under construction. Moreover, with the loan assistance from NABARD the Department has taken the construction of 160 Primary Schools and 638 Additional class rooms of which 95 buildings and 285 additional class rooms have been completed. The executing agency viz R & B and RDD has been requested to complete the assignment during the current financial year 2007-08.
During the turmoil in the valley a number of school buildings have either been damaged or gutted. All the 712 gutted/damaged school buildings have been completed /reconstructed.
Training of Teachers in Kashmiri Language
The government has taken a decision to introduce Kashmir language in the School Education in phased manner, in the first phase Kashmir language is to be introduced in primary classes. Accordingly, the Government has provided an amount of Rs. 20.34 lacs during 2001-02 for training to in-service teachers, and the State institute of Education, Kashmir has taken the assignment in collaboration with Chief Education officer’s and has trained desired number of teachers for which about Rs. 18.00 lacs stands expended.
Academic Calendar

Changed Academic Calendar was revised with a view to increasing the actual number of teaching days. The class-work from Ist to XIth was given a start in first week of November (2005) and that for 12th in the second Week of December (2005). Earlier, the class work used to take off in March (of the year subsequent to declaration of the result )

Remedial Teaching

The continuous and comprehensive Evaluation Scheme envisages the evaluation to be diagnostic in nature which subsequently implies the component of remediation. The state Institutes of Education are constantly emphasizing on the issue and the component forms an integral part of in-service and pre service trainings. The remedial teaching is taken up in holistic manner in which community is also having participatory role besides engagement of other strategic techniques which ultimately are aimed at enhancement of pupil performance. The State has moved steps ahead of others in respect of remedial teaching by organizing remedial camps during vacations. Though this period comes under the odd session, the State does not want to sacrifice the learning achievements for the cause of zero detention policy in vogue at the elementary level. The remedial teaching at special camps during vacations was conducted under SSA and students numbering 66048 were covered. Subsequently reassessment was organized for terminal level  that is class 8th whereof we feel comfortable by way of ensuring accountability in teacher and enhancement of performance in learner.

New Subjects introduced
New and futuristic subjects in the Higher Secondary segment were introduced in various schools (in Nov.-Dec. 2005) depending upon the infrastructure available in these institutions and the demand / relevance of the new subjects on selective basis. This will be extended to other Schools in a phased manner. The new subjects introduced include Bio-chemistry, Information Technology/Computer Science, Environmental Science, Bio-Technology, Business English, Electronics, Sociology and Islamic Studies.
Teacher Training
Teaching in true sense is not mere instruction but an attempt to influence and modify the behavior of learners. In this exercise , the most important thing is the personal example of the teacher which commands the respect of learners, the parents, the colleagues and the society at large. His dedication and devotion towards his profession impacts the general public.
The present day explosion of knowledge is having its impact and influence and is being realized now that teachers are required to acquire three important characteristics. These include up to date knowledge about subject, capacity building in core teaching skills and methods and recurrent in-service growth to ensure expected and acceptable quality at the delivery level.
Education is life long process , so is the teacher education. Regular and recurrent in-service education of teachers is therefore necessary not only to keep the up to date in terms of content enrichment and professional proficiency but also with regard to changes taking place in social, scientific , environmental and technological fields. This calls for organization of in-service teacher training programmes for teachers in such a way so as to equip them to meet the changing demands of the profession and to refresh them in professional matters. The content of teachers orientation shall include :
1. Development in Science, Technology and relevant subject fields having direct bearing on the role and responsibilities of teachers.
2. Innovations in education and teacher training
3. Techniques and trends for developing healthy community linkages within and outside the Institution.
The orientation training in content, methodology , innovations etc will be core areas in the in-service and pre service training programmes. The in-service training is one of the strategies for improving teacher performance in school. Appropriate training is however quite essential to identify strengths and weaknesses of training programmes for corrective measures. There is a need to relate outcomes to the training inputs and processes.
There is a need to spell out quality indicators for teacher training which include trainees learning outcomes , satisfaction with the training programme , gain in knowledge, fine tuning of skills etc. The learning outcomes have to be broad based and not limited to just cognitive area. These need to include affective aspects like self concept and attitude towards school and community. Improvement at the delivery level is an important quality indicator. These indicators are in terms of desirable changes in trainee’s behavior as a result of training inputs. Improvement in pupils achievement is yet another quality indicator but this also includes other contributing factors as well which we should not ignore.
The teacher training in the state of Jammu and Kashmir is being undertaken by the Deptt. of Education and the Ujala Society i.e, State Implementation Society for SSA . while SSA takes care of Training at the elementary Level, the Deptt of School education looks after the teacher training at Secondary and Sr. Secondary level besides elementary level through the agency of SIE,s & DIET,s.
The training in the elementary sector is usually done in the cascade mode where under training of DRGs is undertaken at the divisional or state level. The DRGs subsequently organize district level training for block and cluster resource persons who afterwards impart training to the ultimate target group i,e field teachers. Given the time constraints, the transmission loss in the trainings is inevitable but the efforts are made to overcome this difficulty by way of organization of training camps in remote areas like Gurez, Tangdar and Ladakh also. The inherent problem of transmission loss is however primarily addressed by way of On site and on job training by respective resource Centres available in the form of DRG’s, ZRP’s and CRP’s. The DIETs too contribute in a big way on the subject. Besides support material is also developed for dissemination among the field level teachers.
Besides training was also imparted to 1291E,V’s against the target of 1548 reflecting an achievement of 83.4 per cent.
Performance Indicators under ADEPTS
Advancement of Educational Performance through Teacher Support were also spelt out for the State . The programme has not yet taken off as per the desired requirements because of certain inadequacies in logistics. Still training on the subject was imparted by State Institute of Education, Kashmir to DRGs of the four valley districts. Three Blocks were also taken up on pilot basis in Pulwama District where one hundred teachers were imparted training and in each cluster one primary school and one upper primary school was identified. As many as ten Performance indicators for teachers were listed . The existing status was got ascertained by the target teachers and exercise is underway at present. Bedsides a training programme is scheduled in the month of August 2007. for capacity building of DRG,s which aims at the rollout of the programme throughout the Valley . The programme is being organized by state Project Directorate SSA in which experts from UNICEF,MHRD&NCERT are expected
Launch of the IGNOU-ISRO sponsored EDUSAT
EDUSAT (Education through satellite) is being launched in two Higher Secondary Schools in each District, the DIETs and the SIE, in the first phase. The Satellite Interactive Terminals (SITs) have been set up for the purpose and the actual launch of EDUSAT aided teaching-learning is likely to take off in March-April’ 06.
Career Counseling
Career Counseling has been introduced at the +2 stage with a view to helping young boys and girls make right career choices or go in for more productive educational options, depending on the their interest, aptitude and the potentialities offered by various streams of education and training. Career Counseling Corners are proposed to be set up in each Higher Secondary School, in a phased manner.
Teachers are also required to be trained as Counselors and, towards that end, a beginning has been made with deputation of a couple of teachers for Diploma in this emerging area of special study at the NIEPA, New Delhi.
Vocational Training
Vocational training is proposed to be appropriately dovetailed in the school system for the +10 & + 12 stages an optional or add-on. Not all young boys and girls make it to the Medical or Engineering Institutions while only a small percentage goes in for higher education in Science, Humanities, and Management etc. The bulk of our youth dropping out thus is required to be accessed and pursued to take to vocational pursuits with a view to enhancing their employability, consistent with the dynamics of the emerging job market.