Page 102 - Kashmir and National Education Policy by Dr. Amarpreet Kour

KASHMIR & NATIONAL EDUCATION POLICY 2020 || DR. AMARPREET KOUR

foster a positive learning environment. School-based assessments must
utilize pedagogical strategies that enable students to answer questions
effectively, ensuring competency-focused evaluations. In regions like
Jammu & Kashmir, assessment systems face challenges like minimal
collaboration between schools, boards, and industries. To address these,
the system needs to evaluate practical skills effectively, encourage
collaboration with industries, and introduce rewards and recognition to
motivate students and teachers.

Eliminating traditional examinations has made it difficult for some
students to perform well in assessments. A balanced approach is
needed to ensure that students’ learning and evaluation are effectively
addressed.

However, there are challenges, such as the presence of RET teachers in
many schools who do not get transferred. This often leads to a lack of
variety in teaching styles, and children may become bored seeing the
same teachers for prolonged periods.

In District Budgam, there is significant unevenness in the distribution
of staff among schools. Schools located in the periphery, such as High
School Bonin, face a severe shortage of staff, particularly female staff
members. In contrast, schools in subdistricts are often overstaffed.

There are allegations of political and bureaucratic interference in the
transfer policy, along with favouritism and other irregularities. Some
officials are reportedly being transferred from the very schools where
they were initially appointed, further complicating the situation.

Inclusivity remains a pressing challenge in education, particularly for
students facing mental health issues. Such students may struggle to fully
grasp academic content, often feeling overwhelmed or disconnected.
Creative and engaging subjects like painting, mathematics, and science
offer them opportunities to connect with the practical aspects of life.
These activities not only help them manage stress but also reduce
feelings of alienation, fostering a supportive learning environment.

Girls, who were once hesitant to participate in extracurricular activities,
especially sports like Kabaddi, martial arts, and athletics, have seen
remarkable progress under the implementation of NEP 2020. This policy
has created a platform for girls to explore and excel in various fields,
breaking societal barriers and encouraging inclusivity. Their increased
participation has significantly contributed to their empowerment and

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