news details |
|
|
| Maximum UPS and Secondary Schools have no subject teachers | | Dismal performance of School Education Deptt | | Early Times Report
JAMMU, Sep 2: The poor infrastructure and acute dearth of manpower in school education department is continues depicting grip picture of education while the department concerned seems least bothered about it.
In recently held meeting of Project Approval Board (PAB), held on 12th of June, 2019 to consider the annual work plan and budget for year 2019-20 under the chairmanship of Secretary (SE&L) MHRD in New Delhi, the state functionary presented grim picture of education department.
As per the compile report by MHRD, in state of Jammu and Kashmir, there are 70 percent Upper Primary School where three subject teachers are not available while 90 percent Secondary school having no four subject teachers so far. Moreover, at secondary school level, the retention rate is 59 percent.
The report further reads as, nearly 2625 (39.18 percent) seats are lying vacant against 6700 targeted girl's enrolment in Kasturba Gandhi Balika Vidyalaya (KGBV) and also rev ealed that the state government has utterly failed to complete 76 KGBVs building which were proposed in phase manner since 2009-10 while 14 building of KGBV yet to start construction.
"In secondary school threa are 3952 teachers lying vacant in Government Secondary schools. Nearly 418 posts of Headmasters and 102 post of Principal are lying also unfilled", the report revealed.
In last financial years, the government announced construction of new school but against the sanctioned new schools, nearly 107 secondary schools has not been started so far and state was asked to take up these pending civil works on priority .
The callousness can be gauged from this fact that despite availability of sufficient funds, nearly 189 additional classrooms (ACRs), 172 science laboratories, 195 library and 197 Art and Craft Rooms are yet not constructed, besides there are 455 secondary schools where ICT is yet to implement. |
|
|
|
|
|
|
|
|
|
|
|
|
| |
| |
|
|
|
|
 |
|
|
