By Dr Firdous Ahmad Qazi
“When education turns into a business, students become customers and learning becomes a product.”
Education, once regarded as a noble mission aimed at shaping minds and building a better society, hasunfortunately transformed into a lucrative business venture, especially in the private schooling sector of Jammu and Kashmir. What was once a sacred space for learning and enlightenment has now, in many cases, become a profit-driven enterprise. Across the Union Territory, the mushroom growth of private schools reflects a worrying trend — the commodification of education, where quality learning takes a back seat to commercial motives.
The Rise Of Private Schooling In J&K: Over the past two decades, Jammu and Kashmir has witnessed a rapid expansion of private educational institutions. This boom was initially viewed as a positive development — an effort to supplement government education, improve literacy, and introduce modern teaching methods. However, what began as an educational reform soon morphed into an uncontrolled race for money. Private schools now dominate urban as well as semi-rural landscapes. Every town, and even small villages, boast multiple “English medium” institutions, each claiming to provide world-class education. Yet, a closer look reveals that many of these schools operate with minimal infrastructure, unqualified teachers, and outdated teaching methodologies. The focus is no longer on nurturing intellect but on generating profit.
Education Becomes A Commodity: Education has gradually turned into a high-priced commodity in the private sector. The fee structures of many schools are exorbitant and beyond the reach of common people. From admission fees to monthly tuition, annual development charges, transport fees, and a long list of “miscellaneous” charges — the burden on parents is immense. Parents, driven by social pressure and a desire for better prospects for their children, are forced to pay these inflated fees. Schools, instead of facilitating learning, often exploit this emotional compulsion. It’s not uncommon to see fee hikes without justification, delayed salary payments to teachers despite high revenues, and luxurious facilities introduced merely to attract more students rather than improve academic outcomes.
Unregulated Fee Structures: One of the major issues in the private school system in J&K is the absence of strict regulation. Although the government has established fee fixation committees, their enforcement remains weak. Schools often bypass these rules by labeling fees under different heads. The lack of transparency in fee collection and expenditure adds to the problem. Parents have repeatedly raised concerns over arbitrary fee hikes and non-refundable charges, but their voices rarely reach the authorities. In many instances, parents who question such practices are subtly threatened with withdrawal of their children’s admission or humiliation through indirect means. Education, instead of being a right, has been turned into a privilege — one that can only be purchased.
Teachers|The Underpaid Pillars: While schools charge students hefty amounts, teachers — the backbone of any educational institution — are among the most neglected. Many private school teachers in J&K are paid a meagre salary, sometimes as low as ₹5,000–₹8,000 per month, which is far below the minimum wage in many sectors. These teachers, despite having degrees and skills, continue under such conditions due to the scarcity of government jobs. Moreover, there is little job security or professional growth. In some cases, teachers are forced to work extra hours without compensation or are threatened with dismissal if they demand fair pay. This exploitation directly affects the quality of education because a demotivated and underpaid teacher cannot give their best to students.
Extracurricular Showmanship, Marketing Tactics: Private schools today are heavily invested in showmanship. Annual days, grand functions, social media promotions, and glossy brochures are often prioritized over academic innovation. Parents are made to believe that these superficial displays are indicators of quality education. Uniforms are frequently changed, books are prescribed from expensive private publishers instead of standard NCERT materials, and schools often force parents to buy stationery and materials from specific shops. Such practices reflect how deeply commercial motives have penetrated the educational system.
“The commercialization of learning is destroying the true value of education—which is fostering knowledge, character, and humanity—by treating schools as marketplaces. To restore education’s integrity, we must revert to the fundamentals: schools should be “temples of learning,” teachers should be respected mentors rather than underpaid employees, and quality education must be accessible to all children without financial exploitation.”
Government Apathy, Weak Oversight : The government’s role in monitoring private schools has been disappointingly inadequate. Despite multiple directives and the existence of the Jammu and Kashmir School Education Act, enforcement remains minimal. Officials often fail to conduct regular inspections, and when they do, actions are either delayed or diluted. The lack of a strong grievance redressal mechanism leaves parents and teachers powerless. Many schools continue to function without proper infrastructure or adherence to norms, simply because they enjoy unchecked freedom. Corruption and political influence have further weakened the accountability process.
Impact On Government Schools: The commercialization of private education has also indirectly damaged the reputation of government schools. Once respected for their discipline and affordability, government institutions are now viewed as a last resort for those who cannot afford private education. This perception gap has widened social inequality — creating an educational divide between the rich and the poor. While government schools struggle with inadequate staff and infrastructure, private schools thrive on the desperation of parents seeking alternatives. Instead of bridging educational inequality, the system has reinforced it.
The Psychological Pressure On Students: The profit-driven environment of private schools often translates into immense pressure on students. With schools competing to produce higher board results and showcase “toppers,” children are subjected to constant stress, extra coaching, and unrealistic expectations. The joy of learning has been replaced with the fear of failure. In some elite schools, students are judged not by their character or creativity but by how much fee their parents can pay. The emphasis on marks, rather than holistic growth, has eroded the true essence of education.
The Way Forward: If education in Jammu and Kashmir is to regain its integrity, strong and sincere reforms are urgently needed. The government must take decisive steps to regulate private schools through transparent fee structures, fair teacher pay, and regular audits. The Fee Fixation and Regulation Committee (FFRC) must be empowered with real enforcement powers to penalize institutions that exploit parents. Simultaneously, government schools need investment, innovation, and accountability so that they can once again become centers of quality education. Parents’ associations must also unite to demand accountability and transparency. Teachers should be given the dignity and pay they deserve, as they are the true nation-builders. Above all, society must collectively reject the notion that expensive schooling equals quality education.
Conclusion: Private schools in Jammu and Kashmir were once established with noble intentions — to fill the gaps left by government institutions. However, over time, many of them have transformed into profit-making enterprises where education has become a business rather than a service. The commercialization of learning is robbing children of the real purpose of education — knowledge, character, and humanity. To reclaim the sanctity of education, we must return to the fundamentals — where schools are not marketplaces, but temples of learning; where teachers are not underpaid employees, but respected mentors; and where every child, regardless of economic status, has access to quality education without exploitation.
(The author is engaged with teaching at the Department of Management Studies at Govt Degree College Shopian. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
