“The persistent tension between private and public schooling reflects shift of education toward a business-centric model. Most private schools are managed by entrepreneurs; their operational priorities naturally favor profitability and financial stability over purely academic or social objectives.
The ongoing debate around the role of private and government schools highlights a deeper structural issue in our education system. It is important to recognize that most private schools today are run by businessmen or educational entrepreneurs. Their primary concern, understandably, revolves around financial sustainability and profit margins. While this model may ensure operational efficiency, it often risks sidelining the core purpose of education—shaping responsible citizens and contributing to nation-building. Education cannot and should not be reduced to a commercial enterprise alone. However, not all institutions fall into this category. Mission schools, historically, were established with a larger vision of social upliftment, discipline, and value-based education. In Kashmir, institutions like Nusrat-ul-Islam School in Rajouri Kadal stand as reminders of this legacy. Founded with a reformist spirit, such schools had the potential to evolve into a robust network of mission-driven institutions combining modern education with ethics, scientific thinking, sports, and social responsibility. Unfortunately, this vision was never expanded at the scale it deserved, leaving a gap between legacy and contemporary educational needs. On the other hand, government schools present a paradox. They are backed by substantial public funding and staffed with qualified teachers and administrators, yet often struggle to deliver quality outcomes. The challenge here is not merely one of resources but of governance. Issues such as lack of accountability, weak performance monitoring, poor infrastructure planning, and limited innovation continue to undermine the system. If existing resources are utilized effectively, government schools have the capacity to provide high-quality education at minimal cost, making education truly accessible. The transformation of public education in Delhi offers a compelling example. Focused investments in infrastructure, teacher training, leadership development, and student-centric programmes have significantly improved learning outcomes and restored public confidence.
“The rise of high-quality public education is creating a competitive environment that necessitates a transformation in the private sector. To remain viable, private institutions must move beyond brand prestige and high fees, instead focusing on rationalized fee structures, transparency, and merit-based quality.”
Initiatives like the happiness curriculum and entrepreneurship mindset programmes have redefined what government schooling can achieve. For Jammu & Kashmir, this is not a model to replicate blindly, but one to study carefully and adapt to local conditions in a phased manner. A stronger government school system would also have a ripple effect on private institutions. As public schools improve in quality and credibility, private schools would be compelled to raise standards, rationalize fee structures, and become more accountable. Institutions relying solely on brand value and high fees without delivering quality may find it difficult to sustain. In this context, regulatory bodies like the Fee Regulation Committee (FRC) also have a crucial role. Leadership in such institutions must remain dynamic and forward-looking; it is equally important that those who have served their term, even after extensions, make way for fresh ideas and younger leadership that can bring transparency, innovation, and stronger accountability. The framework of the National Education Policy (NEP) further strengthens this opportunity. By emphasizing critical thinking, skill development, multilingualism, and holistic growth, NEP encourages a shift away from rote learning. Jammu & Kashmir does not simply need more school buildings; it needs a comprehensive educational revival rooted in quality, accessibility, ethics, and vision. Ultimately, education must be reclaimed as a public good and a tool for social transformation. Only then can it rise above market forces and truly serve the aspirations of society.
