Jammu and Kashmir has achieved yet another feat in its pursuit of `universalization of education’. Fourteen of the 20 districts have been declared fully literate. This is a major step toward achieving a 100 percent literacy rate. Currently, the literacy rate in Jammu and Kashmir is 82 per cent. Under the New India Literacy Programme, also known as ULLAS – Nav Bharat Saaksharta Karyakram, the Centre is promoting literacy among non-literate persons aged 15 years and above who missed formal schooling. The programme is aligned with the National Education Policy 2020 and is being implemented across all states and union territories, including Jammu and Kashmir. Under the ULLAS framework, literacy is defined not only as the ability to read and write but also to compute with comprehension, along with acquiring essential life skills such as digital and financial literacy. The government has set a benchmark of 95 per cent literacy for declaring a state or UT as fully literate. Jammu and Kashmir continues its efforts under the ULLAS programme to improve literacy outcomes. In this regard, Chief Minister Omar Abdullah launched JK e-Pathshala – Direct to Home Channel-53, a dedicated educational television channel aimed at supporting school education, particularly for students in far-flung and remote areas, marking a major technological intervention in the education sector. JK e-Pathshala would be the beginning of a larger digital education ecosystem. The government intends to launch dedicated channels for each class to ensure adequate learning time for every grade. It is heart-warming that Jammu and Kashmir has decided to use technology to improve education standards. Gone are the days when blackboards in classrooms defined the education system. LCD screens, high-speed internet, live feeds, remote tutorials, Zoom meetings, and online classes have redefined education across the globe. Particularly after the COVID-19 pandemic, the education system has gone through a radical change. Online classes became the norm. Technology is a reality, and nobody can deny its benefits. The earlier our policymakers, students, teachers, and educationists realise this, the better it will be. A teacher and a classroom can never be replaced. A personal bond between a teacher and a student can never be created by any device or screen. Yet at the same time, technology can fill the gaps and support the learning system. However, the government needs to realise that technology has still not reached our remote areas. Policymakers should take measures to fill the technological void. Students living in remote and far-flung areas need to be provided with facilities so that they can also reap the dividends of technology. Distributing devices free of cost, providing free internet connection, and holding special classes can help bring the children of far-flung areas into the technological fold. Jammu and Kashmir need tech-savvy students who can excel. Yet it should not be an urban phenomenon. The government should ensure education and technology equity. And for that reason, all students should be provided equal facilities no matter where they come from.
Tech-enabled education
