J&K Students Association writes to Tribal Affairs Minister Oram to strengthen education infrastructure in remote tribal areas

JAMMU: The Jammu and Kashmir Students Association, through its Gujjar-Bakarwal Wing, has written to Union Minister for Tribal Affairs, Jual Oram, seeking urgent intervention to improve the crumbling educational infrastructure in the tribal and remote areas of Jammu & Kashmir.

In its letter to the Minister, the Association highlighted the dire circumstances faced by students, particularly from the Scheduled Tribe (ST) communities, in the Pir Panjal and Chenab Valley regions, covering the districts of Poonch, Rajouri, Reasi, Ramban, Doda, and Kishtwar.

Rizwan Ahmed, President of the Association’s Gujjar-Bakarwal Wing, highlighted the alarming condition of schools operating in unsafe, dilapidated structures, lacking basic amenities such as toilets, drinking water, electricity, and boundary walls. Many of these schools are situated in geologically vulnerable areas, along riverbanks or steep terrains, posing serious risks to students’ safety, especially during the monsoon season. The Association urged the Ministry to conduct a special infrastructure audit in these regions and initiate the reconstruction and relocation of unsafe school buildings on an urgent basis.

The Association also raised concerns over the acute shortage of qualified teachers and the lack of functional academic facilities. In numerous schools, a single teacher is tasked with handling multiple classes across different subjects. In most higher secondary institutions, there is an absence of subject-specific faculty for English, Science, and Mathematics. The Association has recommended time-bound recruitment drives, incentives for teachers, provision of residential facilities, and investments in science and computer laboratories to improve the academic environment in tribal areas.

Rizwan drew attention to the dismal state of mobile and seasonal schools designed for the nomadic Gujjar-Bakarwal communities. These schools—critical for the education of migratory children, suffer from chronic underfunding, lack of infrastructure, and non-regularised staff. Teachers in these schools are paid meagre and irregular honorariums, lack essential resources such as tents, blackboards, books, and stationery, and have no job security, severely affecting their morale and the continuity of education. The Association called for institutionalising these mobile schools by ensuring regular salaries, professional training, and integrating them into national education policy frameworks.

Another key concern raised was the delayed and inconsistent disbursement of ST scholarships. Many tribal students, who rely entirely on pre- and post-matric scholarships to continue their education, face significant hardships due to administrative delays. The Association urged the Ministry to implement a fixed calendar for the timely release of scholarships and to strengthen monitoring mechanisms to prevent disruptions.

Emphasizing the need for a holistic approach, Rizwan advocated for community-level awareness campaigns and capacity-building initiatives to promote literacy, particularly among tribal girls, and to sensitise educators serving in tribal areas. He proposed collaboration with local youth groups for outreach and recommended teacher training programs tailored to inclusive pedagogy and a better understanding of tribal cultural contexts.

Rizwan urged Tribal Affairs Minister to initiate a comprehensive policy review and coordinated action in consultation with the Union Territory Government of Jammu & Kashmir to address these critical gaps. “These interventions are crucial to ensuring educational justice and bridging the systemic inequities faced by tribal youth in our region,” he added.