It is time to move beyond polarised debates and recognise private schools for what they truly are: an essential component of a complex and evolving education system
DR SM MURTUZA BUKHARI
Over the past few decades, private schools have emerged as a significant force in shaping the educational landscape of Jammu & Kashmir and across India. Their contribution goes far beyond examination results. They have introduced discipline, accountability, innovation, and a culture of aspiration—elements essential to any society aiming to progress.
Yet despite their growing importance, private schools often find themselves on the receiving end of criticism, much of it amplified by social media narratives that do not always reflect the full picture. It is important, therefore, to step back and examine the role of private schools with balance and clarity.
At the outset, one must acknowledge a simple reality: parents choose private schools. This choice is deliberate, informed, and often involves financial sacrifice. Families opt for these institutions because they perceive value—whether in academic rigour, extracurricular exposure, or the overall development of their children. In a diverse education ecosystem, such a choice is not only natural but necessary. It fosters competition, encourages innovation, and ultimately raises standards across the board.
However, with this choice has come a rising trend of criticism. Concerns about fees, uniforms, books, and other expenses are frequently voiced. While these concerns deserve attention, they must be understood within the broader context in which private schools operate.
Unlike government institutions, private schools do not receive state funding. Their primary source of income is the fee collected from students. From this, they must meet a wide range of expenses: staff salaries, infrastructure development, maintenance, compliance with regulatory norms, and continuous upgradation to meet modern educational standards. In an era of rising inflation and increasing expectations, the financial pressures on these institutions are substantial.
Expecting private schools to deliver high-quality education while simultaneously minimising or eliminating fees is neither practical nor sustainable. Quality education requires investment—in trained teachers, modern facilities, and a conducive learning environment. Without financial viability, even the best-intentioned institutions cannot survive.
At the same time, the issue of affordability must be addressed through thoughtful policy intervention. Just as the government provides structured support, such as the Child Education Allowance, to its employees, similar targeted mechanisms can be evolved for economically weaker sections and meritorious students.
Direct benefit support or fixed educational allowances for BPL families, coupled with timely and well-structured scholarships for deserving students, can help bridge financial gaps without undermining the sustainability of private institutions. Such an approach would expand access to quality education while preserving institutional viability.
Another frequently debated issue is the cost of uniforms, books, and stationery. These are often portrayed as avoidable burdens, but in reality, they are foundational components of a structured educational system. Uniforms promote a sense of identity, discipline, and equality among students. Prescribed books ensure consistency in curriculum delivery and academic standards. Importantly, the pricing of these items is not within the control of schools; publishers, manufacturers, and market dynamics play a significant role.
At the same time, academic freedom and quality learning must remain central to educational policy. Across most parts of India, private schools are allowed the flexibility to select from a wide range of nationally recognised books and publishers in order to provide students with diverse academic exposure and updated learning resources.
Students should have the opportunity to access high-quality educational material that broadens knowledge, enhances competitive preparedness, and aligns with evolving national standards. A balanced and progressive approach that allows greater academic choice, while ensuring regulatory oversight and affordability, would ultimately serve the larger interests of students and strengthen the overall quality of education in Jammu & Kashmir.
The debate around the weight of school bags is equally important. There is no denying that heavy bags can be a concern, particularly for younger students. Schools must and should address this issue through thoughtful measures—streamlined timetables, splitting textbooks into smaller volumes, encouraging the use of notebooks in rotation, and, where feasible, providing locker facilities.
At the same time, it is essential to avoid oversimplified solutions. There has been a growing push towards digital learning as an alternative to physical books. However, global experiences suggest caution. For instance, Sweden has recently re-emphasised traditional pen-and-paper methods after years of prioritising digital tools in classrooms. Medical experts have also raised concerns about excessive screen time among children. In this context, textbooks and written work remain indispensable to effective learning. The objective, therefore, should be balance—not substitution.
Private schools, especially those led by experienced educators and headmasters, should also be encouraged to undertake controlled, research-backed innovations in pedagogy and student well-being, rather than being restricted by excessive rigidity.
It is also necessary to recognise the broader role that private schools play in nation-building. These institutions are not merely service providers; they are creators of human capital. Every doctor, engineer, teacher, administrator, entrepreneur, and public servant begins their journey in a classroom. Private schools, alongside government institutions, contribute significantly to this foundational stage.
The students educated in these schools go on to serve society in diverse roles—both in the public and private sectors. They become part of the workforce that drives economic growth, strengthens governance, and contributes to social development. In this sense, private schools are partners in the nation’s progress. They complement the efforts of the government by expanding access to quality education and reducing the burden on public infrastructure.
At the heart of this system are teachers—the individuals who dedicate their lives to shaping young minds. Regardless of whether they work in private or government institutions, teachers deserve respect and recognition. They are the custodians of knowledge, values, and discipline, and their role remains central to societal progress.
Concerns regarding student discipline and teacher conduct must also be handled with balance and sensitivity. While the well-being and rights of students remain paramount, any complaints against teachers should be addressed through structured institutional mechanisms, counselling, and fair inquiry. Immediate public shaming or trial by social media undermines the dignity of the teaching profession. Teachers, like all professionals, deserve due process, respect, and a system that resolves issues constructively rather than punitively.
Equally important is the need to reframe the administrative outlook towards private institutions. Government and regulatory bodies should not view private schools as competitors to public institutions, but as partners working towards a shared objective. A collaborative approach—based on engagement, dialogue, and mutual respect—will yield far better outcomes than one rooted in confrontation or excessive control.
This is not to suggest that private schools are beyond accountability. Transparency in fee structures, fairness in procurement practices, and sensitivity towards parents’ concerns are essential. Institutions must strive to maintain trust and uphold ethical standards. Constructive criticism, when grounded in facts, can play a valuable role in improving the system.
However, criticism must not turn into blanket condemnation. A narrative driven by isolated incidents or amplified trends risks creating mistrust and discouraging institutions that are striving to deliver quality education under challenging circumstances.
The way forward lies in collaboration rather than confrontation. Parents, schools, and regulatory authorities must work together to address genuine concerns while preserving the strengths of the system.
Policies should aim to support sustainability, encourage quality, and ensure accessibility—without undermining the viability of private institutions. Ultimately, the question is not whether private schools are perfect—they are not. The real question is whether they are necessary and valuable. The answer, clearly, is yes.
They are institutions of learning, centres of aspiration, and pillars of societal development. They nurture the human resources that go on to serve the nation in countless ways. They are, in every sense, partners in nation-building.
It is time, therefore, to move beyond polarised debates and recognise private schools for what they truly are: an essential component of a complex and evolving education system. Respecting their role, while holding them accountable in a fair and balanced manner, is the only way to ensure that they continue to contribute meaningfully to the future of our society.
(The Author can be reached at: smmrtzbkhr@gmail.com)
