by Padma dolkar Lamayuru.
Graduate student from GGM science college (Jammu).
The number of students who discontinue their education midway without completing basic education is officially categorized as “ dropouts” . It is disheartening to note that the dropout rate in Ladakh, particularly in government schools, has been steadily increasing year by year.
According to Unified District Information System for Education ( UDISE) 2023-2024, Ladakh ranks among the top, Union Territories (UTs) for school dropout rates.
Shockingly, it stands second after Bihar (20.86%) in terms of student dropouts at the secondary level (class 9th to 12th) with an overall dropout rate of 20.1%, (2.5 % among boys and 10. 0% among girls).
Breakdown by educaton level.
1. Secondary level (class 9TH TO 12TH).
Overall dropout rate of 20. %, (2.5 % among boys and 10. 0% among girls).
2. Upper primary level (class 6th to 8th).
Overall dropout rate is 5.8% with 7.3% boys and 4.3% for girls.
3. Primary/ preparatory level (class 3rd to 5th).
Overall dropout rate is 3.0% with 3. 7% among boys and 2.2 % among girls.
Ladakh now records the highest dropout rate at the secondary level among all UTs and states in the northern region, surpassing even jammu and Kashmir , which stands at 16.1%.
This growing trend is a matter of deep concern and calls for immediate policy interventions and grassroots efforts to ensure that every child completes their basic education.
WHY ARE STUDENTS DROPPING OUT OF GOVERNMENT SCHOOL IN LADAKH?
❖ Lack of Accountability/ security of job without motivation.
When it comes to government Institutions – be it schools, hospitals or other government Department there is often a noticeable lack of accountabilities with the seriousness they deserve. They rarely see it as a personal duty to ensure students receive quality, well-rounded education.
Many government teachers in Ladakh are not attending their duties, especially in backward and remote areas. Number of schools have been seen functioning without a principle or specific subject teachers. Surprisingly, this often goes unnoticed unless some villagers complain to higher authorities.
Many teachers are assigned to cover other subjects as well, even when they are not experts in those particular subjects. In most cases , villagers are farmers, so the issue remains unreported, which severely affects the academic performance of government School students.
In addition to this government school teachers often remain in their positions regardless of how poorly they perform. Unlike private institutions where performance matters and teachers can be replaced based on results.
❖ Poor quality, substandard or out–dated teaching method.
While some teachers genuinely care and work hard, their efforts are often limited by a system that fails to evolve .Many government Schools do not offer regular training, skill upgrades, or modern teaching-aids. Without proper infrastructure and continues development, even the most passionate teacher struggle to keep up with modern-day education standards.
This out-dated approach of teaching is one of the key reasons why quality education remains a distant dream for many students in government schools of ladakh.
❖ Lack of co-curricular Activities.
Just like many other parts of the country, government Schools of Ladakh legged behind in introducing meaningful co-curricular activities. These activities play a crucial role in a student’s overall growth and personality development. Sadly ,their absence often makes school a dull, uninspiring place, leading many children to lose interest in continuing their education.
❖ 4.The absence of role model/ Lack of of enrolment by intellectuals in Government Schools.
One of the most disheartening realities in education system of government Schools in Ladakh is the lack of faith shown by well-placed individuals in government Schools. Most parents, including officers and government Employees, prefer to send their children to private institutions.
This trends reflects a larger crisis, those responsible for improving the system often don’t trust it enough for their own children.
In many villages , i have personally witnessed education officers visit to promote enrolment in Government Schools, yet they themselves send their children to private ones. This contradiction sends a damaging message to the community.
When leaders and intellectuals don’t lead by example. The credibility of the entire system weakens. The lack of their involvement- both in policy and in practice makes it difficult for other to trust or invest in government Education. As a result, more private schools in search of better quality, exposure, and opportunities for their children.
❖ Social competition and rise of trends.
Ladakh, once known for its simple and ground lifestyle, is now experiencing drastic societal shifts. What was once a peaceful society rooted in values is increasingly caught up in trends of competition, status, and consumerism. Education, unfortunately, is now a part of this race.
Parents no longer choose schools solely for the sake of learning, but also to match societal expectations. Private schooling has become a status symbol, regardless of affordability. As a result, families push themselves to pay soaring fees just to feel part of the “ modern” and “fashionable” circle even when government Schools are accessible.
❖ Impact of urbanization .
Urbanization is reshaping Ladakh. As people migrate from villages to cities in search of jobs and easier lifestyles, their choices in education are also shifting. Private schools, often located in urban areas, are seen as more convenient due to time constraints and logistical ease.
This urban movement has led to a growing preference for private institutions, further marginalizing village-based government Schools that lack resources and accessibility.
❖ Lack of infrastructure in Government Schools.
One cannot ignore the visible gap in infrastructure between government and private schools. Many government Schools, especially in remote areas, still struggle with basic amenities. Laboratories, libraries and even functioning computer systems are either missing or out-dated. Some classrooms look neglected- lacking proper furniture, blackboards, or even clean surroundings, drinking water facilities and toilets etc.
This creats a discouraging environment not just for students but also for teachers. It’s no surprise that parents, even when aware of some government Schools having good infrastructure and faculty, still hesitate due to the persistent myths surrounding them.
When intellectuals , politicians and even teachers themselves avoid sending their children to government schools, public trust further declines. Infrastructure plays a major role in this dropout trend and it must be addresses head-on.
❖ Changing family lifestyle.
Many Families of Ladakh now have stable income through tourism business, government jobs, army-related contracts , shops, cafes and homestays etc. So the financial comfort often makes them over-dependent and uninterested in studies, as they don’t feel the pressure to built their future through studies or by hard-work and it makes them feel lack of urgency and seriousness towards education. Moreover many are influenced by false role models on social media, who glorify fame and luxury without education or effort. This leads to poor discipline, disinterest in school, and a casual attitude towards learning. Over time, these factors contribute to school dropouts, especially when parents fail to set strong examples or monitor their children’s academic progress and leads to dropout from schools.
❖ Geography and extreme weather condition.
Some villages in Ladakh are located far from main towns or schools . In several areas, proper roads are lacking, forcing children to walk long distances. This makes it unsafe or even impossible for them to reach school, especially during rains or heavy snowfall, when roads often get blocked.
Many small villages in Ladakh do not have higher secondary schools or colleges. As a result, students have to move to nearby villages or cities for further education, which often becomes a financially burden on their families. Due to this, many students are forced to drop-out and start small business such as running cafes, working in tourisms, or driving commercial vehicles to support their families financially.
WHAT CAN WE DO TO STOP DROPOUT FROM GOVERNMENT SCHOOLS AS A SOCIETY.
Well, the first step is to accept the existence of the problem. This issue needs to be addressed by every-one .
Awareness should be spread among the public by addressing this issues sincerely.
Proper infrastructure should be provided in every possible way, whether at the local or government Level.
Teachers need updated training, modern teaching methods,personality building skills and updated teaching equipment.
It should be made compulsory that at-least one child of government officials, teachers and politicians to enrolled in government schools . This ensuring better education in government Schools.
Various curricular activities, including different sports options, skill learning, computer use, libraries and laboratories should introduced in government schools to attract students. These will help move away from old teaching and cramming method.
Teachers, parents and students must come together on common ground to address this issue while the problem cannot be solved overnight, progress is possible through gradual and collective efforts. It is not just the fault of teachers or parents but overall we as a society have failed to value and uphold the importance of free education.
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