New Delhi, Oct 10 (KNS): With only 16.6 per cent of Class 3 children in rural Jammu and Kashmir able to read a Class 2-level text, according to the Annual Status of Education Report (ASER) 2024, Chief Minister Omar Abdullah on Saturday called for moving beyond examination-driven education and equipping students with critical thinking, digital literacy and practical skills.

The findings of ASER 2024 highlight persistent weaknesses in foundational learning, with more than eight out of every ten Class 3 children surveyed in rural Jammu and Kashmir unable to read a text meant for students one grade below them.

The report also found that only 37.7 per cent of Class 5 children could read a Class 2-level text, indicating that basic reading difficulties persist even as students progress through primary school.

Against this backdrop, Abdullah, while addressing the School Leader of the Year 2026 Summit and Awards in New Delhi, said the education system must prepare children for challenges beyond classrooms and examinations.

The Chief Minister, as per news agency Kashmir News Service (KNS), emphasised that academic achievement alone was insufficient to prepare students for a rapidly changing world where critical thinking, creativity, communication and technological competence were becoming increasingly important.

The ASER findings present a significant challenge for Jammu and Kashmir's education sector, particularly as schools seek to introduce advanced digital tools and Artificial Intelligence while foundational learning remains a concern.

The report's rural survey findings also underline the importance of strengthening early-grade learning before students advance to higher classes, where reading comprehension becomes essential across subjects.

Abdullah said schools must focus on the holistic development of children rather than limiting educational success to examination results.

He stressed that students should develop the ability to think independently, solve problems, communicate effectively and adapt to changing circumstances.

Highlighting the growing role of Artificial Intelligence in education, the Chief Minister said technology could help improve learning outcomes, personalise teaching and support educators in addressing students' individual learning needs.

However, he cautioned that technological interventions should complement rather than replace teachers, whose role remained central to children's intellectual and personal development.Click Here To Follow Our WhatsApp Channel

The Chief Minister also emphasised the responsibility of principals and headteachers in improving educational standards, saying school leadership extended beyond administrative duties to shaping institutional culture, student aspirations and the overall learning environment.

He called for continuous professional development of teachers and school leaders, including exposure to innovative teaching methods, exchange of best practices and collaboration among educational institutions.

The ASER 2024 findings also raise questions about how effectively classroom instruction is translating into measurable learning outcomes, particularly at the primary level.

While the survey measures foundational reading and arithmetic abilities among children in rural areas, its findings provide an important indication of the learning challenges confronting the education system.

Abdullah also highlighted disparities in access to quality education, saying children in rural, remote and underserved communities must receive educational opportunities comparable to those available in urban institutions.

He called for collective efforts involving governments, educators, educational institutions, parents and communities to address students' diverse academic and developmental needs.

The Chief Minister further advocated greater collaboration between Indian and international educational institutions to promote innovation, exchange successful teaching models and improve educational standards.

His remarks come at a time when the challenge for Jammu and Kashmir's education system is not merely to introduce future-ready skills but also to ensure that children acquire the basic reading and learning abilities necessary to benefit from advanced education.

Although Abdullah outlined the need for a broader shift in educational priorities, no specific implementation timeline or new policy measures for addressing the foundational learning gaps were announced during his address.

The summit brought together school principals, educationists, institutional heads and representatives of Indian and international universities to discuss leadership, innovation and emerging challenges in school education.

Abdullah also felicitated several heads of educational institutions for their contributions to the education sector. (KNS)