CEO Srinagar hosts Orientation Program on “Post-PARAKH Rashtriya Sarvekshan 2024”

Dir. SEK calls for unified stakeholder action to achieve national excellence in competency-based learning

SRINAGAR, JANUARY 1(PTK): In a significant step towards transforming educational practices in alignment with the National Education Policy (NEP) 2020 and the vision of Viksit Bharat, the Chief Education Officer Srinagar, in collaboration with DIET Srinagar (associated with SCERT Kashmir), hosted a one-day orientation programme on “Post-PARAKH Rashtriya Sarvekshan 2024: Interventional Plan and Role of Stakeholder Engagement in Improving Learning Outcomes.”

The event, held at Teachers Bhavan Auditorium, SCERT Srinagar, brought together key stakeholders to deliberate on leveraging PARAKH findings for systemic improvements in learning outcomes across public and private schools.

The programme was graced by Naseer Ahmad Wani, Director School Education Kashmir (SEK), as the chief guest, along with distinguished educationists including Prof. Seema Naz, Principal IASE Srinagar; Prof. Tasleema Jan, Dean, School of Education and Behavioural Sciences, University of Kashmir; Dr. Arif Jan, Deputy Director JKBOSE Bemina; Anjum Raja, District Education Planning Officer Srinagar/PARAKH Nodal Officer for District Srinagar; Ghulam Hassan Rishi, UT Nodal Officer for PARAKH, and Nazrul Islam Baba, President, Private Schools Association Kashmir. Principals of Government Higher Secondary Schools, representatives from private schools of Srinagar district, heads of institutions from middle schools, and other officials actively participated.

Addressing the gathering, Naseer Ahmad Wani lauded District Srinagar’s commendable performance in the PARAKH Rashtriya Sarvekshan 2024. He urged participants to view this achievement as a foundational milestone rather than a final goal. “We must strive relentlessly to reach national benchmarks,” he emphasized, stressing the need to attain expected outcomes across all competencies.

Highlighting PARAKH as a diagnostic tool rather than a judgmental assessment, DSEK underscored the importance of aligning with the National Curriculum Framework (NCF) 2023. He called for robust collaboration among stakeholders and outlined concrete action points for cluster heads, Zonal Education Officers , headmasters, and private school representatives. Additionally, he announced plans for a foundation-level study in March to prepare learners systematically for future assessments.

Ghulam Mohi-ud-din Bhat, Chief Education Officer Srinagar, advocates the use of PARAKH insights as a roadmap for enhancing learning outcomes in both public and private sectors. He linked the initiative to the Viksit Bharat Sankalp, emphasizing competency-based education to foster 21st-century skills like critical thinking, creativity, and problem-solving, alongside foundational literacy and numeracy. “Such focused interventions will nurture holistic development, life skills, and values, preparing confident citizens and leaders for a self-reliant India,” he stated.

Anjum Raja presented a detailed PARAKH report card of district Srinagar, offering , and proposed targeted intervention strategies to address learning gaps. These initiatives will feature dedicated sessions with teachers aimed at collaboratively devising effective strategies and tailored lesson plans to achieve the desired competencies outlined in the PARAKH findings.

The  programmes will empower educators across Srinagar district to bridge learning gaps through competency-based approaches, fostering innovative teaching practices aligned with NEP 2020 .

Prof. Seema Naz focused on NEP 2020-aligned pedagogies, advocating experiential learning, activity-based approaches, and ICT integration, while drawing attention to persistent learning deficits supported by data.

Prof. Tasleema Jan, who chaired a panel discussion, emphasized constructivist education, continuous professional development (CPD), and collaborative practices to realize NEP 2020’s vision of a progressive learning society.

Dr. Arif Jan addressed governance challenges from fragmented assessment standards, urging adoption of common blueprints from the PARAKH dashboard.

The programme concluded with a collective pledge to transcend traditional pedagogies, embracing innovative, learner-centric approaches.(PTK)