For the second phase, the UT administration has requested permission from the Union education ministry to upgrade an additional 265 schools.
According to sources, the PM Schools for Rising India (PM Shri) project will upgrade and develop 233 current schools in Jammu & Kashmir in the first phase. An official statement stated that the Union Territory administration has requested permission from the Union Ministry of Education to upgrade an additional 265 schools during the second phase, pointing out that the ministry has approved their upgrade. New Delhi has trained twenty master trainers, one for each district, the statement continued.
On the occasion of Teacher’s Day, J&K’s Lieutenant Governor Manoj Sinha presided over a meeting on Wednesday to discuss the execution of the PM Shri Schools programme in the UT. He stated that these schools will mentor other schools in their particular regions, acting as a source of leadership. He continued by saying that these schools will prioritise the academic goals of each student at each grade level and encourage critical thinking, dialogue, teamwork, and creativity across the board.
Also, he gave the Education Department instructions to create a thorough five-year plan to shorten children’s school commutes so they wouldn’t have to.
In addition to guaranteeing vocational training and skill development programmes and the inclusion of Indian philosophy in all J&K universities, he also ordered the inclusion of life histories and contributions of inspirational icons such as General Zorawar Singh, Brig Rajinder Singh, Maqbool Sherwani, and other notable personalities in the school curriculum.
Prime Minister Narendra Modi unveiled the PM Shri programme for the renovation and development of almost 14,500 schools nationwide on Teacher’s Day, September 5, 2022. In order for the 14,500 current schools run by the federal, state, and local governments of Utah to become models of education in the future and represent the National Education Policy 2020, the centrally supported programme intends to fortify these institutions. The programme is made to accommodate children’s varied origins, multilingual requirements, and varying academic skill levels, allowing them to take an active role in their education.
