Parents across Kashmir are facing a curriculum crisis, forced to buy two sets of books—one as per government guidelines, and another as per private school mandates—resulting in financial and emotional strain.
By: Javid Amin | 08 November 2025
At the start of the new academic year in Jammu & Kashmir, a troubling trend is once again coming into sharp relief: parents and students caught between two conflicting demands — one from the government board, and another from their private schools. On the one side, the Jammu & Kashmir Board of School Education (JKBOSE) has mandated a uniform curriculum and its prescribed textbooks. On the other, many private schools are reportedly issuing their own syllabi and book-lists, compelling students to buy costly supplementary books and learn two sets of material. The result: emotional strain for families, financial hardship, confusion for children — and a sense of regulatory failure.
This article unpacks the phenomenon: what the rules say, what ground-reality shows, the impact on families, the underlying drivers, and specific case-studies of private schools allegedly flouting the norms. We also explore what needs to be done — by the board, private schools, parents and civil society — to restore equity, transparency and trust to education in the region.
What the Regulation and Board Directions Say
The Legal Mandate
Under Section 10 of the JKBOSE Act, 1975, the Board has the power to “prescribe courses of instruction, curricula, syllabi and textbooks” for all academic levels in the state/UT.
Thus, legally, all schools affiliated to JKBOSE must follow the Board-approved curriculum and textbooks; deviations are not permitted without formal modification.
Board Directives and Notifications
In December 2023, JKBOSE issued a notification that from the academic session 2024-25, all affiliated schools (including private) must implement the Board’s curriculum and textbooks from classes 1 to 12, and that “no school shall force any parent or student to purchase books or material other than those published or prescribed by JKBOSE.”
The Board also warned of disciplinary action (including a penalty up to Rs. 50,000) for schools that deviate.
Board’s Textbook Availability Claim
JKBOSE also reports that the board-prescribed textbooks are available in the open market (via registered book-sellers) and have been developed by expert panels aligning with national frameworks.
Ground Reality: Twin Curricula and Hidden Costs
The Double Curriculum Burden
Despite the prescriptions above, many parents across Kashmir say their children are being asked to follow two curricula simultaneously:
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The government/JKBOSE-mandated curriculum — using board-prescribed textbooks at relatively affordable cost.
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A school-imposed syllabus — additional supplementary books (often non-board), with higher price tags.
In effect, children may have to learn core topics via JKBOSE books, and then additional content (sometimes overlapping) via school-mandated books. This duplication means extra cost, extra study load and confusion.
Financial Exploitation and Cost Multiplication
Parents give distressing figures: while a full set of JKBOSE books for a primary class may cost around Rs 600-700, parents say a single supplementary textbook from a private publisher may cost Rs 500-600 or more.
In some cases, where schools claim an international syllabus (e.g., “Cambridge”), full book-sets may cost Rs 7,000-8,000 or more — clearly beyond the reach of many.
Parents allege that schools are prescribing books tied to specific vendors or publishers, possibly with commission arrangements, thereby converting textbooks into revenue sources rather than purely pedagogic tools.
Emotional and Access Strain
The financial burden is compounded by the emotional toll: families struggle to meet costs, children are expected to cope with extra learning burdens, and trust between parents and schools erodes. In some cases, parents report sleepless nights, anxiety and dissatisfaction with the opaque nature of book-selection by schools.
Enforcement Gap
Although JKBOSE has issued clear directives, many parents say they see little concrete enforcement. Schools continue to deviate, and vendors benefit from exclusive deals, while parents feel powerless. One ground-report states: “Despite multiple directives … many private schools in Srinagar continue to push parents into purchasing textbooks from private publishers and other stationery from specific vendors, violating government directives…”
Case Studies: Institutional Practices Under the Lens
Case Study 1 – Unauthorised Curriculum Shift
At one private school in Srinagar, parents allege that the institution decided unilaterally to shift from the existing board affiliation to the Central Board of Secondary Education (CBSE) mid-course, without proper approval, thereby forcing children to transition to a different syllabus on short notice.
Key issues:
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Parent consent not sought; information withheld until late in the process.
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New syllabus meant entirely new textbooks, new study patterns, extra coaching — increased cost and risk of academic disruption.
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Lower-middle class families particularly vulnerable.
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School infrastructure and teacher readiness questioned for the new syllabus.
Although this case is not precisely labelled “New Convent School”, it shows the kind of practice parents fear: abrupt changes, extra cost, and insufficient transparency.
Case Study 2 – Vendor Lock-In & Book Costs
In general across Srinagar, multiple reports (e.g., from January 2025) confirm that private schools continue to force parents to buy books and stationery from specific shops, or via certain publishers tied to the school, even though directives forbid such exclusive prescriptions.
Case Study 3 – New Convent School and the LEAD Curriculum Shift
In 2025, parents of students at New Convent School, Srinagar, have alleged that the institution has quietly shifted from the JKBOSE-prescribed curriculum to a LEAD-based learning programme — a private, technology-driven model marketed as an “enhanced” or “international-standard” academic framework.
Parents’ Allegations
According to several parents, the new LEAD package comes with a steep price tag, ranging between ₹ 4,200 – ₹ 5,000 per child, depending on class level. In addition to the LEAD module, parents say the school has also directed them to purchase additional subject books separately — including Urdu, Kashmiri, and Islamic Studies textbooks — which adds another few hundred rupees to the total.
“If the JKBOSE curriculum had been followed, the complete set of textbooks wouldn’t have cost more than ₹ 1,000,” says one suffering parent, speaking on condition of anonymity. “Now we’re paying four to five times that amount, and we don’t even know if this syllabus is officially approved.”
Lack of Transparency and Communication
Parents further allege that the transition to the LEAD-based system was introduced without prior consultation or clear disclosure of costs and pedagogical differences. Many discovered the change only when new book lists were issued at the beginning of the session.
Several guardians claim that the school administration justified the switch by describing the LEAD system as a “modern, interactive learning platform” meant to improve student engagement and outcomes. However, there has been no public clarification on whether the new curriculum has been approved by JKBOSE or whether dual assessment standards (LEAD vs. JKBOSE) are being maintained.
Educational and Financial Implications
The sudden switch has left parents frustrated on two fronts:
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Financially: Families must now buy premium-priced materials rather than the more affordable JKBOSE textbooks, pushing annual academic expenses beyond what many can sustain.
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Academically: Students are studying content that may not align with JKBOSE exam requirements, creating confusion about what will ultimately be tested.
Parents also express concern that, since JKBOSE-affiliated schools are legally required to follow board-prescribed curricula and textbooks, the school may be operating in a grey zone — affiliating under one system while teaching another.
Need for Clarification
Education experts suggest that if a school wishes to adopt an alternate learning system such as LEAD, it must:
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Seek formal approval or no-objection certification from JKBOSE or the Directorate of School Education.
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Clearly inform parents in writing about the cost implications and curriculum differences.
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Ensure that students are not disadvantaged in board-level assessments due to divergent syllabi.
At present, parents are urging JKBOSE and the Directorate of School Education, Kashmir (DSEK) to investigate whether the LEAD-based curriculum complies with board regulations and whether the pricing model imposed on parents is justified or exploitative.
Key patterns:
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Schools prescribe “exclusive” books not found widely in the market.
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Parents must purchase from designated vendors (often nearby the school).
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Prices much higher than board-prescribed textbooks.
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The legal directive that schools should not force parents to buy from specific vendors is repeatedly violated. (DSEK circular)
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Monitoring committees exist but implementation is patchy.
Why This Crisis Persists
1. Commercial Incentives in Education
When private schools operate in a competitive market, additional revenue streams become tempting. Supplementary textbooks, exclusive vendor deals, overpriced materials — these become profit-centres. Schools may justify these as “premium materials” or “extra advantage books”, but if they are non-board and not explained, the line between academic supplement and commercial gain becomes blurred.
2. Branding and Curriculum Ambiguity
Some private schools promote themselves as “premium”, “international”, or affiliated to global curricula (e.g., Cambridge, CBSE). This branding allows them to justify expensive book-sets or extra materials. Meanwhile, if they remain officially affiliated to JKBOSE, the board-prescribed books should suffice. The ambiguity creates space for deviation.
3. Weak Enforcement & Oversight
While JKBOSE has issued directives, actual monitoring, inspections and punitive action appear limited. Schools may calculate the cost of non-compliance as low relative to benefits. Parents’ complaints often go unaddressed. Field-reports show despite monitoring committees, “implementation remains inconsistent.”
4. Parent Pressure & FOMO (Fear of Missing Out)
In a highly competitive educational environment, parents may believe that extra books = extra advantage. Schools exploit this by framing supplementary books as “enhancement” or “edge” material. Parents may comply despite cost stretched budgets. The result: an incentive system where deviation becomes normalized.
5. Information Asymmetry & Education Cost Burdens
Parents often lack clear information: Which books are board-approved? How much should they cost? Which vendors are legitimate? Schools may not share full breakdowns. Many families already face financial strain; an additional ₹1,000+ per subject is a serious burden. The imbalance between what is expected and what is affordable creates deep stress.
The Impact: Families, Students, Equity
Financial Strain on Families
For many households, especially middle- or lower-income, education costs are already a major portion of budget. Add to that multiple expensive books, possibly extra coaching, fees for special materials — the burden compounds. Some parents say they spend thousands of rupees extra each year just for supplementary books.
Confusion and Learning Overload for Students
When students must follow two syllabi or duplicated material, confusion may arise: Which book does the exam follow? Teachers may split focus. Time is consumed in negotiating multiple texts. Meanwhile, children may feel overloaded or demotivated.
Equity and Access Risk
When only families who can afford extra book-sets can fully participate in the school’s “enhanced” curriculum, inequity deepens. Some students may be left behind if they cannot buy all the materials or access additional tutoring. In regions already facing many socio-economic challenges, this is a serious concern.
Erosion of Trust and Reputation
Parents feel they are being exploited; schools are seen as prioritising profit over learning. This undermines the trust relationship which is essential in effective schooling. Schools’ reputations suffer when parents believe they are paying unjustified costs.
Curriculum Integrity and Systemic Standardisation
The board seeks uniform textbooks so that all students in affiliated schools follow the same syllabus and have equal opportunity. When private schools deviate, system-wide comparability is compromised. Teachers may teach non-board materials. Assessment synchronisation may break. The objective of a cohesive education ecosystem is weakened.
What Needs to Be Done: Actionable Recommendations
For JKBOSE and Education Authorities
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Publish and widely disseminate the approved textbook list, with ISBNs, cost, and vendor information — so parents can verify.
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Conduct surprise inspections and audits of private schools’ booklists and vendor arrangements, with transparent reports of findings.
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Enforce penalties meaningfully when schools deviate, as the law allows (up to Rs 50,000, etc.)
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Set up a hotline or online portal where parents can lodge complaints about forced purchase of non-board books or vendor lock-in.
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Ensure timely distribution of board-prescribed textbooks to all schools (public and private), so schools cannot “use unavailability” as excuse.
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Educate parents: campaigns, workshops and leaflets explaining rights, approved curricula, cost norms, complaint mechanism.
For Private Schools
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Abide strictly by the board curriculum if you are affiliated to JKBOSE; avoid prescribing non-board materials unless formally approved.
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Provide transparent book-lists to parents in advance, explaining why any extra books are required, whether they are board-approved, vendor options (open market) exist, and cost breakdowns.
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Avoid vendor‐lock-in and exclusive deals: allow parents to buy from any authorised retailer, provide options and ensure fair cost.
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Consider affordability: choose textbooks that are cost-effective, avoid unnecessary duplication, and be mindful of families’ burden.
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Engage parents: involve parent-teacher meetings where book-costs and syllabus choices are explained; invite feedback.
For Parents
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Know your rights: private schools affiliated to JKBOSE must use board-prescribed books and cannot force you to buy extra.
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Request the board-approved book list from the school; verify whether the prescribed books are on the list.
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Insist on transparency: ask for breakdowns of book-costs, list of vendors, whether alternative purchase options exist.
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If forced to buy non-board books: keep receipts, document communications, and consider filing a complaint with JKBOSE or the relevant district education office.
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Organise with other parents: a collective voice is stronger; share information, negotiate with schools, escalate issues if needed.
For Media, Civil Society & Parent Groups
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Investigative reporting: expose schools prescribing high-cost non-board book-sets, vendor lock-in, opaque deals.
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Advocacy for policy change: press for stricter enforcement, wider parent education, and transparency in school-vendor relationships.
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Monitoring and data-collection: gather data on book costs at different schools, comparative cost analysis, parent spending surveys.
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Empower parent forums: establish local parent associations, organising sessions to inform rights and share strategies.
Looking Ahead: What to Monitor
Key Indicators
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Number/proportion of private schools found prescribing non-board materials despite JKBOSE directives.
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Average cost of supplementary books per student (vs board-textbook cost).
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Number of complaints lodged with JKBOSE or district education offices regarding forced purchases or exclusive vendor deals.
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Actions taken (inspections, fines, sanctions) by the board or authorities.
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Degree of parent awareness of rights, book-cost transparency and school practices.
Red Flags to Watch For
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Schools shifting curriculum (JKBOSE → CBSE or international syllabus) mid-stream without clear approval/communication.
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Book-lists that include many non-board titles, labelled as “must buy”, no alternative vendor option offered.
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Schools directing parents to only one book-vendor (often near campus) with higher prices.
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Families reporting they must buy duplicate books (board + supplementary) for the same subject.
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Schools hiding cost breakdowns, refusing to let parents purchase books elsewhere.
Potential Reforms
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Introduce a price-cap or recommended maximum cost for supplementary textbooks in private schools affiliated to JKBOSE.
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Create parent-school-board committees that review book-lists each year before publication.
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Require schools to publish annual book-cost statements showing how much parents paid, how many books were optional vs mandatory.
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Mandate that any shift in curriculum affiliation (e.g., moving to CBSE) must involve parent vote / consent and transparent cost modelling.
Conclusion
The unfolding “double curriculum” crisis in Kashmir is more than just an administrative problem—it touches the core of educational equity, trust and value. When private schools impose twin demands—one from the board, one from themselves—parents bear the cost, students shoulder confusion, and the system tilts away from its purpose: learning, development and equal opportunity.
The law is clear: JKBOSE prescribes the curriculum and textbooks, and private schools must comply. Many directives exist. Yet, enforcement is weak, and practices of commercialisation persist. If children are to pursue education without undue burden, transparency, accountability and regulation must align with intent.
For parents facing pressure, informed action matters: know your rights, ask questions, document the costs, organise collectively. For schools, integrity matters: textbooks should support learning—not profits. For the board and government, implementation matters: directives must translate into inspections, sanctions and visible improvements.
In a region already facing socio-economic challenges, allowing textbook over-costs or twin syllabus burdens is not just unfair—it undermines the promise of education itself. It is time for the system to realign with its purpose, so that every child in Kashmir can study with one curriculum, one set of materials, and a fair chance—not double burdens.
