Srinagar:
At a time when many government schools in Kashmir struggle with low enrolment and poor infrastructure, government teacher Irfana Tabassum has emerged as a symbol of dedication and hope by reviving a defunct primary school in Srinagar and transforming it into a vibrant centre of learning.
Currently posted at a government primary school in Rahilpora, Srinagar, Irfana took charge when the institution had zero students, a crumbling building, and even its official registration had lapsed. Today, the same school has over 70 enrolled students, active classrooms, and growing community support.
“Honesty, dedication and love for the profession are the real keys to success,” Irfana said in an interview with Awaz–The Voice, stressing that teachers play a crucial role in keeping the lamp of knowledge alive.
Irfana Tabassum receiving the Best Teacher Award from J&K LG Manoj Sinha
Her exceptional work earned her the Best Teacher Award 2025, presented in September by Jammu and Kashmir Lieutenant Governor Manoj Sinha, in recognition of her efforts to revive the school.
Irfana joined the Jammu and Kashmir Education Department in 2007 as a General Line Teacher. Over the years, she actively contributed to educational reforms and later served as a Zonal Resource Coordinator, where she worked on teacher training and innovative teaching practices. This experience prepared her to take on challenging assignments.
Irfana Tabassum at Government Primary School, Rahilpora
When she was assigned the Rahilpora school in 2013, the situation was grim. Instead of giving up, Irfana focused first on improving the school environment. She arranged basic furniture, started morning assemblies using a microphone system, decorated classrooms, and personally interacted with local residents to rebuild trust.
Gradually, parents began sending their children to school.
In line with the National Education Policy (NEP), she introduced Foundational Literacy and Numeracy (FLN) and skill-based learning. The school adopted structured monthly lesson planning, student assessment records, educational charts, and profile-based monitoring to track progress.
Students engaged in activities inside Irfana Tabassum’s classroom
Beyond academics, students were encouraged to participate in gardening, sports, and hands-on activities, making learning enjoyable and practical. The change was visible within a short span as children started attending school with enthusiasm.
Through sustained efforts, Irfana also succeeded in securing additional land for the school, expanding it to nearly six to seven kanals. She has urged the government to upgrade the institution to a middle or high school, so children in the locality can access better educational facilities closer to home.
Her work has been widely acknowledged, with multiple honours from the Budgam district administration, the Zonal Education Office, and the Jammu and Kashmir government.
Irfana Tabassum’s journey stands as a powerful reminder that committed teaching and community engagement can revive even the most neglected institutions—and change countless young lives in the process.