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A wetland is a place of tourist attraction, and tourism values play a key role in economic development. Among various services provided by a wetland, recreational services are increasingly valuable in the tourism sector. This paper aims to unfold the potential recreational values of the Dal Lake in Jammu and Kashmir, India.

The study uses individual travel cost methods (TCMs) and assesses its impact on regional development in terms of income and employment generation. A sample of 200 tourists is selected through an on-site survey on Dal Lake, and the demand for recreational visits and its value is estimated by employing the truncated Poisson regression model (TPRM) and un-truncated Poisson regression model (UTPRM). The consumers' surplus is estimated and tourists' benefit to visiting the wetland is explored.

On average, estimated consumers' surplus per visitor is Rs 6,250 (US$96.15) and Rs 25,000 (US$384.61) from respective models. The annual total recreational value of the lake is accounted for Rs 1713m (US$ 26m). This high consumer surplus (CS) and recreational values of the lake indicate large demand for its recreational facilities.

The study is based on primary data and thus, is original. The paper has implications for the policymakers to formulate sustainable management plans for the proper use of Dal Lake and tourism development.

This paper aims to explore the contextual problems and priorities that create tensions in the implementation of activity-based learning reforms such as learning enhancement through active pedagogy in Jammu and Kashmir (J&K). By doing so, it aims to understand the relevance of activity-based learning (ABL) in diverse contexts as perceived by stakeholders.

Using qualitative data drawn from semi-structured interviews with 29 teachers, this study uses an anthropological approach to policy implementation to unleash factors creating a disjunction between policy text and policy practice.

Narratives from teachers reveal how critical awareness about context raises tensions and shapes beliefs about ABL. Their beliefs about ABL can be summed as “pedagogy for its own sake”, reflecting the perceived ineptness of ABL in bringing about considerable improvements in students learning outcomes. Reference to “outcomes” was invoked as a crucial recontextualising discourse in teacher’s pedagogic orientation which resulted primarily from the poor learning attainments of rural children in the prevalent outcome-focussed educational setup.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of pedagogic reforms in the school education system in J&K.

The study has significant implications in terms of helping immediate functionaries such as headmasters, teacher trainers and administrators and policy planners in understanding the dilemmas faced by teachers in enacting pedagogic reforms. It also adds to the field of policy implementation in terms of understanding the tensions of policy implementation at peripheries.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of the school education system in J&K.