From White Elephants to Centers of Learning: The Need for Higher Education Reform in Kashmir

https://www.jkpi.org/wp-content/uploads/2024/10/10th-class-examination_-1-1024x663.jpg 1024 663 Lavya Bhasin Lavya Bhasin https://www.jkpi.org/wp-content/uploads/2024/05/jkpi.png 14 October 2024 14 October 2024

14 October 2024
Lavya Bhasin
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Introduction

Education shapes not only who we are but also what we do. It is not merely about being part of an institutionalized system; it is an ongoing process of self-development and self-discovery—understanding one’s interests, shortcomings, and future plans. Unfortunately, it is a grim reality when the systems responsible for imparting education become nothing more than white elephants. Such is the state of Kashmir, where we officially have 142 government degree colleges and 76 private colleges. However, the sheer number of these institutions should not mislead anyone regarding their quality. This research article aims to provide an overview of the state of higher education in Kashmir, highlight the significance of higher education, examine the grassroots challenges, and propose reforms for improvement.

Education as a Right

Sustainable Development Goal (SDG) 4 aims to ensure inclusive, equitable, and quality education while promoting lifelong learning opportunities for all. Similarly, Article 41 of the Constitution of India mandates that the State, within its economic capacity and stage of development, must make effective provisions to secure the right to education.

Additionally, international conventions, such as the Universal Declaration of Human Rights (UDHR, 1948), in Article 26, stipulate that technical and professional education should be made widely available, and higher education should be equally accessible to all based on merit. Moreover, education should be directed toward the full development of the human personality.

Similarly, the International Covenant on Economic, Social, and Cultural Rights (ICESCR, 1966), in Article 13(2)(c), mandates that State Parties work toward the full realization of the right to education by ensuring that higher education is made equally accessible to all, based on capacity, through all appropriate means, particularly by progressively introducing free education.

Articles 28(1)(c) and 28(1)(e) of the Convention on the Rights of the Child (CRC, 1989) mandate that State Parties recognize the child’s right to education and, to progressively realize this right based on equal opportunity, must ensure higher education is made accessible to all, according to capacity, through all appropriate means. Additionally, they must take measures to encourage regular school attendance and reduce dropout rates. Article 29 of the same Convention stipulates that education should be directed toward preparing the child for a responsible life in a free society.

Having examined the statutory mandates surrounding education as a right, let us now explore the ground realities of these mandates in Kashmir.

Education in Kashmir

History and Evolution of Modern Education in Kashmir

Kashmir has long been renowned for its tradition of learning and art, spanning the Buddhist, Muslim, and Mughal eras. However, a look at Kashmir’s modern history reveals that it was during the reign of Maharaja Pratap Singh that the first English school was established in Srinagar by the Church Missionary Society of England in 1880. Additionally, the Theosophical Society and Dr. Annie Besant played a key role in laying the foundation of SP College, which paved the way for the expansion of both private and government colleges. Compulsory education (for boys only) was introduced for the first time in April 1931 in the cities of Srinagar and Jammu and was later extended to the towns of Sopore and Baramulla in Kashmir Province, as well as Mirpur and Udhampur in Jammu Province.

A landmark development in the state’s education system occurred in 1938 when the government appointed an Education Reorganisation Committee under Sri K.G. Saiyidain, the then Director of Education. The committee’s report was ahead of its time, as it envisioned progressive changes in primary and secondary education, as well as in women’s and adult education. In 1950, the state government established another reorganisation committee, chaired by Shri A.A. Kazmi, the then Director of Education, which proposed extending the 5-year primary school model to a 7-year model.

What is most relevant to us is the beginning of university and college education in Kashmir. Colleges were first established in 1906 under the Theosophical Society, and in 1912-13, they came under the control of Punjab University in Lahore. By 1948, the state had four government and four private colleges, one of which (in Jammu) was for women and another (in Srinagar) focused on oriental studies. However, after the partition, the need for a state university became apparent, leading to the establishment of the University of Jammu and Kashmir (KU) in November 1948. Currently, KU, along with the Central University of Kashmir (CUK), established in 2009, are two of the most important public universities in the Union Territory.

State of Higher Education in Kashmir Today

Having explored the history and evolution of education, particularly higher education, let us now examine the current state of higher education in Kashmir. Presently, Kashmir is home to several universities, including the University of Kashmir (KU), the Islamic University of Science and Technology, Baba Ghulam Shah Badshah University, the Central University of Kashmir (CUK), and the Cluster University of Kashmir. The latter comprises Amar Singh College, Sri Pratap College, Government College for Women, Government Degree College, and the Institute of Advanced Studies in Education.

However, their infrastructures have become little more than empty shells, as there has been a consistent decline in enrollment across all colleges and universities. In 2022, the Government Degree College in Ganderbal had 1,700 admissions, which dropped to around 700 in 2023. Beerwa College saw a decline from 493 to 311, while the college in Sogam (Kupwara) had 513 enrollments in 2023 compared to 689 in 2022. Khansahab College in Budgam experienced a drop from 300 to 167, and Handwara College saw its numbers plummet from 963 to 577. A women’s college in Srinagar enrolled 145 students in 2023, down from 220 in 2022. Unfortunately, these poor enrollment figures are not the only issue.

Another issue is that even when students enrol, many fail to attend college or university regularly due to the lack of enforced attendance norms. While such requirements may exist on paper, they are rarely implemented or followed. Available data shows that students in higher education institutes in Kashmir are required to maintain a minimum of 75% attendance, with the option of a 15-20% concession for extracurricular activities. However, it is important to note that this data is limited, as many institutions in Kashmir lack clearly defined statutes or even an internet presence to assess their governance norms. Another surprising and disappointing reality is that the section for ‘Jammu and Kashmir’ on the Ministry of Education’s website is completely blank.

Status of Higher Education in Kashmir: Where Does the Problem Lie?

This section will analyze the grassroots-level problems identified in higher education in Kashmir.

Funding: The Rashtriya Uchchatar Shiksha Abhiyan is a scheme launched in 2013 (and continuing until 2026) that aims to provide strategic funding to eligible state higher educational institutions. The most recent order under this scheme indicates that a total of thirty-one crore seventy-one lakh and two thousand rupees was disbursed to the Higher Education Department, Civil Secretariat, J&K, in 2020. Unfortunately, no data is available regarding how these funds were utilized by the respective institutes thereafter. One can only hope that similar shadows do not fall upon the funds (amounting to Rs 475 crore) released by the Ministry of Finance for upgrading infrastructure in colleges and universities in Kashmir under the 2024 budget.

Shortage of Modern Educational Resources and Integration of Technology: This issue may not affect all colleges and universities, but it is certainly a challenge for higher education institutes located in remote areas such as Kupwara and Kokernag. Furthermore, the frequent political instability and resulting internet slowdowns or shutdowns in the past have hindered the integration of technology, a pain point that continues to affect these institutions today.

Educated Unemployed: In April last year, data from the Centre for Monitoring Indian Economy (CMIE) revealed that Jammu and Kashmir had one of the highest unemployment rates in India, ranging from 23.1% to 24.6%, significantly higher than the national average of 6.1%. This high unemployment rate is also reflected in the disproportionately large number of applications for the limited number of government positions whenever they are advertised. Due to the lack of a robust corporate culture, many educated individuals in the region remain unemployed while attempting to pass government job exams. Consequently, when they are unsuccessful, they become part of the ‘educated unemployed’ group. This situation could be alleviated by higher education institutes in Kashmir designing curricula that align with the needs of the job market and implementing effective career counselling systems.

Implementation of NEP: Currently, there is no data available that demonstrates the effective implementation of the New Education Policy (NEP) in schools and colleges. The only available information pertains to the developmental plans established when the policy was created in 2020. This situation needs to change to bring Jammu and Kashmir in line with the rest of the country.

Number of Unoccupied Seats in KU: This issue made headlines last year when the Union Territory’s most prestigious university faced an unprecedented crisis, with hundreds of seats remaining vacant in various postgraduate (PG) departments across its campuses. Official statistics revealed that 124 seats were unfilled in different PG departments at the university’s main campus in Hazratbal, Srinagar, and 45 seats remained vacant at the Institute of Technology Zakura campus. This situation reflects three key issues: first, a laid-back attitude among the youth; second, a brain drain that leaves local infrastructure underutilized; and third, a lack of quality education at these institutes, which evidently fails to attract students pursuing their career goals.

Faculty Training: It is essential to teach those who instruct how to teach effectively. Kashmir University recently released a circular announcing a ‘Faculty Development Programme in Commerce’ to be conducted via an online session. However, the participation rates for this program are currently unknown. Additionally, a two-day workshop sponsored by SERB and DST, under the “Scientific Social Responsibility” program organized by CSIR-IIIM, was held in June. However, such instances are insufficient to foster the level of academic growth that is necessary. Educational experts have noted in discussions that some professors from the 1990s continue to adhere to outdated legacy systems without making efforts to modernize their teaching practices.

Asynchronous Curriculum: According to individuals working in the education sector in Kashmir, there is a significant difference between the academic curricula followed in the Union Territory and those at other institutions across the country. The element of rigorous research, manifested through project work and similar activities, is notably absent. Furthermore, universities have become hubs of rote learning, lacking practical experiences, and have turned into breeding grounds for zero-knowledge, exam-centric environments. This is evident in the absence of a culture of internships in colleges and universities in Kashmir, which leaves students without exposure to market needs and pre-assessments.

Level of Exposure to Diverse Subjects: While speaking with an educationist from IGNOU in Kashmir, it was revealed that Jammu and Kashmir critically lacks multidisciplinary higher education. Both the youth of Kashmir and their parents tend to believe that only two career options—medicine and engineering—exist. This is reflected in the imbalanced number of colleges in these disciplines compared to others. Another systemic problem that affects primary education, and consequently higher education, is that students pursue a mark-based approach rather than a choice-based career path. The prevailing notion is that a student who scores the highest marks is suited for NEET, while an average student should only study Arts.

Missing Crucial Centre-Run Infrastructures: A pertinent problem that persists in Jammu and Kashmir is that, while we have an IIT, an IIM, and an AIIMS in the Jammu region, we lack equivalent institutes for other disciplines, such as law. It is important to note that there is no National Law University (NLU) in Kashmir, unlike 21 other states that have one, despite the Jammu and Kashmir National Law University Act being in place since 2018. This absence forces law aspirants to either migrate elsewhere or settle for the unsynchronized law curriculum offered by other colleges in the Union Territory.

Accreditation with Nationally and Internationally Recognized Bodies for Quality Assurance: In Jammu and Kashmir, only 30 colleges have been accredited by NAAC to date, with just 3 receiving an A grade, while the rest have attained either a B or C grade. This is a concerning issue, as it directly reflects the lack of quality education meeting the minimum standards in the Union Territory. Similarly, according to the NIRF rankings of 2022, only 2 universities in Kashmir are among the top 100 in India.

Conclusion and Suggestions for Reforms

Now that we have examined the systemic problems within the higher education system in Kashmir, it is evident that significant reform is needed. Whether it involves funding, inadequate teacher training, or lack of exposure, there must be a conscious effort to bring about meaningful change.

The changes need to begin at the grassroots level, specifically in primary and secondary schools. Career counselling should start in the 10th grade to enable students to make informed choices about the subjects and careers they wish to pursue. Colleges and universities should incorporate compulsory research projects and practical internship requirements as part of their course curriculum.

Furthermore, the Central Government should regularly monitor the funds being disbursed, as well as track the progress and attendance of teacher training programs and the implementation of the NEP. Both the Union Territory and Central Government should aim to successfully create corporate jobs in the UT, ensuring that students do not focus solely on the limited number of available government positions. Committees must be established to understand the requirements for NAAC and NIRF accreditations so that the quality of universities and colleges can be improved accordingly. The Central Government, in collaboration with the University Grants Commission (UGC), also needs to take immediate action to establish a National Law University (NLU) in Jammu and Kashmir.

Lastly, we must strive to embody the true meaning of “where the mind is without fear and the head held high” by conducting personality development programs for the youth of Kashmir. These programs should help them realize their true potential and avoid wasting their formative years in unproductive environments. Systems need to be genuinely reformed to ensure that the question, “Is the government opening new educational institutes while neglecting the existing ones?” does not arise again.

REFERENCES

July-2024