NAAC Accreditation of Kashmir University: The Road Ahead

I am delighted to know that the National Assessment and Accreditation Council (NAAC) has awarded an A grade to the University of Kashmir. This institution is dear to me for more than one reason. Before independence, Punjab University in Lahore and Aligarh Muslim University were the primary destinations for Kashmiri students. Since 1948, the University of Kashmir has played a pivotal role in the horizontal expansion of higher education in Jammu, Kashmir, and Ladakh. Its contributions to developing an informed citizenry, fostering an egalitarian social order, and creating a productive workforce are exemplary.

I share a deep emotional bond with this university—it shaped my career and provided ample opportunities to deepen my understanding. The Vice Chancellor and the entire university fraternity deserve appreciation for the work that always goes into it. However, this is not a moment for complacency not even triumphalism but definitely soul-searching. Before we chart the road ahead two contextual points deserve attention.

Context

First, much has changed between the last accreditation cycle and now (2025). NAAC itself has gone through a phase of turmoil, suffering a significant loss of credibility due to malpractices involving some of its affiliates. The Central Bureau of Investigation conducted raids at nearly twenty locations across the country, leading to the expulsion of approximately 840 NAAC assessors. Reportedly, NAAC is now undergoing reform and is committed to its new policy: “Right Grades to Right Institutions.” The assessment of the University of Kashmir was thorough, with detailed scrutiny of every aspect. It’s worth noting that the University of Jammu has also been awarded the same grade.

Second, universities in regions like Kashmir face unique challenges. Despite its highs and lows, the University of Kashmir has a glorious past, and we expect it to have an even brighter future. As someone who has been both an insider and an observer, I offer these reflections and unsolicited suggestions with the hope of fine-tuning the university’s internal mechanisms to keep pace with emerging global and local challenges.

Campus Culture

I joined the University of Kashmir as a postgraduate student in the Department of Political Science. The transition was inspiring and transformative. The department’s first extension lecture I attended featured Ambassador T.N. Kaul, then Foreign Secretary of India, who spoke on the Panchsheel Agreement, which he had helped negotiate as India’s Ambassador to China. The lecture was followed by an informal Q&A and a relaxed tea session. Seminars were held every Saturday. What made a lasting impression was the culture—open, curious, informal, and intellectual. The University culture matters deeply. For many years, Oxford University had no formal examination system; degrees were awarded based on years spent on campus. The intellectual beauty of campus culture once turned a mathematician into a poet. The institution is always as good as the people manning it. The top grade must translate into better human development.

Rethinking Lectures

The practice of excessive classroom lecturing must end. Our students spend more time in traditional classrooms than their American or European peers. Nobel Laureate James Heckman once observed that “some kids win the lottery at birth; too many don’t and most struggle to catch up.” His famous curve illustrates the return on investment in human capital based on age. Students who receive quality education are four times more likely to achieve higher earnings. The theory applies to primary education but I found it valid for higher education as well. Therefore, we must abandon lazy teaching models and create non-judgmental classrooms where students are encouraged to think, question, and explore. The purpose of a university is to train students to think critically, not just absorb information. In the 21st century, students need problem-solving, writing, comprehension, and critical thinking skills—these are the seeds of innovation. Importantly, adopting innovative pedagogy doesn’t require financial investment, only a growth mindset. As Lord Keynes once said, “The difficulty lies not so much in developing new ideas as in escaping from old ones.”

The Chancellor’s Perspective

The Chancellor of the university, Mr. Manoj Sinha, has repeatedly emphasized that “ideas are the new wealth” and that universities must focus on intellectual property. Winston Churchill once predicted that “the empires of the future will be empires of the mind.” Lord Keynes believed that it is ideas—not material interests—that ultimately shape a society’s destiny. Modern universities must function as “idea Bazaars,” offering value to communities, trade groups, and young minds. This shift is only possible if we place students at the centre—encouraging them to read more, conduct fieldwork, and interact with everyday people. Mohammad Awan 10^th standard student on Eid day found himself drawn to sheep horns and started experimenting with ideas. He became an alchemist. Reading also stimulates imagination, fosters independent thinking, and nurtures deliberation. Teachers have to play role of a mid-wife and step back. In some countries, teachers take an oath at the time of their appointment, promising to teach only what they truly know and to do so to the best of their ability. According to the McKinsey Report (2023), high-performing teachers can improve student outcomes by up to 53%.

Study Now – Pay Later

One in five children born in India enters poverty. The University of Kashmir should explore creating a “Support Fund” for academically talented but financially disadvantaged students. The “Study Now, Pay Later” model—where students repay their education cost after entering the workforce—can bridge the opportunity gap. I never felt the need to go to Davos to meet these unfortunate souls. I spotted them in hostels, classrooms and near university canteens. It is estimated that 65% of today’s schoolchildren will work in careers that do not currently exist, and about 60% of existing jobs are vulnerable to automation.

The World Bank projects that by 2030; 34 million jobs could be at risk due to climate change. Traditional booksellers like Yaqoob Books have been overtaken by e-commerce giants like Amazon and Flipkart. We must prepare students not just for jobs, but for a journey. Expectations have changed—students and parents increasingly focus on tangible outcomes. Every casual conversation turns into a job conversation. Unfortunately, many of our students end up attending low-ranking foreign institutions. Before his death in 2024, the Prime Minister’s economic advisor, Bibek Debroy, noted that educational loans outstanding with Indian banks total ₹1,23,066 crore.

In addition to reforming pedagogy the university must: Create stronger synergies between humanities and sciences, strengthen undergraduate education, attract international students and maintain regular interactions with public intellectuals and concerned citizens. Major research projects need to be done with utmost financial transparency. These sometimes generate more dust than light. As the Kothari Commission rightly noted: “No nation can rise above the level of its teachers.” America is great because its universities are great. Let the University of Kashmir declare brainpower as its natural resource. John Kennedy once noted that our job is not to fix the blame for the past but to fix the course for the future.

 Prof Gull Wani is Kashmir based Political Scientist and Honorary Senior Fellow Centre for Multilevel Federalism New Delhi